The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.

1. Basic Concept in Assessing Students
Learning – Relationship Between
Instruction and Assessment

2. MEASUREMENT

 Thorndike and Hagen (1986) define measurement as
“the process of quantifying observations and/or
descriptions about a quality or attribute of a thing or
person.”

3. METHODS OF DATA
COLLECTION

1. Paper and pencil. Collection of data through self-repots,
interviews, questionnaires, tests, or other instruments.
2. Systematic observation. Researcher looks for specific
actions or activities, but is not involved in the actions
being observed.
3. Participant observation. Researcher is actively involved
in the process being described and writes observations at
a late time.
4. Clinical. Data are collected by specialists in the process
being described and writes observations at a later time.

4. USES OF EDUCATIONAL
MEASUREMENT (Mehrens and
Lehmann, 1991)

1. Direct Instructional Decisions
2. Instruction Management Decisions
3. Entry-Exit Decisions
4. Program, Administrative, and Policy Decisions
5. Decisions Associated with Expanding Our
Knowledge Base

5. EVALUATION

Evaluation is a process of summing up the results of
measurements or tests, giving them some meaning
based on value judgments (Hopkins and Stanley, 1981);
while educational evaluation is the process of
characterizing and appraising some aspect or aspects of
an educational process.

6. ASSESSMENT OF
STUDENT LEARNING

1. Feedback – provides quality control over the design and
delivery of activities
2. Control – relates training policy and practice to
organizational goal.
3. Research – is to add the knowledge of training principles
to improve techniques.
4. Intervention – is a process of using evaluation to affect
the way the program being evaluated is viewed.
5. Power – is used to evaluation and information for a
political agenda.

7. ASSESSMENT

Assessment is the systematic collection, review
and use of information about educational programs
undertaken for the purpose of improving student
learning and development. Assessment involves;
1. Setting explicit student learning goals
2. Evaluating the extent to which students are
reaching those goals
3. Using the information for program development
and improvement.

8. Assessment involves:

1. Setting explicit student learning goals
or outcomes for an academic program;
2. Evaluating the extent to which
students are reaching those goals; and
3. Using the information for program
development and improvement.

9. Oosterhof (2001) defined assessment as “ a
related series of measures used to determine
complex attribute of an individual or group
of individuals. Assessment is the process of
observing and measuring learning. It
provides the teachers with a better
understanding of what students are learning
and engage students more deeply in the
process of learning.

10. Assessment must be:
1. Fair, balanced, and grounded in the art and science of
learning and teaching;
2. Reflective of curricular and development goals and
representative of the content that students have had an
opportunity to learn;
3. Used to inform and improve instruction;
4. Designed to accommodate students with special needs;
and
5. Valid, reliable, and supported by professionals,
scientific, and ethical standards designed to fairly
assess the unique and diverse abilities and knowledge
base of all students.

11. FUNCTIONS OF
ASSESSMENT

1. Formative Assessment – provide diagnostic
program
2. Summative Assessment – provides students’ level
of attainment
3. Evaluative Assessment – provides instructor with
curricular feedback

12. 
PRINCIPLES AND
INDICATORS OF
ASSESSMENT OF STUDENT
LEARNING

13. Principle 1

THE PRIMARY PURPOSE OF ASSESMENT IS TO
IMPROVE STUDENT LEARNING
Assessment systems provide useful information about
whether students have reached important learning
goals and about the progress of each student. They
employ practices and methods that are consistent with
learning goals, curriculum, instruction, and current
knowledge of how students learn.

14. Principle 2

ASSESSMENT FOR OTHER PURPOSES SUPPORTS
STUDENT LEARNING
Assessment systems report on and certify student
learning and provide information for school
improvement and accountability by using practices that
support important learning. Important decisions, such
as high school graduation are made on the basis of
information gathered over time, not on a single
assessment.

15. Principle 3

ASSESSMENT SYSTEMS ARE FAIR TO ALL
STUDENTS
Assessment systems, including instruments, policies,
practices and uses, are fair to all students. Assessment
systems ensure that all students receive fair treatment
so as not to limit students present and future
opportunities.

16. Principle 4

PROFESSIONAL COLLABORATION AND
DEVELOPMENT SUPPORT ASSESSMENT
Knowledgeable and fair educators are essential for high
quality assessment. Assessment systems depend on
educators who understand the full range of assessment
purposes, use appropriately a variety of suitable
methods, work collaboratively, and engage in on going
professional development to improve their capability as
assessors.

17. Principle 5

THE BROAD COMMUNITY PARTICIPATES I
ASSESSENT DEVELOPMENT
Assessment systems draw on the community’s knowledge
and ensure support by including parents, community
members, and students, together with educators and
professionals with particular expertise, in the development
of the systems. Discussion of assessment purposes and
methods involves a wide range of people interested in
education. Parents, students, and members of the public join
a variety of experts, teachers, and other educators in shaping
the assessment system.

18. Principle 6

COMMUNICATION ABOUT ASSESSMENT IS REGULAR
AND CLEAR
Educators, schools, districts, and states clearly and regularly
discuss assessment system practices and student and program
progress with students, families, and the community. Educator
and institutions communicate, in ordinary language, the
purposes, methods, and results of assessment. They focus on
reporting what students know and are able to do, what they
need to learn to do, and what will be done to facilitate
improvement. They report achievement data in term of agreed-upon
learning goals.

19. Principle 7

ASSESSMENT SYSTEMS ARE REGULARLY REVIEWED
AND IMPROVED
Assessment systems are regularly reviewed and improved to
ensure that the systems are educationally beneficial to all
students. Assessment systems must evolve and improve.
Even well-designed systems must adapt to changing
condition and increased knowledge. Reviews are basis for
making decisions to alter all or part of the assessment
systems. Reviewers include stakeholders in the education
systems and independent expert analysis.

20. ALTERNATIVE ASSESSMENT
(Chase 1999)

 Is any type of assessment in which students create a
reponse to a question or task.
Alternative assessments can include;
1. short-answer questions;
2. Says;
3. Performance Assessment;
4. Oral Presentation
5. Demonstration, exhibition; and
6. Portfolios

21. PERFORMANCE ASSESSMENT

Is the direct, systematic observation of an actual
student performance and the rating of that performance
according to previously established performance criteria.
A performance task is a goal directed assessment
exercise.
An exhibition is a public performance during which
student showcases learning and competence in particular
are.
Porfolios are collection of students’ work over time.

22. INCORPORATING PORTFOLIO
ASSESSMENT (Gronlund, 2003)

An assessment portfolio is a purposeful collection of
student work designed to showcase students progress
toward, and achievement of, course-specific learning
objectives.
An assessment portfolio is a collaborative
process between the student and the instructor.

23. 
TYPES OF ASSESSMENT
PORTFOLIO
(Gronlund, 2000)

24. Portfolios can be divided into three types;

1. Documentation. (Also known as working portfolio) is to highlight
development and improvement over time. Documentation
portfolios showcase the process of learning by including the full
progression of project development.
2. Process. The purpose of process portfolio is to document all stages
of the learning process. Process portfolios include documentation
of reflection such as learning logs, journals or documented
discussion.
3. Product. (Also called showcase portfolios) is to highlight a
student’s best work by showcasing the quality and range of
student accomplishments. Since the focus is on the final product,
there is no reflection on the learning process, but students may
want to include a justification, explaining criteria for artifacts
selection.

25. STAGES OF PORTFOLIO
DEVELOPMENT

1. Planning. During the planning stages, instructors
communicate to the students the purpose of the
portfolio and the assessment criteria.
2. Collection. In the collection stages, students are
responsible for assembling meaningful artifacts that
reflect their own educational progress.
3. Selection. The selection stage is a decision-making
process in which collected artifacts are sorted and
selected for inclusion in the portfolio the purpose of the
assessment and the kind of portfolio being developed
guide selection decisions.

26. 
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2. J
3. j
4. Reflection. The reflection stage is often considered the
most important step portfolio development; the
metacognitive process of students reflecting on their
own learning differentiated a portfolio from a selection.
5. Connection. In the connection stage, student expand on
their reflection to connect acquired knowledge and
skills with course goals and learning objectives.

27. RELATIONSHIP BETWEEN
INTRUCTION AND ASSESSMENT

 According to Gronlund (1998), in preparing for any
type of instructional program, the teacher main
concern is how to effectively bring about student
learning.

28. 
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