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Chapter 1 Basic Concept in Assessment

Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.

Education◦
BASICCONCEPTIN ASSESSMENT
Defined as any of a variety of procedures used to obtain information about student performance (Linn and Miller, 2005) refers to the full range of information gathered and synthesized by teachers about their students and their classrooms (Arends, 1994)
 is a method for analyzing and evaluating student achievement or program success.  is the systematic collection, review and use of information about educational programs undertaken for the purpose of improving student learning and development
Primary Purpose -to improve students’ learning and teachers’ teaching as both respond to the information it provides. Other Purposes To facilitate Instructional Function - it yields data to establish the extent of knowledge, skills, habits and attitudes acquired by the students/learners.
- it specifies the strength and weaknesses of instruction and the needs and problems of the students which must addressed. To facilitate administrative and supervisory functions - Achieving and maintaining quality instruction is one of the foremost goals of management.
- to the curriculum planners, the result of assessment can give them hard facts as bases for revising and enriching the curricula. To foster better parent-teacher relationship - assessment is a means by which teachers can keep the parents informed of the progress made by their children.
ASSESSMENT RELATED PRINCIPLES (Corpuz and Salandanan, 2003) 1. Assessment of learning is an integral part of the teaching-learning process o What teachers shall do next after teaching his/her lesson is determined largely by the assessment results gathered after conducting the lesson. 2. Assessment tools should match with performance objectives. o The assessment tool and the test to be formulated must be based on the performance objective.
3. The results of assessment must be fed back to the learners o Teacher’s evaluation tasks such as quizzes, assignments and projects should be marked and returned to the students immediately. 4. Teachers must consider the learners, learning styles and multiple intelligences and so must come up with variety of ways in assessing learning 4 learning styles (Silver, et.al 2000, p.11)  Sensing-thinking (mastery)  Sensing-feeling (interpersonal)  Intuitive-thinking (understanding)
Intuitive-feeling (self expressive) 8 multiple intelligences  Verbal linguistic  Logical-mathematical  Spatial  Bodily-kinaesthetic  Musical  Interpersonal  Intrapersonal  Naturalist 5. It is pedagogical sound that the assessment shall give feedbacks
6. Emphasize on self-assessment If learning is a personal process, then the student is in the best position to measure his/her own progress against the benchmark. 7. All students, even those from limited backgrounds will have access to opportunities and therefore can achieve, then the bell curve mentality must be abandoned (Danielson, 2002 as cited by Corpuz and Salandanan, 2003) 8. Assessment of learning should never be used as punishment or as a disciplinary measure. 9. Results of learning assessment must be communicated regularly and clearly to parents
NEED FOR EDUCATIVE ASSESSMENT SYSTEM (WIGGINS, 1998) 1. To improve the teaching process of teachers and enhance learning performance of students. 2. To provide helpful feedbacks to students, teachers, administrators, policy makers and other education stakeholders.
MODES OF ASSESSMENT 1. Formative Assessment  its main objective is to provide the learners with feedback on how they are doing and thus help them to learn more effectively. It does not normally count towards a final grade, mark or award, nor is it normally used to determine whether the learner will be allowed to progress to a later stage of a course.
This includes:
2. Summative assessment  is normally carried out at the end of a programme of instruction or section thereof in order to establish or measure what the learner has achieved. It differs from formative assessment in that it generally does count towards a final grade, mark or award, or is used to determine whether the learner is allowed to make progress through the course.
This includes:
Is the process of gathering and interpreting evidence regarding the problems and progress of individuals in achieving desirable educational goals. act of ascertaining or fixing the value or worth of rating Chief Purpose of Evaluation  The improvement of the individual learner.
Other Purposes of Evaluation  To maintain standard  To select students  To motivate learning  To guide learning  To furnish instruction  To appraise educational instrumentalities
Principles of Educational Evaluation  Evaluation must be based on previously accepted educational objectives.  Evaluation should be continuous comprehensive and cumulative process.  Evaluation should recognize that the total individual personality is involved in learning.  Evaluation should be democratic and cooperative.
Evaluation should be positive and action- directed Evaluation should give opportunity to the pupil to become increasingly independent in self- appraisal and self- direction. Evaluation should include all significant evidence from every possible source. Evaluation should take into consideration the limitations of the particular educational situations.
TYPES OF EVALUATION 1. Placement Evaluation  In this type of evaluation , learner's entry behavior or capability is assessed to find out whether the student possess knowledge , skills and attitude needed to begin the course of instruction.  It is used to find out to what extent student has already mastered the objectives of the planned instruction. e.g. entrance exam.
2. Formative Evaluation It is evaluation used to monitor student's learning progress during instruction with the purpose of providing on going feedback to students and teachers regarding success and failure of teaching/learning process. Formative evaluations strengthen or improve the object being evaluated.
3. Diagnostic Evaluation  This type of evaluation is concerned with finding out the reasons for student's persistent or recurring learning difficulties that cannot be resolved by standard corrective measures or formative evaluation .  It’s aim is to find out the causes of learning problems and plan to take remedial actions.  Observational techniques or specially prepared diagnostic techniques can be used to diagnose the problem.
4. Summative Evaluation  This type of evaluation is given at the end of the course or unit of instructions to find out which student, to what extent has mastered the intended learning outcomes.  Though the results are primarily used for assigning the grades or for certifying learners’ mastery of instructional objectives, they can also be used to give feed back on the appropriateness of objectives and the effectiveness of instruction.
Assessment is the process of objectively understanding the state or condition of a thing, by observation and measurement. Assessment of teaching means taking a measure of its effectiveness. Evaluation is the process of observing and measuring a thing for the purpose of judging it and of determining its “value,” either by comparison to similar things, or to a standard. Evaluation of teaching means passing judgment on it as part of an administrative process.
“Formative” assessment is measurement for the purpose of improving it. “Summative” assessment is what we normally call “evaluation.”
o Is a systematic procedure to determine the presence or absence of certain characteristics of qualities in a learner. o used to examine someone's knowledge of something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached.
Purpose: 1. Instructional o It will help students identify their own specific strengths and weaknesses, making them more aware of how they can improve themselves. On the other hand, it provide teachers with information that is helpful in providing more effective instructional guidance for individual students and the whole class as well.
2. Guidance o The results are useful in predicting an individual’s success in a field study and aid him too in choosing an appropriate course of study. Mode of Administration 1. Individual Test o These tests are administered on a one-on- one basis using oral instructions. Ex. -Philippine Non-verbal Intelligence Test (PNIT)
-Wechsler for Preschool and Primary Scale of Intelligence (WPPSI) 2. Group Tests o They are administered to a group of individuals. Ex. -Metropolitan Achievement Test (MAT) -Standard Achievement Test (SAT)
Language Mode Test 1. Verbal Test o These are ordinarily paper and pencil test. Words are necessary for the examinee to understand and respond to test items. Ex. SRA Verbal, Personality & Interest Test 2. Non-Verbal Test o Usually they are paper and pencil test but words are not used in giving meaning or responding to the test items.
o Such tests are the abstract ones usually figures, numbers or physical objects. Format of Teacher –Made Test 1. Teacher-Made Test o These are test which measure and assess student progress in terms of specific classroom objectives such as objective and essay tests. o Examples of objective test are those given at the end of every unit or chapter of the book.
2. Standardized Test o These test that have been carefully constructed by expert in the light of accepted objectives Types of Standardized Test a. Mental Ability or Intelligence Test o Test which measures general mental ability without reference to which the learner has learned in or out of school.
b. Aptitude Test o Test which measures the skills and potential of an individual, which may predict future success. c. Achievement Test o Test which measures the degree to which individual has mastered certain instructional objectives or specific learning outcomes.
d. Personality Test o Test which measures certain personality traits of an individual. Ex. -Psychometric (16PF, EPPS) -projective Technique Tests (Thematic Apperception Test, Draw a Person Test, etc.)
Other Classification of Test 1. Educational Test  Measures results or effects of instruction 2. Psychological Test  Measures intangible aspects of behavior such as intelligence, aptitude, interests, ability and personal-social adjustments. 3. Speed Test  Measures the numbers of items an individual can complete at a given time and it also ,measures the level of
performance under time condition. 4. Power Test  Measures the individual’s ability to answer more and more difficult items within a given field in which the items are arranged in increasing order of difficulty. 5. Criterion Reference Test  Interpreting test results which describe the performance of the individual directly such as “spelled 85 English
Words out of 150 words” or “type 70 words per minute with 5 errors”. This test describe what an individual can do with reference to the performance of others. 6. Norm Reference Test  Determines how an individual’s performance compares that of others. This test describe the performance of an examinee in terms of the relative position held in a group. Ex. “Student A score better than 25% of the class”
Chapter 1 Basic Concept in Assessment