This chapter discusses principles of assessing learning. It defines assessment of learning as communicating information about student achievement and progress. Assessment should be an integral part of teaching and cannot be separated from it. Both formative and summative assessments are important. Formative assessment is used to identify material that needs clarification while summative assessment determines if learning outcomes are met. Effective assessment strategies discussed include allowing students to reflect and revise work, using rubrics for self-assessment, and collecting feedback through exit slips.

1. CHAPTER VI:
ASSESSING LEARNING
EDDIE T. ABUG
University of Rizal System
Cainta Rizal

2. THIS BRIEF, CONCLUDING CHAPTER
SHALL ACQUAINT YOU
WITH SOME
BASICS PRINCIPLES ON
ASSESSMENT OF LEARNING
AND WITH FEW
EFFECTIVE
ASSESSMENT STRATEGIES

3. The process of communicating
information about students’
achievement and progress gained
from the assessment process is
typically referred to as
‘assessment of learning’.

4. BASIC PRINCIPLE :
ASSESSMENT
AS AN
INTEGRAL PART
OF TEACHING

5. TEACHING CANNOT BE
WHOLE AND COMPLETE
WITHOUT YOU ASSESSING
LEARNING
AND YOU DOING SOMETHING
AFTER YOU HAVE
ASSESSED STUDENTS’ LEARNING

6. 1.
THE USE OF THE TRADITIONAL
PAPER-AND-PENCIL TEST
IS NOT ADEQUATE TO
MEASURE THE MANY
TYPES OF LEARNING

7. Tomlinson argues the commitment to
cater for individual differences,
 In A differentiated classroom multiple
ongoing assessments are used, yet in a
traditional classroom assessment is used
to see “who got it”
(Marsh 2004).

8. 2.
AN AUTHENTIC ASSESSMENT
CONSISTS IN LOOKING
DIRECTLY
INTO THE PERFORMANCE
THAT WE VALUE.

9. Traditional ------ Authentic
Selecting a Response -------- Performing a Task
Contrived ----------------------- Real-life
Recall/Recognition --------- Construction/Application
Teacher-structured ---------- Student-structured
Indirect Evidence ------------ Direct Evidence

10. :
3. ASSESSMENT IS
FORMATIVE AND SUMMATIVE.
 iT IS NOT WISE TO RESERVE ASSESSMENT
ONLY AT THE END OF EACH GRADING
PERIOD.
IT WILL BE QUITE LATE, IF ONLY BY THEN
YOU DISCOVER THAT SOME PREREQUISITE
SKILLS WERE NOT LEARNED AT THE
BEGINNING.

11. Formative assessment
 Utilized to immediately determine whether students
have learned what the instructor intended.
This type of assessment is intended to help instructors
identify material which needs to be clarified or re-taught
and should not be used to evaluate or grade students.
Results of formative assessment can assist instructors to
ascertain whether curriculum or learning activities need to
be modified during a class session or before the next class
meets.

12. Summative assessment
 Cumulative in nature and is
utilized to determine whether
students have met the course goals
or student learning outcomes at
the end of a course or program.

13. FORMATIVE
Draw a concept map in class to
represent their understanding of a topic
Submit one or two sentences
identifying the main point of a lecture
SUMMATIVE
a midterm exam, a final project
a paper, a senior recital

14. 4. SELF-ASSESSMENT
A PEDAGOGICALLY SOUND
PRACTICE.

15. Self-assessment
is the process of looking at oneself in
order to assess aspects that are
important to one's identity.
It is one of the motives that drive self-evaluation,
along with self-verification
and self-enhancement.
Sedikides (1993)

16. BUILD COMFORT INTO LEARNING
TO MAKE YOUR STUDENTS
RESPOND POSITIVELY

17. WHEN YOUR STUDENTS ARE
INVOLVED
IN THE ASSESSMENT PROCESS,
THEY TAKE GREATER INTEREST
IN THEIR
OWN LEARNING.

18. SOME
TEACHER-TESTED
(EFFECTIVE)
ASSESSMENT
STRATEGIES

19. 1. REFLECT AND REVISE
GIVE STUDENTS A CHANCE
TO REFLECT ON AND REVISE
PREVIOUSLY COMPLETED
WORK WILL HELP ENSURE
THAT THEY DO, ULTIMATELY,
MASTER CONTENT
OBJECTIVES.

20. 2. USE RUBRICS
STUDENTS CAN USE THE SAME TOOL TO
SELF-AND-PEER-ASSESS ASSIGNMENTS THAT
TEACHERS EMPLOY TO ASSESS THEIR WORK.
IF STUDENTS WRITE A SUMMARY OF AN
ARTICLE THEY READ,
FOR EXAMPLE, THEY CAN
USE A RUBRIC TO DETERMINE HOW WELL
THEIR WORK MEETS THE ESTABLISHED
CRITERIA FOR THE ASSIGNMENT.

22. 3. THE EXIT SLIP
GIVE STUDENTS A CHANCE TO ASSESS THE
TEACHER, TOO.
TEACHERS CAN GIVE STUDENTS A FORM TO
FILL OUT AND TURN IN AT THE END OF THE
CLASS.

24. THANK YOU.