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Field Study 5: Assessment and Evaluation of Learning
Objectives:
At the end of this activity, you should:
1. Describe the different principles of assessment.
2. Determine the use of principles of assessment in the class.
3. Develop a framework with the interconnections of the principles of assessment.
Discussion: to better understand the principles of assessment, let us define the terms.
1. Validity
- Validity ensures that assessment tasks and the assessment criteria effectively measure the student’s attainment of the intended learning outcomes at an appropriate level.
2. Reliability
- Total reliability of a particular assessment would mean that different assessors using the same assessment criteria and mark scheme would arrive at the same results.
3. Transparency
- It is important that all those involved in an assessment – students, tutors, external examiners – receive clear, accurate, consistent and timely information on the assessment tasks and procedures.
4. Relevant
- Assessment should be about assessing both knowledge and skills. When devising assessment tasks it is important that it addresses the skills you want the student to develop.
5. Range of assessment methods
- We all have learning style preferences. Equally, we have preferred ways to communicate our learning.

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Field Study 5: Assessment and Evaluation of Learning
6. Assessment criteria
- It is important that students are aware of the criteria against which their work will be judged. This is part of transparency. Are students able to use the criteria to judge their own work? Are they involved in the formulation of assessment criteria?
Observation:
Resource Teacher: Subject:
Grade/Year Level: Date:
Principles of Assessment
Application of the Principles of Assessment
(how it is utilized in the class)

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Field Study 5: Assessment and Evaluation of Learning
Analysis
What are the possible consequences on the teaching-learning process if each of the principles is not observed?
Principle of Assessment
Possible Consequence if Principle is NOT Observed

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Field Study 5: Assessment and Evaluation of Learning
Reflection:
How importance these principles of assessment must be observed and meet?
Portfolio:
Construct your own framework showing the interconnections of the principles of assessment. Be creative!

5. 5 | P a g e
Field Study 5: Assessment and Evaluation of Learning
Objectives:
At the end of this activity, you should:
1. Define the different types of assessment.
2. Appreciate the importance of using the different types of assessment.
3. Write insight on the effectiveness of using the assessment.
Discussion: These are three main types of assessment: pre-assessment, formative assessment, and summative assessment.
Diagnostic Assessment
Formative Assessment
Summative Assessment
What is it?
Assessment that is used to collect information about students.
Assessment that gathers information about student learning.
Assessment that shows what students have learned.
When is it used?
Before a lesson or new unit of study.
During a lesson or unit of study
At the end of a lesson or unit of study.
Why is it used?
To determine the readiness level of students and to inform instruction
To track students’ progress and to make changes to instruction.
To provide evidence of what student learned.

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Field Study 5: Assessment and Evaluation of Learning
Observation:
Observe different types of assessment practices in classes, document your observations using the activity forms provided for you.
OBSERVATION SHEET
Name of Teacher: Subject Area:
Grade/Year Level: Topic:
TYPE OF ASSESSMENT USE
DESCRIPTION
(Description of how the assessment is used)
OBSERVATION SHEET
Name of Teacher: Subject Area:
Grade/Year Level: Topic:
TYPE OF ASSESSMENT USE
DESCRIPTION
(Description of how the assessment is used)

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Field Study 5: Assessment and Evaluation of Learning
OBSERVATION SHEET
Name of Teacher: Subject Area:
Grade/Year Level: Topic:
TYPE OF ASSESSMENT USE
DESCRIPTION
(Description of how the assessment is used)
Analysis:
1. How can you use the information from the diagnostic assessment in determining student’s learning?
2. How helpful does giving formative assessment in the class?
3. How can you ensure that summative assessment given is effective?

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Field Study 5: Assessment and Evaluation of Learning
Reflection:
Write your personal reflection of thoughts about the importance in the use of appropriate types of assessment in the classroom, including what students and teachers can gain doing an assessment.
Portfolio:
Develop your own acronym of ASSESSMENT that will define the assessment, its purposes and importances.

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Field Study 5: Assessment and Evaluation of Learning
Objectives:
At the end of this activity, you should:
1. Examine the test items made by a teacher.
2. Analyze the items made by a teacher and determine its appropriateness.
3. Prepare a test items and table of specifications.
Discussion:
Classroom tests provide teachers with essential information used to make decisions about instruction and student grades. A table of specification (TOS) can be used to help teachers frame the decision making process of test construction and improve the validity of teachers’ evaluations based on tests constructed for classroom use.
A TOS, sometimes called a test blueprint, is a table that helps teachers align objectives, instruction, and assessment. This strategy can be used for a variety of assessment methods but is most commonly associated with constructing traditional summative tests. When constructing a test, teachers need to be concerned that the test measures an adequate sampling of the class content at the cognitive level that the material was taught. The TOS can help teachers map the amount of class time spent on each objective with the cognitive level at which each objective was taught thereby helping teachers to identify the types of items they need to include on their tests.

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Field Study 5: Assessment and Evaluation of Learning
Resource Teacher: Subject:
Grade/Section: Date:
Observation:
I. Ask permission to the resource teacher to have a copy of the test items and the test objective.
CLASSIFICATION
Objectives
Knowledge
Process
Understanding
Performance
Total No. of Items
1.
2.
3.
Total No. of Items
Percentage of Items
Analysis:
Do the item analysis and indicate the item analysis.
Difficulty Index is equal to the number of students with correct answer over the total number of students.

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Field Study 5: Assessment and Evaluation of Learning
Item Number
Classification
Difficulty Index
Interpretation
Action
1. Does the teacher’s learning objective is align in the test item made? Explain.
2. What table of specification (TOS) has something to do with the appropriateness of the test?

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Field Study 5: Assessment and Evaluation of Learning
Reflection:
Make your own thought on what to consider in developing a test items.
Portfolio:
Attach the sample test items you made, showing the table of Specification.

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Field Study 5: Assessment and Evaluation of Learning
Objectives:
At the end of this activity, you should:
1. Identify the different performance-based assessment tool.
2. Analyze the importance of using performance-based assessment in learning.
3. Develop a scoring rubric in assessing the performance-based assessment.
Discussion:
Performance-based assessment is an alternative form of assessment that moves away from traditional paper and pencil tests. Performance-based assessment involves having the students produce a project, whether it is oral, written or a group performance. The students are engaged in creating a final project that exhibits their understanding of a concept they have learned.
A unique quality of performance-based assessment is that is allows the students to be assessed based on a process. The teacher is able to see first hand how the students produce language in real-world situations. In addition, performance-based assessments tend to have a higher content validity because a process is being measured. The focus remains on the process, rather than the product in performance- based assessment.
Guidelines for Performance Assessments
1. Tasks should be defined clearly and unambiguously.
2. The teacher must specify the scoring criteria in advance.
3. The teacher must be sure to standardize administration procedures as much as possible.
4. The teacher should encourage students to ask questions when tasks are not clear.

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Field Study 5: Assessment and Evaluation of Learning
Observation:
Observe different classroom and identify the performance-based assessment used and what are the advantages of using it to the learners.
Performance-based Assessment used
Description
Advantages to the Learners

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Field Study 5: Assessment and Evaluation of Learning
Analysis:
1. What do you think is more appropriate product-based assessment to use in your observed class?
2. Does the assessment use align with the lesson objectives?
3. Does the performance-based assessment used effectively?
Reflections:
Give your own insight regarding the effectiveness of using performance-based assessment.

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Field Study 5: Assessment and Evaluation of Learning
Portfolio:
Develop your own Product-based assessment and its scoring rubrics relevance to your observed class.

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Field Study 5: Assessment and Evaluation of Learning
Objectives:
At the end of this activity, you should:
1. Identify the different product-based assessment tool.
2. Analyze the importance of using product-based assessment in learning.
3. Develop a scoring rubric in assessing the product-based assessment.
Discussion:
In a learning context, a product refers to something that is created by the learner. In comparison with a traditional exam or quiz, a product is actively created by the learner as opposed to being a tool passively used by the learner to show evidence of his/her learning. In which the actual students’ performance is assessed through a product. Using rubrics can help evaluate student performance or proficiency in any given task as it relates to a final product or learning outcome.
Product based assessment refers to a form of learning analytics involving "the gathering of evidence of learning through learner created products, likely with the intention to evaluate the outputs. Student products provide tangible indicators of the application of the knowledge and skills. Teachers may evaluate written products (essay, research papers and laboratory reports).
Guidelines for Performance Assessments
1. Tasks should be defined clearly and unambiguously.
2. The teacher must specify the scoring criteria in advance.
3. The teacher must be sure to standardize administration procedures as much as possible.
4. The teacher should encourage students to ask questions when tasks are not clear.

18. 18 | P a g e
Field Study 5: Assessment and Evaluation of Learning
Observation:
Observe different classroom and identify the performance-based assessment used and what are the advantages of using it to the learners.
Product-based Assessment used
Description
Advantages to the Learners

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Field Study 5: Assessment and Evaluation of Learning
Analysis:
1. What do you think is more appropriate product-based assessment to use in your observed class?
2. Does the assessment use align with the lesson objectives?
3. Does the product based assessment tool use effective?
Reflections:
Give your own insight regarding the effectiveness of using product-based assessment.

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Field Study 5: Assessment and Evaluation of Learning
Portfolio:
Develop your own Product-based assessment and its scoring rubrics relevance to your observed class.