This document discusses different types and purposes of assessment. It describes traditional, alternative, and authentic assessment. Assessment can be for learning, of learning, or as learning. Assessment for learning includes placement, formative, and diagnostic assessment done before and during instruction to determine student needs and monitor progress. Assessment of learning is summative assessment done after instruction to measure proficiency and inform stakeholders. Assessment as learning involves training teachers to effectively assess student learning. The roles of assessment include using placement tests to determine entry skills, formative assessment to monitor learning, diagnostic assessment to identify difficulties, and summative assessment to measure mastery at the end of a course.

1. PURPOSES OF ASSESSMENT
Prof. Neilson A. Silva
ASSESSMENT OF STUDENT
LEARNING 1

2. ASSESSMENT CLASSIFIED as:
 TRADITIONAL ASSESSMENT
It refers to the use of pen-and-paper objective test.
 ALTERNATIVE ASSESSMENT
It refers to the use of methods other than pen-and-paper
objective test which includes performance test, projects,
portfolios, journals, and the likes.
 AUTHENTIC ASSESSMENT
It refers to the use of assessment methods that simulate
true-to-life situations. This could be objective test that
reflect real life situations or alternative methods that are
parallel to what we experience in real life.

3. PURPOSE OF CLASSROOM
ASSESSMENT
1. Assessment FOR Learning–this includes three types
of assessment done before and during instruction.
These are placement, formative and diagnostic.

4. A. Placement- done prior to instruction
 Its purpose is to assess the needs of the learners to
have basis in planning for a relevant instruction.
 Teachers use this assessment to know what their
students are bringing into the learning situation and
use this as a starting point for instruction.
 The results of this assessment place students in
specific learning groups to facilitate teaching and
learning.

5. B. Formative – done during instruction
 It is this assessment where teachers continuously
monitor the students level of attainment of the
learning objectives (Stiggins,2005)
 The result of this assessment are communicated
clearly and promptly to the students for them to know
their strengths and weaknesses and the progress of
their learning.

6. C. Diagnostic- done during instruction
 This is used to determine students recurring or
persistent difficulties.
 It searches for the underlying causes of student’s
learning problems that do not respond to first aid
treatment.
 It helps formulate a plan for detailed remedial
instruction.

7. 2. Assessment OF Learning – this is done after instruction. This
is usually referred to as the summative assessment.
 It is used to certify what students know and can do and the
level of their proficiency or competency.
 Its result reveal whether or not instruction have successfully
achieved the curriculum outcomes.
 The Information from assessment of learning is usually
expressed as marks or letter grades.
 The result of which are communicated to the students,
parents, and other stakeholders for decision making.
 It is also a powerful factor that could pave the way for
educational reforms.

8. 3. Assessment AS Learning–this is done for teachers to
understand and perform well their role of assessing
FOR and OF learning. It requires teachers to undergo
training on how to assess learning and be equipped
with the following competencies needed in performing
their work as assessors.

9. Roles of Assessment in Making
Instructional Decisions
1. PLACEMENT ASSESSMENT
• Used to determine the student’s entry behavior and
performance at the beginning of the instruction
2. FORMATIVE ASSESSMENT
• Used to monitor the learning progress during instruction
3. DIAGNOSTIC ASSESSMENT
• Used to diagnose the student’s learning difficu2lties
during instruction
4. SUMMATIVE ASSESSMENT
* Used to measure mastery and achievement at the end of
the course .