• University of Iloilo

• COED 1

EDU 533 – Prelims Reviewer

Module 3: Basic Concepts and Principles of Assessment

Assessment

- Latin word “assidere” which means to sit BESIDE one

another

- Process of gathering qualitative and quantitative data for

making decisions

- Determines the impact of the curriculum

- Umbrella term consisting measurement and evaluation

Assessment in Learning

- Systematic and purposeful collection, analysis and

interpretation of evidence of student learning in order to

make informed decisions relevant to the learners

- a process, objective-based and comes from multiple

sources

Types of Assessment

1. Formative Assessment

o used at the beginning and end of instruction to

assess understanding.

o Allows teachers to make adjustments

o Inform learners about their strength and

weaknesses

2. Summative Assessment

o Determine the mastery of content

o provide info on students’ achievement at the end

of instruction

o be used to obtain data to gauge effectiveness of

teaching strategies and improve instruction

3. Diagnostic assessment

o detects learning problems so that corrective

action is done to ensure learning

o done after seeing signs of learning problems

o can be done at the start of the SY for spirally

designed curriculum

4. Placement Assessment

o Done at the beginning of a SY to determine the

current knowledge and needs that could inform

the design of the instruction

o Can be used to group learners to make relevant

instructional plans to address the needs of the

learners

o Entrance exam is an example

5. Traditional Assessment

o Conventional strategies or tools to provide

information about the learning of students and

provide grades to the learners

o Typically, objective in nature (paper-and-pen;

multiple choice)

6. Authentic Assessment

o Use of assessment tools or strategies that allows

students to perform or create a product that are

meaningful to them as they are based on realworld contexts

o Measured by degree of authenticity rather than

presence or absence of authenticity making

assessment more or less authentic

Principles in Assessing Learning

1. Should have a clear purpose

2. Not an end itself

3. Ongoing, continuous, and formative process

4. LEARNER CENTERED

5. Both product and process oriented

6. Must be comprehensive and holistic

7. Requires the use of appropriate measures

8. Should be as authentic as possible

Measurement

• Quantifying the attributes of an object

• Actual collection of information on student learning

through the use of various strategies and tools

Evaluation

• Process of making value judgement on the information

collected from measurement

Testing

• Most common form of assessment

• use of test or battery of tests to collect information

i. Categories of tests

a. selected response (matching type or multiple

choice)

b. constructed response (essay, short answer)

ii. Formats

a. Objective – usually bias-free scoring as the test

items have exact correct answers such as

enumeration form.

b. Subjective – allows less objective means of

scoring (especially when no rubrics are used)

Table of Specifications

• Used to map out essential aspects of test such as

objectives, content, item distribution

• Used in the design and development of a test

Descriptive Statistics

• used to describe and interpret the results of tests

Grading

• assigning value to the performance or achievement of a

learner based on a standard

• based on tests or other classroom activities such as

projects, homework, recitation

• provides information whether a learner passes of fails a

particular task or subject

Frameworks Used in Assessment

• Classical Test Theory (CTT) or True Score Theory

- More focused on overall test score

- Explains the variations in the performance of learners

- Learner’s observed score in a given measure is the sum of the

examinees true score

- All measures are imperfect and scores obtained could differ

from the true score or ability of the learner

- provides estimation of Item difficulty based on the

frequency or number of examinees who correctly answers a

particular item; items with fewer numbers of examines with

correct answers is considered difficulty

- estimation of item discrimination based on the number of

examinees with higher or lower ability to answer a particular

item- if an item is able to distinguished between examinees

with higher ability or higher total test score and lower

ability or lower total test score then an item is considered to

have a good discrimination

- test reliability based on CTT has dominant approach

because of simplicity of calculation of statistics

• Item Response Theory (IRT)

- More focused on individual item

- Estimating the probability that an examinee answers and

item correctly or incorrectly

- Characteristics of an item can be estimated independently

of the characteristics or ability of the examinee or vice versa

- Provides item difficulty, item discrimination, fit statistics item

characteristic curve (ICC) and test characteristic curve

(TCC)

- IRT Models (one or three parameter) provide different item

and test for information that cannot be estimated using

CTT.

Module 4: Assessment Purposes, Targets and Methods

Purpose of Classroom Assessment

1. Assessment of Learning

- occurs when teachers use evidence of student learning to

make judgements on student achievements against goals

and standards.

- Generally summative in nature, this is the use of

assessment to determine learner’s acquired knowledge and

skills from instruction and whether they were able to achieve

the curriculum outcomes.

2. Assessment for Learning

- Occurs when teachers use inferences about student

progress to inform their teaching

- This is the use of assessment to identify the needs of

learners in order to modify instruction or learning activities in

the classroom. The assessment is formative in nature and is

meant to identify gaps between the learning experience and

curriculum outcomes.

3. Assessment as Learning

- Occurs when students reflect on and monitor their progress

to inform their future learning goals.

- This is the use of assessment to help learners become selfregulated or reflected. It is formative in nature meant to use

in assessment tasks, results and feedback to help learners

learn and improve self-regulation and prepare for possible

adjustments to achieve curriculum outcomes.

Roles of Classroom Assessment in the Teaching-Learning Process

1. Formative – acquire information on the current status and

level of learners’ knowledge and skills or competencies

2. Diagnostic – identify the difficulties of the learners that may

affect their capability to achieve their intended learning

objectives.

3. Evaluative – to

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