A principled assessment
is a well-directed
teaching-learning
process.
Objectives for this 1-hr & 15-min interaction:
 To exemplify the roles of assessment in teaching and learning
 To deliberate on the forms of
assessment according to various
respects
 To articulate the sound principles
of assessment toward efficient
teaching
Do I teach the
right things
right?
TRDWNJOE
OE SUO
Let’s reflect…
“How do we usually
investigate a problem.”
Why do we
investigate?
use a tool
How do we
investigate?
quantify data
monitor data
judge data
Four most commonly used terms
in assessment of learning
Expected Results
To gauge prior knowledge for planning
To inform students about their progress
To evaluate extent and degree of learning
Purposes & Functions
(McMillan, 2001)
To inform the various school
stakeholders about students’
progress for their more
meaningful learning experiences
Purposes & Importance
(Nitko & Brookhart, 2011)
Guide for planning, implementing and
improving instruction
Monitor and report student progress
Promote learning by appraising students’
achievement
Measure effectiveness of instruction
Are assessment and
evaluation the same?
Both
Assessment
measure knowledge,
is technicallyskills
diagnostic
and
competencies of students.
but encompassing.
They
Evaluation
provide is
inputs
technically
for planning,
judgmental
improving, and innovating
but objective.
instruction.
Types of assessment
and evaluation?
1.
2.
3.
4.
5.
6.
oral,
written,
practical
/ performance-based
As to
mode
of response
objective,
subjective (with
rubrics)
As to appraising
response
individual,
pair, of
group
As to mode
administration
standardized,
teacher-made
As to test constructor
norm-referenced,
As to mode ofcriterion-referenced
interpreting results
As to purpose
in instruction
Achievement,
diagnostic,
formative,
summative, aptitude, trade
Some principles of
assessment in
education
Principles of Assessment in Education
Isaacs, et al. (2013)
1. Specifying clearly
what is to be assessed
is prioritized in an
assessment.
‘Nay!
Inay!
May
‘Nay,tinik
hindi
papo
rin
Natinik
Meron
po
pa ako!
po!
d’yan.
po! Huhuhu!
Natinik
(Ubo)
(Ubo,
po ako
ubo,
sa paa!
ubo)
Huh!?
Hetomo
inumin
Lunukin
Nganga
katubig,
na
nang
nga
buo
at
mo
nang
mabilis
hugutin
itong
ko
saging!
na lang!
Principles of Assessment in Education
Isaacs, et al. (2013)
2. An assessment
procedure may be
selected because of its
relevance to the
characteristics or
performance to be
measured.
We can’t wait to see what
kind of test our teacher
will give us this time!
Principles of Assessment in Education
Isaacs, et al. (2013)
3. Use of a variety of
assessment procedures
can motivate students
to look forward for them
instead of having fear of
them.
We are having a test!
But where are
your test
papers?
Principles of Assessment in Education
Isaacs, et al. (2013)
4. Proper use of
assessment
procedures requires
an awareness of their
limitations.
Is everything fine?
Smells okay.
Principles of Assessment in Education
Isaacs, et al. (2013)
5. The assessment
tool is validated
before it is
administered.
A+
Principles of Assessment in Education
Isaacs, et al. (2013)
6. Assessment is a
means to an end, not
an end in itself.
Principles of Assessment in Education
Isaacs, et al. (2013)
1. Specifying clearly what is to be assessed is
prioritized in an assessment.
2. An assessment procedure should be
selected because of its relevance to the
characteristics or performance to be
measured.
3. Use of a variety of assessment procedures
can motivate students to look forward for
them instead of having fear of them.
Principles of Assessment in Education
Isaacs, et al. (2013)
4. Proper use of assessment procedures
requires an awareness of their limitations.
5. The assessment tool is validated before it
is administered.
6. Assessment is a means to an end, not an
end in itself.
Up next…
Ensuring good
testing