EDUC 205
(Assessment in Learning)
INTENDED LEARNING OUTCOMES (ILO)
At the end of this session, students should be
able to:
 Distinguish among measurement,
assessment, and evaluation
 Explain the meaning of assessment FOR,
OF and AS LEARNING
Motive Question:
WHY DO WE NEED ASSESSMENT IN ALL
ASPECT OF LEARNING?
WHAT IS THE IMPORTANCE OF ASSESSMENT
IN LEARNING?
 Assessment is a key component of
learning because it helps students learn.
When students are able to see how they
are doing in class, they are able to
determine whether or not they
understand the course material.
 Assessment can also help motivate
students. If students know they are
doing poorly, they may begin to work
harder.
What is your concept on
assessment, measurement
and evaluation?
THREE BASIC CONCEPTS
1. MEASUREMENT

Measurement is the process of determining or describing the attributes or
characteristics of physical objects generally in terms of quantity.

When we measure, we are actually collecting quantitative information relative
to some established standards.

To measure is to apply a standard measuring device or tool to an object, group
of people, events or situations according to procedure determined by the one
who is skilled to do so.

In the field of education, for example, knowledge of the subject matter is often
measured through standardized test.
TYPES OF MEASUREMENT

Measurement can therefore be objective or subjective.

Tests produces OBJECTIVE measurements

While, expert’s own preferences or judgement provide SUBJECTIVE
measurement

Objective measurements are more stable than subjective measurements

However, there are certain facets of the quantity or quality of interest
that cannot be successfully captured by objective procedure, but which
can be done by subjective methods e.g. aesthetic appeal of a product
or project of a student, student’s performance in a drama etc.
2. ASSESSMENT

The term assessment is derived from the Latin assidere which means “to sit
beside”

Assessment is the process of gathering evidence of students’
performance over a period of time to determine learning and mastery of
skills.
Examples: dialogue record,journal/ written work, portfolios, research papers,
essays, story written, test results and others.

The overall goal of assessment is to improve student learning and provide
students, parents and teachers with reliable information regarding student
progress and extent of attainment of the expected learning outcomes.
ASSESSMENT


Assessments use the
levels of achievement
and standards required
for the curricular goals
appropriate for the
grade or year level.
Assessment results show
more permanent learning
and clearer picture of the
student’s ability

Assessment of skill attainment is relatively easier
than
the
assessment
of
the
knowledge,
understanding and other mental ability.
WHY DO YOU THINK SO?
Ex: dance , art, music, drama
 Skills
can
be
practiced
and
are
readily
demonstratable either the skill exists at a certain level
or it doesn’t.
3. EVALUATION
 Evaluation
originates from the root word “value” and so when we
evaluate, we expect our process to give information regarding the
worth, appropriateness, goodness, validity or legality of something for
which a reliable measurement has been made.
 Evaluation is a process designed to provide information that will help
us to make judgment about a situation.
 The result of evaluation is to adopt, reject or revise what has been
evaluated.
Two broad categories
FORMATIVE EVALUATION:
A method of judging the worth of a program while the program activities are in
progress . This type of evaluation focuses on the process.
Example: Reading comprehensions or evaluations

The results of formative evaluation give opportunities to the proponents,
learners and teachers how well the objectives of the program are being
attained.

Its main objective is to determine deficiencies so that appropriate interventions
can be done.
SUMMATIVE EVALUATION
 It
is a method of judging the worth of a program at the end of
the program activities. The focus is on the result.
 The instruments used to collect data for summative evaluation
are questionnaire, survey forms, interview/ observation guide
and tests.
 Summative evaluation is designed to determine the
effectiveness of a program or activity based on its avowed
purposes.
TYPES OF EDUCATIONAL ASSESSMENT
Assessment FOR Learning
Assessment AS Learning
Assessment OF Learning
 This activity entails
determining teaching
and learning process.
 This activity entails selfassessment by learners.
 This will provide information
about learning
achievement.
The assessment information
can be used to plan the
instruction, select student
activities and diagnose
learning strengths,
difficulties, and causes.
Assessment as learning is when
teachers will be observing
students by answering
questions and reflections on
their tasks and learning
progress.
Ex. Quizzes, pretest and
posttest
Ex. Self-check, peer
assessment, collaborative
assessment
Student’s performance is
graded and certified, passing
or failing.
It is typically administered at
the end of the unit or grading
Ex: periodic test, unit or
summative test,
ASSESSMENT FOR LEARNING
This activity entails determining teaching and
learning feedback. The assessment information
can be used to plan the instruction, select
student activities and diagnose learning
strengths , difficulties and causes. Information
can be oral or written feedback. Actions were
taken o improve teaching and learning.
ASSESSMENT AS LEARNING
This activity entails SELF-ASSESSMENT by the
learners. Assessment as learning is when
teachers will be observing students by
answering questions and reflections on their
tasks and learning progress. Teachers provide
students with feedback based on student selfmonitoring. They will judge their work or will let
their peers assess their work.
ASSESSMENT FOR LEARNING
This will provide information about learning
achievement. It will certify to what extent does
the domostration of accomplishment reach.
Students’ performance is graded and certified,
passing or failing. This is were a student’s ability
to perform tasks was classified according to the
degree of performance.
According to Bhasin (2018)
Assessment is defined as a proper collection,
interpretation and use of information in regards
to learning. He also stated that it gives the
teacher a better awareness of peoples’
knowledge and their understanding and what
learning experiences are also about their skills
and personal characters and capabilities.
6 Assessment types according to
function (Bhasin, 2018)
6 Assessment types according to
function (Bhasin, 2018)
QUIZ TIME!
BRAINSTORMING
EVALUATION
ASSESSMENT
MEASUREMENT
M
TEST
Explain the relationship of Test,
Measurement, Assessment and
Evaluation
through
Concept
Mapping.
Question
 Explain Assessment OF, Assessment FOR,
Assessment AS and give other examples
 Discuss the role of assessment in making
instructional decision
Enumerate:
 3 things you have learned
 2 things you still want to learn
 1 question you have for the topics
Answer
Assignment:
“Reflective Journal”
A.
Formative assessment is “when the cook tastes the soup” while
summative assessment is “when the guest tastes the soup”. Do
you agree? Why or why not?
B.
“All tests are forms of assessment, but not all assessments are
tests: Which definitions of assessment given in B support this
statement?
A.
Your impressions about me (Student’s feedback)
THANK YOU!
See you again
nextweek…