Assessment in Learning

• Assessment is the process of gathering, interpreting, recording, and using information about a pupil's response to an educational task
• Assessment is derived from the Latin word "assidere" meaning "to sit with", implying a collaborative approach "with" and "for" students, not "to" students
• Assessment is an ongoing process of collecting and analyzing information relative to the same objective or goal
• Principle 1: Clarity of learning targets and appropriateness of assessment methods

  • Emphasizes the connection between learning targets and assessment methods
  • Focuses on what is truly important
  • Uses assessment methods aligned with content and performance standards
• Principle 2: Balanced assessment for diverse types of learners

  • Recognizes different learning styles and needs
  • Assessment should cater to cognitive, affective, and psychomotor domains
• Principle 3: Valid and reliable assessments

  • Validity measures if the assessment tool measures what it intends to measure
  • Reliability is the consistency of scores obtained by the same person when retested
  • Ways to establish validity: face, content, criterion-related, construct
  • Ways to establish reliability: test-retest, split-half, equivalent forms
• Principle 4: Fair Assessment

  • Students should be informed of learning targets
  • Given equal opportunities to learn
  • Free from teacher stereotypes and biased assessment tasks
• Principle 5: Manageable Assessment

  • Directions and procedures must be clear, efficient, and well-implemented
  • Considers complexity of administration, ease of scoring, and interpretation
  • Maximizes time and students' learning
• Principle 6: Transparent assessment

  • Fosters trust and understanding between teachers and students
  • Includes knowledge of curriculum standards and effective feedback
• Principle 7: Continuous assessment

  • Before lesson: Gauge prior knowledge, set learning goals, plan instruction
  • During lesson: Monitor understanding, provide feedback, adjust teaching
  • After lesson: Evaluate learning outcomes, identify areas for improvement
• Principle 8: Authentic assessment

  • Features meaningful performance tasks, clear standards, quality products
  • Emphasizes positive interaction, metacognition, and learning transfer
• Principle 9: Positive assessment

  • Results should have a positive consequence for teachers and students
  • Focus on progress, constructive feedback, personalized strategies
• Principle 10: Ethical assessment

  • Maintains fairness and integrity
  • Avoids bias, ensures confidentiality, considers multiple perspectives, upholds professional conduct
• Purpose of different assessments:

  • Quiz: Assess specific skills or knowledge within a small unit
  • Long test: Assess learning outcomes over a larger topic
  • Unit test: Comprehensive assessment within a unit
  • Quarterly exam: Assess learning across multiple units
• Assessment:

  • Comes from the Latin word "assidere" meaning "to sit with"
  • Implies doing something "with" and "for" students, not "to" students
  • Process of gathering, interpreting, recording, and using information about pupils' response to an educational task
  • Ongoing process of collecting and analyzing information relative to the same objective or goal
• Evaluation:

  • Interpretation of evidence, judgement, comparison between intended and actual use of information to make improvements
• Types of Evaluation:

  • Process evaluation:
  • Takes place during the program or learning activity
  • Conducted while the event to be evaluated is occurring
  • Focuses on identifying progress towards purposes, objectives, or outcomes to improve activities, courses, curriculum, program, teaching, and student
  • Also known as formative evaluation
  • Product evaluation:
  • Examines the effects or outcomes of some object
  • Conducted at the end of the course
  • Also known as summative evaluation
  • Evaluates progress towards established outcomes
• Test:

  • Tool, a question, set of questions, or an examination used to measure a particular characteristic of an individual or a group
  • Form of questioning or measuring tool used to assess the status of one's skill, attitude, and fitness
  • Instrument or activity used to accumulate data on a person's ability to perform a specified task
  • Intended to measure a test-taker's knowledge, skill, aptitude, performance, or classification in various topics
• Measurement:

  • Process of collecting data on an attribute of interest
  • Involves the assignment of numerical values to what is being tested, involving the quantity of something
  • Term used to describe the assignment of a number to a given assessment
  • The number can be a raw score or a score based on a normal distribution curve
  • The process of quantifying this number is separate from using this information to evaluate student outcomes and achievement
• Kinds of Test:

  • Objective Test
  • Subjective Test
  • Individual Test
  • Group Test
  • Unstandardized Test
  • Standardized Test
• Types of Assessment

  1. Formal Assessment

  2. Informal Assessment

  3. Formative Assessment

  4. Summative Assessment
• Assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class. It could be done before, during and after instruction
• Assessment as learning involves students reflecting on the results of assessments and using the results to chart their own progress and plan the next steps to improve performance. It builds metacognition as it involves students in setting and monitoring their own learning goals (SELF-ASSESSMENT)
• Assessment of learning is accompanied by a number, letter grade, or description (summative). It compares one student's achievement with standards, and results can be communicated to the student and parents. It occurs at the end of the learning unit
• What is assessed in the classroom

  • Content Standards
  • Performance Standards
  • Learning Competencies
  • Concept Development
• Content Standards


  Identify and set the essential knowledge and understanding that should be learned
• Performance Standards


  Describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills
• Learning Competencies


  Refer to the knowledge, understanding, and skills and attitudes that students need to demonstrate in every lesson and learning activity
• Concept Development


  Refer to the progression of concept. Provides a scheme to classify educational goals, objectives, and standards. Defines a broad range of cognitive processes from basic to complex: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
• How are the learners assessed

  The "Three P's" of 21st Century Assessment: Performance, Process, Progress
• Types of Assessment

  • Formal Assessment
  • Informal Assessment
  • Formative Assessment
  • Summative Assessment
• Appropriate Targets (Unit 2 Lesson 1): COMPETENCY is the capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in a defined work setting. LEARNING OBJECTIVES describe what the learner should be able to achieve at the end of a learning period. Learning objectives should be specific, measurable statements and written in behavioral terms. LEARNING OUTCOMES are statements of what a student should know, understand and/or be able to demonstrate after completion of a process of learning
• Constructive Alignment


  The teaching-learning activities and the assessment task are aligned to the learning outcome. It is based on constructivist theory (Dewey, Piaget, Vygotsky, Gagnet). Constructivist theory has the idea that learners are active participants in their learning journey, knowledge is constructed based on experiences
• Differentiating Terms in Education

  • Content and Performance Standards
• Content Standards


  Define the specific body of knowledge and skills students should master in a particular subject or grade level. They focus on the broad knowledge and skills within a subject area
• Performance Standards


  Describe the level of proficiency or quality expected in demonstrating the knowledge and skills outlined in the content standards
• Students will be able to create a model or diagram that accurately illustrates the water cycle and explain its key processes
• Content Standards focus on the broad knowledge and skills within a subject area
• Characteristics of Learning Objectives

  • Specific
  • Measurable
  • Attainable
  • Relevant
  • Timely
  • Evaluate
  • Revise
• Learning Domains

  • Cognitive
  • Affective
  • Psychomotor