EDASL1

• Assessment


  1. Ways teachers use to collect, review, and utilize information for monitoring classroom instruction and improving student learning

  2. Formative process focusing on enhancing student learning
• Assessment FOR Learning

  1. Diagnostic and formative assessment done before and/or during instruction to determine learning needs, monitor academic progress, and improve teaching-learning process

  2. Involves on-going and timely feedback on performance, self- and peer assessment, and uses criterion-referenced criteria based on prescribed learning outcomes
• Key Terms in Assessment

  • Measurement
  • Evaluation
  • Testing
  • Assessment
• Evaluation

  1. Process of attaching quality or value judgment to the quantity obtained through assessment

  2. Judging what is good and desirable by comparing data to a set of standards or learning criteria
• Purposes of Assessment

  • Assessment for Learning
  • Assessment of Learning
  • Assessment as Learning
• Measurement


  1. Process of quantifying observations about the quality or attribute of a thing or person

  2. A number is assigned to quantify an individual’s intelligence, personality, attitudes, or values
• Testing


  1. Administration, scoring, and interpretation of tests to determine or gather information about the extent of student performance or achievement

  2. Tool comprised of a set of questions administered during a fixed period of time under comparable conditions for all students
• Assessment FOR Learning

  • The teacher gives a placement test to assess learners' needs before instruction
  • The teacher gives a pop quiz to determine if learning objectives have been met during instruction
  • The teacher gives a diagnostic test to find persistent or recurring problems in student learning during instruction
• Assessment as learning is formative and reflective. This may take place during or after instruction. This allows time for both the teacher and learners to do self-edit, reflect on their strengths, and work on their weaknesses through self-reflection and self-regulation. The teacher helps the learners to develop their metacognitive and lifelong skills for learning. The learners are taught to adapt to the learning process, develop new understandings of their learning experience, monitor, and further their learning. This adopts student-determined criteria based on previous learning and personal learning goals
• Effective instruction


  Teacher gives a pop quiz to determine if the learning objectives have been met
• Assessment of learning

  • The teacher gives a final project that requires the application of the required skills in relation to curricular outcomes
  • At the end of a unit, the teacher gives an achievement test for a decision on student’s placement and promotion
• Assessment as learning

  • The teacher asks students to prepare a portfolio that features reflection of their learning
  • The teacher provides rubrics for students to do self- and peer assessment of performance
• Effective instruction


  Teacher gives a diagnostic test to find persistent or recurring problems in student learning
• Nature of Assessment
• Role of Assessment in Making Instructional Decisions
• Assessment of learning is referred to as a summative test that is done after instruction. It reflects the students’ level of proficiency – what they know and what they can do. The results reveal if the instruction has been successful or not. It is used for grading and reporting. The teacher prepares and gives the learners a descriptive and formal report of their performance. The learners are not so actively and heavily involved. They merely receive the report reflecting their achievement grades. Information about student performance is shared with their parents or guardians, and with other stakeholders for the compiled evaluative feedback on a periodic basis. This may be either criterion-referenced (based on prescribed learning outcomes) or norm-referenced (comparing student achievement to that of others)
• Typical performance measures

  • What learners will do or choose to do under natural conditions
  • More focused on personality than ability
  • Realized using attitude and personality inventories and observational techniques
• Formative Assessment


  1. Used to monitor immediate learning progress during instruction against intended learning outcomes

  2. Connected to instruction designed to improve learning

  3. Reveals learning successes and failures, providing crucial feedback for adjusting instructional strategies
• Summative Assessment

  1. Comprehensive assessment after a defined instructional unit for assigning grades

  2. Describes what students know, can do, and value

  3. Evaluates student growth relative to lesson/activity/unit/program purposes, curriculum expectations, and local standards
• Types of Assessment

  • Placement Assessment
  • Diagnostic Assessment
  • Formative Assessment
  • Summative Assessment
  • Confirmative Assessment
  • Norm-Referenced Assessment
  • Criterion-referenced Assessment
  • Ipsative Assessment
  • Standardized Assessment
  • Non-standardized Assessment
  • Traditional Assessment
  • Authentic Assessment
• Confirmative Assessment is another form of assessment following formative and summative assessments
• According to Miller, Linn, and Gronlund (2009), assessment can be placed in two broad categories: measures of maximum performance and measures of typical performance
• Placement Assessment


  1. Administered to assign students into a course or program based on personal characteristics, interests, skills, proficiency, or prior achievement

  2. Given before a course or program begins to determine specific learner needs

  3. Helps identify fitting teaching methods and learning experiences
• Diagnostic Assessment

  1. A form of pre-assessment where the teacher determines students' knowledge and skills before instruction

  2. Helps understand students' learning preferences, interests, misconceptions, and difficulties

  3. Data used to create appropriate instruction addressing specific learning needs
• Maximum performance measures


  • What learners can do and achieve when performing at their best
  • Examples include aptitude and achievement tests that strongly encourage aiming for a high score
• Ipsative assessment


  Self-referenced assessment that offers opportunities for teachers and students to monitor progress and set achievable targets
• Confirmative assessment


  Extends the assessment cycle beyond formative and summative evaluation, focusing on long-term effects or results over the life cycle of a change program
• Confirmative assessment


  Collects, examines, and interprets data to determine the continuing competence of learners or the continuing effectiveness of instructional materials
• Examples of norm-referenced tests

  • Scholastic Assessment Tests (SATs)
  • Standardized aptitude and achievement tests
  • Interest inventories
  • I.Q. tests
  • Teacher-made tests graded on a curve
• Ipsative assessment


  Allows test-takers to track their own progress by comparing their current performance with previous performance
• Norm-referenced assessment


  Tells whether test takers performed better or worse than a hypothetical average student
• Norm-referenced assessment


  Determines students' performance relative to their peers in a similar cohort or against an average norm
• Forms of assessment

  • Comprehensive examination
  • Standardized tests
  • Periodic tests
  • Graded projects
  • Final presentations
  • Final essays
• Non-standardized assessment


  Classroom test or teacher-made test that assesses students' learning over a period of time or after a particular unit of study
• Criterion-referenced assessment


  Checks the student mastery of instructional objectives or curriculum without comparing or ranking test takers in relation to one another
• Methods for conducting confirmative assessment

  • Checklists for desired optimal performance
  • Rating scales
  • Interviews
  • Observation
  • Performance tests
• Criterion-referenced assessment


  Measures student's performances against a fixed set of pre-specified learning standards, cut scores, or other criteria
• Standardized assessment


  Developed by a test specialist to measure individual achievements with strict adherence to consistent, fair, and reliable procedures for scoring and interpretation
• Non-standardized assessments

  • Classroom tests
  • Teacher-made tests
• Principles of High Quality Assessment

  • Appropriateness of Assessment Methods
  • Validity
  • Reliability
  • Objectivity
  • Fairness
  • Usability
  • Administrability
  • Scorability
  • Interpretability
  • Proper mechanical make-up
  • Positive Consequence
  • Ethics