CHAPTER 1Basic Concepts in Assessment

Assessment is a critical piece of the teaching and learning process. Classroom

assessment serves many important purposes, such as grading, identification of students with
special learning needs, the motivation of students, clarification of student achievement
expectations, and monitoring instructional effectiveness (Ohlsen, 2007; Stiggins, 2002 ). It
likewise presents information on students’ readiness, learning progress, skill acquisition, as
well as their difficulties, misconceptions, and underdeveloped understanding.

Teachers typically control classroom assessment environments by choosing how they

assess their students, the frequency of these assessments, and how they provide
assessment feedback (Koloi-Keaikitse & Hui, 2017). Teachers facilitate learning by providing
students with important feedback on their learning progress and by helping them identify
learning problems (Bloom, Madaus, & Hastings, 1981; Stiggins, 2002). It is likewise
imperative for teachers to make instructional decisions to ensure that quality learning takes
place and the students have benefitted from instruction. On this note, they are held
accountable for the quality of the student learning process. Assessment should be
systematically implemented so it can provide structures of information on which
instructional decisions can be based. Teachers, without bias, must see that their students
clearly and concretely exhibit the expected outcomes of instruction. In view of this, it
necessary for them to have a complete understanding of the basic concepts in assessment –
its key terminologies, purposes, roles, guidelines, nature, procedures, and key principles.

Learning Outcomes

At the end of the chapter, the students are able to:

1. discriminate measurement, assessment, testing, and evaluation;

2. name the specific purposes served by an assessment activity;
3. define the role of assessment in the teaching-learning process and
instructional decision-making;
4. discuss the guidelines for effective student assessment;
5. differentiate the nature and types of assessments; and
6. identify the key principles in high-quality assessment.
Key Terms in Assessment

Assessment covers different ways that the teachers use to collect, review, and utilize
information for monitoring classroom instruction and improving student learning. It is a
formative process that focuses on enhancing student learning and not on teaching the
curriculum. Lucas and Corpuz (2012) define it as a process of gathering information about
student learning and then analyzing and interpreting them to make decisions.

Measurement is a process of quantifying observations [or descriptions] about the

quality or attribute of a thing or person (Thorndike and Hagen, 1986 cited in Huitt, 2012). In
measurement, a number is assigned to quantify an individual’s intelligence, personality,
attitudes, or values (Gabuyo, 2012). The data used to describe these attributes are numerical
that answer the question, how much? When the teacher gives a score to the test of the
students, it is termed measurement.

Examples: (a) Johnny got 38 out of the 50-item test in Math.

(b) Kitz got 80% in his second grading periodical test.

Testing is the administration, scoring, and interpretation of tests to determine or

gather information about the extent of the performance or achievement of the students. A
test is a tool comprised of a set of questions administered during a fixed period of time
under comparable conditions for all students (Miller, Linn, & Gronlund, 2009). The scores
gathered during test administration are analyzed and interpreted to provide information
about the quantity and quality of student learning. Nevertheless, assessment employs other
modalities such as oral recitation, observation, assigning projects, performance tasks, and
portfolios. It can be aptly said that all tests are assessments, but not all assessments are
tests.

Evaluation is a process of attaching quality or value judgment to the quantity

obtained through the process of assessment (Rico, 2011). It is the process of judging what is
good and what is desirable. Here, the teacher compares the data to a set of standards or
learning criteria for the purpose of judging the worth or quality (Gabuyo, 2012).

The comparison chart on the next page illustrates the difference between the
measurement, assessment, and evaluation.
 Table 1. Difference between Measurement, Assessment, and Evaluation

Basis of Measurement Assessment Evaluation

Comparison
What the Assigns scores Collects, reviews, Passes the
teacher does? to a test and uses the data judgment based on
(e.g. student score) the set standards
Purpose To score student To diagnose To judge
performance in strengths and performance
a given test/task weaknesses/ (passed or failed)
difficulties (Evaluative)

To improve the
teaching and learning
process
(Formative)
Focus Process and Process Product
product
How are students Based on a Based on positive Based on the level
informed of their quantified score and negative points of quality as per set
performance? with standard
interpretation
and description
Criteria Number of Set by both the Set by the
correct answer teacher and the evaluator
against the total students
score

Purposes of Assessment

There are three interrelated purposes of assessment. A deeper and more

comprehensive understanding of these purposes will allow teachers to see if their teaching
has been effective and students can achieve the set learning goals. A complete
understanding of these purposes will help them judge the learning process and
consequently, plan for effective instruction.

1. Assessment FOR learning is diagnostic and formative. It is done before and/or

during instruction. It is used to determine the learning needs, monitor academic
progress, and improve the teaching-learning process and not for grading and
reporting. The teacher adjusts his/her plan and strategies and engages in
corrective teaching in response to formative assessment. The students are
provided with on-going and timely feedback on their performance. They involve
 themselves in self- and peer assessment. It uses criterion-referenced – criteria
based on the prescribed learning outcomes identified in the curriculum,
reflecting performance in relation to a specific learning task.
Examples: The teacher gives a placement test to assess the needs of the learners
and have a sound basis for effective instruction. (Before
instruction)
The teacher gives a pop quiz to determine if the learning objectives
have been met. (During Instruction)
The teacher gives a diagnostic test to find persistent or recurring
problems in student learning. (During instruction)

2. 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
the 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 complied 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).
Examples: 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.

3. 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 in their weakness 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.
Examples: 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.
Role of Assessment in the Teaching-Learning Process and Instructional Decision-Making

Modern society demands high-quality teaching and learning from teachers. To meet
the demands and standards of quality education, teachers have to possess a great deal of
knowledge and skills with regard to both teaching and assessment practices (Solheim, 2017).
Beyond dispensing information, they are expected to create a learning environment that is
favorable for students to achieve the learning outcomes. This task of the teachers highlights
the major functions they play in the instructional process.
Assessment is tightly embedded in the teaching and learning process. The
importance of assessment is well-illustrated in the Education Triad (Socorro, Omas-as, &
Galela, 2011). The figure shows the main functions of a teacher concerning assessment and
evaluation.

Figure 1. The Education Triad

The first function of a teacher is to formulate the learning goals and objectives that
will set the course of the teaching and learning process. The goals and objectives are
descriptions of the broad and specific outcomes the teachers wish for their students to
achieve. The goals and objectives will guide the teachers to prepare strategies and
eventually visualize or design learning activities that will lead to the attainment of the
learning goals and objectives. Assessment and evaluation help the teachers to gather
evidence and gain insight if learning took place and to what extent it occurred. They also
provide a clearer perspective on (a) how well students are performing in the class, (b) what
are their difficulties and specific learning needs, (c) what aspects of the curriculum need to
be improved, (d) what are the strengths and effectiveness of programs and priorities, (e)
what went wrong during the teaching-learning process, and (d) what modification in
teaching strategies can be done to improve performance.
The assessment targets the mastery of the objectives and realization of the
outcomes. Whatever are the reasons for non-mastery, the teachers should address the
problems based on the assessment data gathered. The valid and reliable information
obtained from sound assessment practices can be used by the teachers and administrators
to make instructional, placement, diagnostic, program/curriculum, guidance and counselling,
and administrative policy decisions as shown in Figure 2 below:

DECISIONS
(made by the teachers and administrators)

Instructional
Do I need to remediate, enrich, reteach, or proceed?

Placement
Who among my students will undergo remedial class?

Diagnostic
What are the strengths and weaknesses of my students?

Guidance and Counselling

What intervention measures can be considered to help students
with poor academic performance or learning behaviour?

Curriculum/Program
Is there a need to continue, discontinue, revise, or replace a
curriculum or program being implemented?

Administrative Policy
What are the standards/requirements for admitting students
into a program?
Which priorities (e.g. books, materials, equipment) should be
allocated with budget?

Figure 2. Role of Assessment in Making Instructional Decisions

 From a macro perspective, it is through assessment that educational institutions
determine the success or failure of their existence and the value judgment on their results is
basic for organizational and institutional plans at all levels. Student assessment provides
keystone indicators for assessing system performance. Assessments of student learning
provide evidence by which policymakers, the public, administrators, educators and parents
at the national and local levels can gauge both students’ current performance relative to
student learning objectives and the extent to which improvement goals are being realized
(Organization for Economic Cooperation and development, 2009). The assessment
information is critical to know whether the school system is delivering good performance
and providing feedback for improvement in student outcomes.

Guidelines for Effective Assessment

Assessments must be with aligned with course goals or based on clearly stated
objectives. As a systematic process, it begins with the identification of learning goals and
ends with an evaluation of how well or to what extent the goals have been met. Effective
assessment is precedent to enhanced student learning and improved engagement with
varied creative learning styles. Assessment tenders significant information on students’
learning progress and difficulties. Accordingly, the teachers make a decision based on this
information.

The following guidelines will help you to design assessments that promote your
students’ learning.

1. There should be a clear statement of the national educational goals,

institution’s mission and core values, and program objectives and outcomes
where assessments are based. Education is directed toward equipping the
learners with a broad range of competencies to succeed in the 21st century. Baker
(2004) posits that educational improvement is no less important an end. To be
most effective, there needs to be quality and coherence in the array of stated
goals or standards to help the student acquire the needed knowledge and skills
that exemplify an equipped learner who is ready to survive the challenges of the
present times. It means that every goal in the system is clearly specified and is
measured completely and without added irrelevance. It also means that
instruction matches both the goals and the measures, and covers their intentions
completely. Goals should be explicitly stated or described to guide instructional
options and practices. These options and practices are carefully selected and
applied to realize outcomes that relate operationally to the standards.

2. Assessment should be aligned with course objectives. The course objectives set
the expectations for students. If objectives and assessments are aligned, then
students have the opportunity to learn and meet the expectations of the
 program. The teacher respectively provides assessments that are in agreement
with set expectations and serve in conjunction with one another to guide the
system toward students learning.

3. Assessment should be outcomes-based that are focused on student activities

and experiences. It places the students at the center-stage. It ensures that the
knowledge, skills, and values learned by the learners are seen to be
demonstrated and applied in a particular context, harmonize with those of
society and actual workplace, and make them ready to succeed in the future. Its
outcome emphasizes the development and realistic application of these learned
knowledge, skills, and values rather than the achievement of high scores in the
test.

4. Effective assessment should employ a variety of techniques. Assessments do

not only conjure up the images of pencil-paper tests and quarterly report cards.
These familiar methods may not capture the full extent of how the assessment
works to improve the instructional processes and classroom practices.
Techniques that are confined to memorization or ability to recall ideas and
concepts do not often reveal everything about “what students know” and “what
they can do.” On this ground, teachers can opt to use authentic assessments
that require demonstration and application of knowledge, skills, and values in
real-world contexts. These other techniques may include an actual
demonstration of skills in a performance task, using and manipulating
instruments, presenting role plays, conducting actual interviews, preparing
portfolios, doing multimedia productions, etc.

5. Assessment should use a procedure that is fair to everyone. It puts all students
on a level playing field in terms of demonstrating their acquired learning. The
teacher considers the students’ diverse abilities, backgrounds, interests, learning
styles, and needs. To address these differences, he or she assesses students
using procedures that are appropriate to them. Assessment is fairly administered
and ensures that no students are disadvantaged.

6. Assessment should improve the process of learning. It is vital for improving the
teaching and learning process. The teachers are to find out to what extent they
have been successful in their teaching and what they need to do to make their
teaching more effective. The students, on the other hand, are provided with a
clear picture and/or comprehensive description of the extent they have learned
and attained the set learning outcomes. This information directs the
 instructional actions, decisions, and practices that both the teacher and the
learners carry out to achieve a high standard of learning.

7. Assessment should specify sound criteria for appraising successful performance.

Assessment criteria help the learners see what they are expected to learn and
perform to demonstrate achievement of the learning outcomes. It also allows the
instructors to evaluate learners’ work and/or performance more openly,
consistently, and objectively.

8. Assessment should provide constructive, meaningful, and timely feedback that

can be used by the students to progress to the next stage or level of
understanding and consequently, improve their performance. Assessment
feedback lets the students gauge and think critically about how they are
performing, see their strengths of performance and weaknesses to be corrected,
and further reflect on what they can do to achieve the desired performance.

9. Assessment should be valid, accurate, and reliable. A valid assessment is a

good representation of the knowledge, skills, and values it intends to measure. To
maintain that validity for a wide range of learners, it should also be both accurate
in evaluating students' abilities and reliable across testing contexts and scorers
(The Center on Standards and Assessment Implementation, 2018). An accurate
assessment constitutes how close a measurement stands for its true value. The
obtained score is free of bias and ensures fairness to all students. A reliable
assessment yields stable or consistent results over repeated administration.

10. Assessment systems should be regularly reviewed and improved. Education is

on the brink of major reforms; and students are expected to adapt to contexts,
meet the challenges, and solve problems that are linked to these reforms. To
optimize the potential of assessment, it should evolve and go with the changing
times to stay relevant and responsive to the learner’s current situation and the
contemporary needs of the larger community. On this premise, how you assess -
your activities, tools, and processes - will also need to be reviewed. Regular
reviews provide the basis for making decisions to alter all or part of the
assessment system (Buendicho, 2010).
Nature of Assessment

According to Miller, Linn, and Gronlund (2009), assessment can be placed in two
broad categories which are the measures of maximum performance and measures of typical
performance.

1. Maximum performance measures what the learners can do and achieve when
performing at theirbest. Aptitude and achievement tests are examples of tests
that measure maximum performance. These tests strongly encourage the
learners to aim for a high score.
2. Typical performance measures what the learners will do or choose to do under
natural conditions. This measure is more focused on personality than the ability.
This measure can be realized using attitude and personality inventories and
observational techniques.

Types of Assessment

The assessment focuses on the learning outcomes. What you are looking for in the
outcomes helps you define the knowledge and skills to be assessed and accordingly guides
you to the appropriate assessment type or method to apply. The following are the different
types of assessment:

1. Placement assessment is administered to assign students into a course or program

on the basis of their personal characteristics, interests, prerequisite skills, proficiency,
or prior achievement. This is given before a course or program begins to determine
the specific needs of the learners. This type of assessment helps the teacher to
identify the fitting teaching method and learning experience to provide the learners.
Placement assessments include the employment of readiness tests, aptitude tests,
and pre-tests.

2. Diagnostic assessment is a form of pre-assessment that helps the teacher to have an

initial understanding of the students’ learning preferences, interests as well as their
misconceptions and difficulties. Based on the data gathered, the teacher creates
his/her instruction that appropriately and efficiently addresses the specific learning
needs of the learners. A diagnostic assessment may take the forms of unit non-
graded pre-tests, skills-check, surveys, and learning preference checks.

3. Formative assessment is used to monitor the students’ immediate learning progress

during instruction gauged against the intended learning outcomes of a unit of
instruction. This assessment method is intimately connected to instruction that is
 designed to improve rather than grade learning. It reveals the learning successes
and failures during instruction. The assessment data provide crucial feedbacks that
are utilized by the teacher to adjust his/her instructional strategy, reinforce learning,
and perform corrective measures. Short quizzes, custom-made tests from textbooks,
clicker questions, doing reflections (after the lecture), and assignments are the
common examples of formative assessment.

4. Summative assessment is a comprehensive form of assessing student learning, skill

acquisition, and academic achievement. It is typically given after a defined
instructional unit for purpose assigning grades to students’ performance. According
to Buendicho (2010), summative assessment describes what students know, can do,
and value; evaluate student growth relative to the purpose of the
lesson/activity/unit/program, and evaluate student growth relative to the curriculum
expectation and the local standards. It is cumulative, structured, and evaluative.
Summative assessment may include end-of-unit or chapter tests, comprehensive
examination, standardized tests, periodic tests, graded projects, final presentations,
and final essays.

5. Confirmative assessment is another form of assessment following formative and

summative assessments. This process collects, examines, and interprets data and
information to determine the continuing competence of learners or the continuing
effectiveness of the instructional materials (Hellebrandt & Rusell, 1993).
Confirmative evaluation extends the cycle beyond formative and summative
evaluation (Seels & Richey, 1994), focusing on long-term effects or results over the
life cycle of a change program. This assessment can, therefore, occur weeks, months,
or even years later after summative assessment to ensure the continuing worth of
instruction or the current competencies of the learners based on the specified
requirements of standards. Methods for conducting confirmative assessment may
include the use of checklists for desired optimal performance, rating scales,
interviews, observation, and performance tests.

6. Ipsative assessment is a self-referenced assessment that allows the test-takers to track their
own progress by obtaining and interpreting data (e.g. scores) that compare their
current performance and previous performance. This method practically applies an
iterative approach that offers opportunities for teachers and students to dialogue,
diagnose problems, set achievable targets to monitor progress, put on a competitive
environment, and articulate an actionable plan to make them happen. The conduct
of this assessment method might involve setting a learner the same test prior to and
after undertaking a course or unit thereof, keeping track of how a student's average
percentage mark or overall grade average changes as they progress through an
 entire course (Center for the Enhancement of Teaching and Learning, n.d.). In all
cases, the person's own performance and not the performance of other people is the
benchmark against which any change in performance is measured.

7. Norm-referenced assessment determines students’ performance relative to his/her peers

in a similar cohort or against an average norm. This assessment tells whether test
takers performed better or worse than a hypothetical average student. For example,
a student who obtained the 54th percentile has performed as well as or better than
54% of the students in the norm group. Scholastic Assessment Tests (SATs),
standardized aptitude and achievement tests, interest inventories, I.Q. tests, and
teacher-made tests that are graded on a curve may be considered examples of
norm-referenced tests.

8. Criterion-referenced assessment measures student’s performances against a fixed set of

pre-specified learning standards cut scores or other criteria. It checks the student
mastery of instructional objectives or curriculum and does not compare or rank test
takers in relation to one another. In other words, the performance of other students
in a group does not affect a student’s score. A student might have a high percentile
rank relative to his/her class performance but may not meet the criterion for
proficiency due for failure to meet a cut- score or a pre-determined objective.
Placement examination, teacher-made tests, and custom-made tests may be used for
this type of assessment.

9. Standardized assessment is developed by a test specialist to measure individual

achievements. This type of test is administered to a large group of students with
strict adherence to consistent, fair, and reliable procedures for scoring and
interpretation. Examples are the placement, school admission, equivalency, and
scholastic aptitude tests.

10. Non-standardized assessment is a classroom test or a teacher-made test that

assesses students' learning over a period of time or after a particular unit of study.

11. Traditional assessment is also termed as the pencil-paper test. It is contrived and
follows a conventional method of testing. Examples are true or false, multiple-
choice, sentence completion, fill-in-the-blank, and matching type tests. These tests
are more often used to measure mastery of facts that requires the application of
low-order thinking skills.

12. Authentic assessment involves students in real-world tasks that demonstrate

worthwhile and meaningful application of the acquired knowledge, skills, and values.
 This assessment can take multiple forms such as the assignment of performance
tasks, application of skills in a class project, making a portfolio, or writing a reflective
essay. These assessment activities require students to apply higher-order thinking
skills, perform exemplary tasks, and solve complex problems.

Principles High-Quality Assessment

Current evolving paradigms of learning have implications for awakening and changing
views on what high-quality assessment is. The high-quality assessment utilizes accurate and
reliable performance data that are translated into meaningful and actionable reports,
determine current student progress, predict future achievement, and inform instruction.

Clarity of Learning Targets. Setting clear, appropriate, and attainable objectives is a

solid starting point for precise, accurate, and dependable assessment. With the shift of
focus in education from content to student learning outcomes, teachers consider targets
involving knowledge, reasoning, skills, products, and effects that can result in observable
behavior in the students. It is leaning towards outcomes characterized by student-
centeredness. Objectives are stated in terms of what students know and can do upon
completion of a program of study (Barbacena & Calayag, 20103).

Objectives relate to both goals and outcomes of learning. The goals set the bigger
picture of what the instructional plan or program desires to achieve. They can be somewhat
abstract specifying the general intention and overarching target of education. Once the
core goals are set, setting the program and instructional objectives is the next step towards
fostering a clear understanding of how to realize the desired outcomes. Objectives consist
of more precise and measurable action steps the learners take to move closer to the set
goals. They are specific attainable learning targets that are typically time-bound and result-
oriented. Outcomes are exactly what assessments are meant to reveal upon completion of
a program or course. Clearly defined and intentionally integrated course-specific learning
outcomes can help to organize, structure, and enhance student learning; improve
communication with students and other instructors regarding the important concepts and
skills covered in a course; and improve assessment practices (Simon & Taylor, 2009).
 Figure 3. Comparison between Goals, Objectives, and Outcomes

Appropriateness of Assessment Methods. This principle underscores matching the

method of assessment to the learning targets. Fixed response tests such as multiple choice
and matching type match with learning targets that aim for knowledge or a simple
understanding of the topics. Performance-based assessment is best to use when you aim to
measure the student’s ability to apply the knowledge and skill learned from a unit. Deep
understanding and reasoning that call for higher-order thinking skills match with alternative
forms such as essays, portfolios, and self-reports.

Using a variety of assessment methods besides the usual pencil-paper tests poses an
advantage. A traditional assessment supplemented by authentic or alternative forms of
assessment will offer a more comprehensive understanding of how well and under what
educational pedagogies the students learn.
 Validity. A well-designed assessment employs a valid tool or instrument. A valid tool
or instrument measures what it is designed to measure. Validity is thusly judged in reference
to the purpose it is to serve. To achieve validity, the teacher refers back to the clearly defined
learning objectives/outcomes. He or she makes sure that the test is carefully constructed
with clearly-worded and logically-arranged items. It also bears unambiguous directions, with
reasonable length, and does not possess other characteristics that can downgrade the kind
of conclusions derived from the obtained results of the test.

Reliability. This is a quality of the assessment method or instrument that provides

true and independent results. According to Buenaflor (2012), a reliable instrument secures
consistent measures regardless of the number of times it is conducted to the same
respondents or examinees in any given time interval. This is the ability of the instrument to
produce results that are dependable, self-consistent, and without error.

Fairness. Fairness in assessment involves both what precedes an assessment (e.g.

access and resources) and its consequences (e.g. interpretations of results and impact) as
well as aspects of the assessment design itself (Gipps & Stobar, 2009). Differences in
performance on a test may be due to differing access to learning, or because the test is
biased in favor of one group. Wood (1987) described these different aspects of fairness as
the opportunity to acquire talent (access issues) and the opportunity to show talent to good
effect (fairness in the assessment). The main point is that an assessment method is neither
biased nor offensive to particular examinees or any group of examinees. Prior to an
assessment, the learners know exactly what the learning targets are and what method of
assessment will be used (Santos & Navarro, 2012), and how their performance will be
judged or evaluated. It is free from stereotyping and adopts varied methods to provide
learners a reasonable opportunity to demonstrate what they have learned.

Objectivity. Objectivity is collected from measurable and observable information as

revealed by actual or fact-based scores. To achieve objectivity in assessment, two or more
raters or administrators can come up with comparable or parallel scoring to the
demonstrated performance of a student. This means that their separate scores to a
particular performance of students agree or do not remarkably differ. Disagreement in
scoring can lower the validity and reliability of the assessment tool.

Usability. An assessment method should be used without much expenditure of

money, time, and effort. Five factors determine usability which are:

a. Administrability. An assessment method can be administered with relative ease.

The instrument bears clear, complete, and precise direction; hence, it can be
given uniformly and simultaneously to all students with less time and effort on
the part of the teacher.
 b. Scorability. An assessment method has a simple scoring key and provides clear
direction for objective scoring. There is also a provision of answer sheets where
students could indicate or write their answers/responses for easy checking and
scoring.
c. Interpretability. The test results can be easily interpreted or assigned meaning.
d. Economy. The test is low cost and material-wise for the teachers and the
students.
e. Proper mechanical makeup. A measuring instrument has a good arrangement and
is printed legibly. Pictures and illustrations are comprehensible. The tests are
arranged from simple to more complex types with observance to proper margin
and spacing. It is thoroughly reviewed and edited, hence free from spelling,
syntax, and punctuation errors.

Positive Consequences. High-quality assessment is working towards yielding results

that have significant usefulness to teachers, students, administrators, and other academic
stakeholders. Assessment results can help the teachers determine the success or failure of
instruction based on the set objectives. Consequently, they could identify areas needing
improvement and align instruction to the particular needs of the learners. On the other
hand, students see these assessments as fair measures of important learning goals and not
just part of the guessing games. Teachers facilitate learning by providing students with
important feedback on their learning progress and by helping them identify learning
problems (Bloom, Madaus, & Hastings, 1981; Stiggins, 2002). If assessments provide
information for both students and teachers, then they cannot mark the end of learning.
Instead, assessments must be followed by high-quality, corrective instruction designed to
remedy whatever learning errors the assessment identified (Guskey, 1997). From the
assessment results, other administrators and policymakers can identify priorities and devise
schemes or initiatives that can drive improvement in the learning environment through
program enhancements, planning for interventions, provision of the needed logistics, and
enhancement of facilities and infrastructure for learning.

Ethics. Ethics in assessment means being able to lay down morally correct
assessment procedures to assess students’ learning (Barnacena & Calayag, 2013). This
principle is stated directly as the judiciousness of the whole process of assessment. Teachers
as the main assessors of learning are expected to uphold the guiding norms and
professionalism in the conduct of assessment with a strong emphasis on safeguarding the
safety, health, and physical and emotional well-being of the examinees. This principle
espouses the observance of sound assessment practices and the performance of
professional responsibilities with due care, honor, and truthfulness.
 Activity 1. Concept Clarification. Explain in 2 to 3 sentences why the following
statements are considered misconceptions about assessment.

1. Assessment focuses on the product.

2. Assessment is a form of quantified performance.

3. Assessment and evaluation can be used interchangeably.

 Activity 2: Making contrast. Present in the comparison chart the difference
between:

1. formative and summative assessment;

2. placement and diagnostic assessment;
3. norm-referenced and criterion-referenced assessment;
4. confirmative and ipsative assessment; and
5. traditional and authentic assessment.

Formative Assessment Summative Assessment

Placement Assessment Diagnostic Assessment

Norm-referenced Assessment Criterion-Referenced Assessment

Confirmative Assessment Ipsative Assessment

Traditional Assessment Authentic Assessment

 Activity 3: Assessment Classification. Classify the following assessments as
maximum or typical performance. Write your answers in the appropriate
column.

Aptitude Test Mastery test

Career Preferences Oral Presentations
Checklists Peer Appraisal
Interest Inventory Personality Inventory
IQ Test Quizzes

Maximum Performance Typical Performance

Activity 4: Think-Pair-Share. Partner with a classmate. Individually, list down the 5

most important things you have learned from the topic on the Basic Concepts in
Assessment. Compare answers with him/her. Summarize key points in your
answers. Share your answers to the class.

What I learned What my partner learned Our sharing to the class

 Exercises

I. Tell whether the statement defines/describes assessment, testing, measurement,

or evaluation. Write your answer on the space provided before the number. (1
point each)
1. It answers the question: “Was the instruction effective?”

2. It intends to identify the students’ difficulties in learning.

3. It answers the question: “How much does the student learned?”

4. It uses information to modify the teaching and learning

activities.

5. It is a process of judging the quality of what is good and what is

desirable.

6. It is the process of quantifying or assigning number to

individual’s learning.

7. It answers the question: “How well the students attained the

instructional outcomes?”

8. It is a method used to check the quality, performance, or

reliability of someone or something.

9. It is a continuous process used to identify and address problems

on teaching methods and student mastery.

10. It is a process of giving a set of questions to assess students’

knowledge or skills in a form of paper and pencil procedure.

II. Identify which purpose is served by each assessment activity: (A) assessment
FOR learning, (B) assessment OF learning, or (C) assessment AS learning. Write
the CAPITAL LETTER that corresponds to your answer on the space provided
before the number. (1 point each)
1. The students’ low performance is used as a basis to modify the approach in
teaching.
2. A summative test is conducted for grading, evaluation, and reporting
purposes.
3. A pre-test is given for the teacher to decide whether there is a need to
differentiate instruction.
. 4. Students are given on-going and immediate descriptive feedback concerning
their performance.
5. The students reflect on their learning habits and adjust their strategies to
 achieve their learning goals.

III. Identify the key principle in high-quality assessment shown in each teacher’s
activity. Write the CAPITAL LETTER of the correct answer on the space provided
before the number.

1. The teacher asked a co-teacher teaching the same subject to check on the
appropriateness of items in the test to the intended outcomes.
A. Validity C. Reliability
B. Objectivity D. Usability

2. The teacher decided on items that can be checked at the quickest and
shortest time.
A. Economy C. Scorability
B. Interpretability D. Administrability

3. The teacher did a pilot-test to check if students could obtain a stable

score in the test.
A. Validity C. Reliability
B. Objectivity D. Usability

4. The teacher made sure that the items can measure the instructional
objectives.
A. Ethics C. Practicality
B. Clarity D. Appropriateness

5. The teacher excluded items that may offend students of different

religions.
A. Practicality C. Clarity
B. Ethics D. Appropriateness

6. The teacher conducted both pencil-paper and performance-based

tests to provide a fair chance for students to exhibit their learned
skills.
A. Fairness C. Positive consequences
B. Practicality D. Appropriateness

7. The teacher provided complete and understandable instructions for

the test.
A. Economy C. Scorability
B. Interpretability D. Administrability
 8. The teacher submitted the assessment results to the institution’s
research center for deeper study and analysis.
A. Ethics C. Validity
B. Positive consequences D. Clarity of learning targets

IV. Match column B (the type of assessment) with column A (its

definition/description). Write the CAPITAL LETTER that corresponds to your
answer on the space provided before the number. (1 point each)
A B
1. An assessment that takes place after formative and A. Authentic
summative assessments. B. Confirmative
2. This assessment compares students’ performance C. Criterion-referenced
against some referenced standard or benchmark. D. Diagnostic
3. A type of assessment that is concerned with the E. formative
entry performance of the students. F. Ipsative
4. It has the purpose of providing feedback to G. Non-standardized
adjust the on-going teaching-learning process. H. Norm-referenced
5. An assessment that utilizes student previous I. Placement
performance for purpose of determining learning J. Standardized
progress. K. Summative
6. An assessment that is nationally normed and allows
for a broader comparison of student performance.
7. A type that stresses student engagement in
contextualized tasks in a realistic setting.
V. Answer the following essay questions in at least 3 sentences each.
(5 points each)

Scoring Rubric
Level Score Description
Exemplary 5 points
⮚ All main points are included with good
organization and a clear flow of ideas.
⮚ Sentences are well-structured and free
from grammatical and/or syntactic errors
Very Good 4 points
⮚ One or two points is/are missing.

⮚ There are minor problems in logic and

construction.
⮚ Few grammatical/syntactic errors are
found.
Good 3 points
⮚ The answer is generally accurate but the
quality of writing is inferior.
Needs 2 points
⮚ The answer does convey a
Improvement
full understanding of the lesson.
⮚ Sentences contain
major grammatical/syntactic error
Unsatisfactory 1 point
⮚ The answer is inaccurate or deviates from
what is asked.
⮚ Sentences are disorganized and contain
major grammatical/syntactic errors.

1. When is assessment considered valid and reliable?

2. Upon which assessments should primarily be based?

 3. How does feedback in assessment help improve the teaching-learning
process?

4. What role does assessment play in instructional decision-making?

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