MAM HELEN

1. Assessment in Learning

• Root Meaning: Derived from the Latin assidere ("to sit beside another").

• Core Definition: The systematic and purpose-oriented collection, analysis, and interpretation of evidence of student learning to make informed educational decisions.

• Overarching Role: It serves as an umbrella term that includes both measurement (quantifying student attributes/data) and evaluation (making value judgments based on criteria).

Assessment and Testing

is the most common tool/form used in assessment, but not all assessments are tests.

Objective

Multiple-choice, true/false, fill-in-the-blanks, and matching questions.

Subjective

Essay questions, short answers, and oral exams.

Classical test theory CTT

• Focuses on the total test score.

• Assumes Observed Score = True Score + Error.

• Estimates item difficulty and item discrimination based on the specific group taking the test.

Item Response Theory (IRT):

• Focuses on individual test items.

• Calculates the probability of answering a specific item correctly based on ability.

• Item difficulty is independent of the group taking the test.

Formative Assessment

Conducted before and during instruction to adjust teaching and provide ongoing student feedback.

Summative

Conducted at the end of instruction to evaluate total content mastery and assign final grades.

Diagnostic Assessment:

Detects specific learning difficulties to provide targeted interventions or remediation.

Placement Assessment:

Administered at the start of a program (e.g., entrance exams) to assess entry skills and group learners.

Traditional Assessment

Standard paper-and-pencil tests measuring basic recall and knowledge.

Authentic Assessment:

Real-world, performance-based tasks that demonstrate practical application.

Assessment OF Learning

Summative evaluation to verify whether curriculum outcomes were achieved.

Assessment FOR Learning:

Formative process used by teachers to identify gaps and refine instruction.

Assessment AS Learning

Formative process where students evaluate their own progress to develop self-regulated learning.

Clear Purpose

Aligned with intended learning goals and Outcome-Based Education (OBE).

Not an End in Itself:

Used as a tool to enhance learning, not just record marks.

Continuous Process

Ongoing, cumulative, and driven by actionable feedback.

Learner-Centered:

• Focuses on what the student can demonstrate and achieve.

Process & Product-Oriented:

Values both the journey of learning and the final output.

Comprehensive & Holistic:

• Uses a variety of tools over time.

Appropriate Measures:

Requires valid, reliable, and age/context-appropriate tools.

As Authentic as Possible

Simulates real-life tasks and contexts.