AIL
Assessment - is rooted in the Latin word assidere, which means “to sit beside another.”
Assessment - is defined as the process of gathering quantitative and/or qualitative data for the purpose of making decisions.
Assessment - in Learning can be defined as the systematic and purpose-oriented collection, analysis, and interpretation of evidence of student learning.
Evaluation -Refer to the process of making value judgments on the information collected from measurement based on specified criteria.
Measurement - Can be identified as the process of quantifying the attributes of an object.
Testing - refers to the use of a test or battery of tests to collect information on student learning over a specific period of time.
Categorizations of Assessment and Testing
Selected Response: OBJECTIVE
Multiple Choice
Matching Type
Enumeration
Identification
Objective-Type
Constructed Response: SUBJECTIVE
Essay
Reflection Paper
Reaction paper
Subjective-Type
Grading - in assessment can be defined as the process of assigning value to the performance or achievement of learner based on specified criteria or standards.
Formative Assessment - Refers to assessment activities that provide information to both teachers and learners on how they can improve the teaching learning process.
Used at the beginning and during instruction to assess learners’ understanding.
Summative Assessment - Povides information on the quantity or quality of what students have learned or achieved at the end of the instruction.
Diagnostic Assessment - Aims to detect the learning problems or difficulties of the learners
Placement Assessment - Used to determine if student has appropriate skills/knowledge to participate in a group.
Authentic Assessment - Refers to the use of assessment strategies or tools that allow learners to perform or create a product that are meaningful to the learners, as they are based on real-world contexts.
Different Principles In Assessing Learning
Assessment should have a clear purpose
- Assessment starts with a clear purpose.
- The method used in collecting information should be based on this purpose.
- The interpretation of the data collected should be aligned with the purpose that has been set.
Assessment is not an end in itself
- Collecting information about student learning, whether formative or summative, should lead to decisions that will allow improvement of the learners.
- Assessment serves as a means to enhance student learning. It is not a simple recording or documentation of what learners know and do not know.
Assessment is an ongoing, continuous, and formative process
- Assessment consists of a series of tasks and activities conducted over time.
- It is not a one-shot activity and should be cumulative.
- Continuous feedback is an important element of assessment.
Assessment is learner-centered
- Assessment is not about what the teacher does, but the learner can do.
- Assessment of learners provides teachers with an understanding on how they can improve their teaching, which corresponds to the goal of improving student learning.
Assessment is both process- and product-oriented
- Assessment gives equal importance to learner performance or product and the process they engage in to perform or produce a product.
Assessment must be comprehensive and holistic
- Assessment should be performed using a variety of strategies and tools designed to assess student learning in a holistic way.
- Assessment should be conducted in multiple periods to assess learning over time.
Assessment requires the use of appropriate measures
- For the assessment to be valid, the assessment tools or measures used must have sound psychometric properties, including, but not limited to, validity and reliability.
- Appropriate measures also mean that learners must be provided with challenging but age- and context-appropriate assessment tasks.
Assessment should be as authentic as possible
- Assessment tasks or activities should closely, if not fully, approximate real-life situations or experiences.
- Authenticity of assessment can be thought of as a continuum from least authentic to most authentic, with more authentic tasks expected to be more meaningful for learners.
Evaluative - Teachers conduct assessment to measure learner’s performance or achievement for the purposes of making judgment or grading in particular.
Facilitative - On the part of teachers, assessment for learning provides information on students’ learning and achievement that teachers can use to improve instruction and the learning experiences of the learners.
Motivational - Classroom assessment can serve as a mechanism for learners to be motivated and engaged in learning and achievement in the classroom.
Goals - are general statements about desired learner outcomes in a given year o during the duration of a program.
Educational objectives - are specific statements about what learners should know and are capable of doing at a particular grade level or course