ASESSMENT OF LEARNING

Prepared by Ariel Berico

Objectives
 A learning objective is a statement that specifies in behavioural (measurable) terms what a learner
will be able to do as a result of instruction.
 It describes the intended outcome of your instruction rather than a description or summary of your
content
Assessment
 A process of gathering and organizing data into an interpretable form to have basis for
decision-making
Test
 Consists of questions or exercises or other devices for measuring outcomes of learning
Measurement
 The assignment of numbers to certain characteristics in short it refers to the quantitative aspect
of evaluation
Evaluation
 it refers to the qualitative aspect of determining the outcomes of learning.
 A systematic analysis of both qualitative and quantitative data in order to make sound
judgment or decision

Assessment for learning:

Assessment for learning involves teachers using evidence about students' knowledge,
understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment',
it usually occurs throughout the teaching and learning process to clarify student learning and
understanding.
Assessment as learning
Assessment as learning occurs when students are their own assessors. Students monitor their own
learning, ask questions and use a range of strategies to decide what they know and can do, and how to
use assessment for new learning.
Assessment of learning
Assessment of learning assists teachers in using evidence of student learning to assess achievement
against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at
defined key points during a unit of work or at the end of a unit, term or semester, and may be used to
rank or grade students.

MODES OF ASSESSMENT
I. Traditional Assessment
This involves the use of objective paper-and-pencil tests.
II. Alternative Assessment
In general, alternative assessments refer to any form of assessment that doesn’t involve any
objective paper-pencil tests.

The following are the different forms of alternative assessment:

a. Performance-Based Assessment
This mode of assessment requires actual demonstration of skills or creation of products of
learning.

When the skill or products requires application of lessons to real-life scenario, we consider
the assessment as authentic assessment.
This includes but not limited to the following: feasibility studies, research works and
presentation, creative and original projects, entrepreneurial activities, problem-solving with real-life
applications, doing experiments, conducting interviews, etc.

b. Portfolio Assessment
The common misconception about portfolio is that it is simply a collection of students work
accumulated through the whole school year or semester; however, portfolio assessment is more
than that. Portfolio and all its components are carefully selected based on pre-established goals to
tell a story such as how a child or student has improved in a span of time.

c. Affective Assessment
This is used to describe the psychosocial environment of the classroom and students’
interpersonal relations. Tools: Teacher observation, student self-report, peer rating
 PRINCIPLES OF HIGH QUALITY ASSESSMENT (Raagas, 2010)
1. Clarity of learning targets--Clear and appropriate learning targets include (1) what students
know and can do and (2) the criteria for judging students’ performance.
2. Appropriateness of Assessment methods--The method of assessment to be used should match
the learning targets.
3. Validity--This refers to the degree to which score-based inference is appropriate, reasonable, and
useful. A test is said to be valid if it measures what it supposed to measure.
4. Reliability--This refers to the degree of consistency when several items measure the same thing
and stability when the same measures are given across time.
5. Fairness--Fair assessment is unbiased and provides students with opportunities to demonstrate
what they have learned.
6. Positive consequence--The overall quality of assessment is enhanced when it has a positive
effect on student motivation and study habits. For teachers, high quality assessment leads to
better information and decision-making about students. For students, high quality assessment
serves as a motivation and leads students to a better study habits.
7. Practicality and efficiency--Assessments should consider the teacher’s familiarity with the
method, the time required, the complexity of administration, the ease of scoring and interpretation,
and cost.

A. Cognitive Domain (Bloom)

CATEGORIES DESCRIPTIONS

Knowledge Recall of information

Example: State all the categories of learning outcomes under cognitive domain.

Comprehension Grasp meaning of the material, understand information, and interpret facts
Example: Differentiate measurement and assessment.
Application Use learned material in new and concrete situations, solve problems using required
skills or knowledge
Example: Using the Pythagorean theorem, solve the hypotenuse of at least five right
triangles.
Analysis Break down material into its component parts so that its organizational structure
may be understood, see patterns, recognition of hidden meanings
Example: Compare and contrast formative and summative evaluation in terms of
their description, tools and purpose.
Synthesis Put parts together to form a new whole, use old ideas to create new ones, generalize
from given facts, predict, draw conclusion
Example: Create at least one instructional objective under each category of the
cognitive domain.
Evaluation Judge the value of material for a given purpose, compare and discriminate between
ideas, assess value of theories and presentations, make choices based on reasoned
argument
Examples: (1) Using the guidelines of constructing objective tests, critique a given
test item by identifying any error and giving a suggestion for improvement.
(2) Classify a given a set of cognitive objectives based on their category.

B. Affective Domain (Krathwohl)

CATEGORIES DESCRIPTIONS
Receiving Willingness to receive or to attend to particular phenomena or stimuli.
Responding Active participation on the part of the student.
 Valuing See worth or value in the subject, activity, assignment.
Individual’s commitment to the underlying value guiding the behavior.
Organization Bringing together a complex of values, possible, disparate values, resolving
conflicts among them, and beginning to build an internally consistent value
system.
Characterization Internalization of values has a place in the individual’s value hierarchy.

C. Psychomotor Domain (Dave, R.)

Stage Category or Behavior Description
Stage
1 Imitation Copy action of
another
2 Manipulation Reproduce activity
from instructions
3 Precision Execute skill
reliably, independent
of help
4 Articulation Adapt and integrate
expertise to satisfy a
non-standard
objective
5 Naturalization Automated,
unconscious mastery
of activity and
related skills at
strategic level
Examples of activities, demonstrations, and
evidence of learning
Watch teacher or trainer and repeat action,
process, or activity
Carry out task from written or verbal instructions
Perform a task or activity with expertise and to high
quality without assistance or instruction; able to
demonstrate an activity to other learners
Relate and combine associated activities to develop
methods to meet varying, novel requirements
Define aim, approach, and strategy for use of
activities to meet strategic need

TYPES OF TEST ACCORDING TO FORMAT

A. Selective Type- provides choices for the answer
a. Multiple Choice- consists of a stem which describes the problem and 3 or more alternatives which
give the suggested solutions. The incorrect alternatives are called distractors.
b. True-False or Alternate-choice- consists of declarative statement that one has to mark true or
false, right or wrong, correct or incorrect, yes or no, fact or opinion, and the like.
c. Matching Type- consists of two parallel columns: Column A, the column of premises from which
a match is sought; Column B, the column of responses from which the selection is made. These
questions help students see the relationships among a set of items and integrate knowledge.
B. Supply test- no choices are provided
a. Short-answer- uses direct question that can be answered by a word, phrase, a number or a
symbol
b. Completion test- consists of an incomplete statement
C. Essay test
a. Restricted response- limits the content of the response by restricting the scope of the topic. This
type of essay can be fully answered within ten minutes.
b. Extended response- allows the student to select any factual information that they think is
pertinent, to organize their answers in accordance with their best judgment. This type of essay
presents a broader task.
Note:
Generally, short-answer tends to have the highest reliability compared to other test formats. This is
followed by multiple-choice, alternate-choice, and essay test.
In addition, it is surprising to know that in a multiple-choice test, having three options in all items tend
to yield the most reliable score in comparison to four or five options.

RUBRICS is a scoring guides, consisting of specific pre-established performance criteria, used in

evaluating student work on performance assessments.
1. Holistic Rubric --This requires the teacher to score the overall process or product as a whole,
without judging the component parts separately.
2. Analytic Rubric --This requires the teacher to score individual components of the product or
performance first, and then sums the individual scores to obtain a total score.

BIASES AND SCORING ERRORS

Despite using rubrics in judging a performance task, there are still prevailing factors that contribute to the
subjectivity of scores. The following are the most common biases and scoring errors:
1. Halo effect- letting general impression of student influence rating of specific criteria
2. Contamination effect- judgment is influenced by irrelevant knowledge about the student or other
factors that have no bearing on performance level
 3. Contrast effect- judging by comparing student against other students instead of established criteria
and standards
4. Rater drift- Unintentionally redefining criteria and standards over time or across a series of scorings
5. Leniency error- tendency to judge a performance or product better than it really is
6. Generosity error- tendency to use high end of scale only
7. Severity error- tendency to use low end of scale only
8. Central tendency error- tendency to avoid both extremes of the scale

VALIDITY AND RELIABILITY

VALIDITY
This refers to the degree to which a test measures what is intended to be measured. It is the usefulness of
the test for a given purpose. It is the most important criterion of a good examination.

RELIABILITY
This refers to the consistency of scores obtained by the same person when retested using the same
instrument or one that is parallel to it

Interpretation of the Correlation Coefficient

1------------------------------------Perfect Positive Correlation
High positive correlation
0.5----------------------------------Positive Correlation
Low Positive correlation
0------------------------------------No relationship
Low negative correlation
-0.5---------------------------------Negative correlation
High Negative correlation
-1------------------------------------Perfect Negative Correlation

ITEM ANALYSIS
Item analysis is a statistical technique which is used for selecting and rejecting items of the test on the
basis of their difficulty index and discriminating power.

A. Compute the Difficulty Index of each item:

𝑈𝑔 + 𝐿𝑔
𝐷𝑓 = 𝑤ℎ𝑒𝑟𝑒 𝑛 = 𝑛𝑜. 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝.
2𝑛

B. Compute for the Discrimination Index

𝑈𝑔 − 𝐿𝑔
𝐷𝑠 =
𝑛

C. Compute for the Index of Effectiveness of the Distractors (for Multiple-Choice Items)
𝑈𝑔 − 𝐿𝑔
𝐼𝐸 =
𝑛
Note: If there are 30 students or less, the criterion group is 50% of the class instead of 27%.

Difficulty Index Scale DISCRIMINATION INDEX INDEX OF EFFECTIVENESS

Below 0.25 –Difficult 0.40 and above- Very Good Below 0- plausible(retain)
(reject, revise or retain) item(retain)
0.25-0.75 –Average (retain or 0.30-0.39 - Reasonably Good Above 0- not working well
revise) (revise or retain) (revise)
Above 0.75 –Easy (reject, revise 0.20 to 0.29 - Marginal Item 0- not plausible (reject or
or retain) (retain or revise) revise)*
Below 0.20 - Poor Item
(reject or revise)
Remarks:
If an item has Very Good discriminating power, retain the item.
If an item has negative discriminating power, reject the item.
If an item is too difficult or too easy, reject the item.
*For Distracter Analysis, reject if none or only few chose the option, revise if there are many students
chose the option.
FREQUENCY POLYGON
CHARACTERISTIC CLASSIFICATION and DESCRIPTION
Symmetry Symmetric- has two halves which mirrors each other. The value of the skewness is zero.
(See Figure 1b) Nonsymmetric or Asymmetric- skewed curve
Skewness Positively skewed (skewed to the RIGHT)- most scores are below the mean and there
(See Figure 1a and 1c) are extremely low scores. In this distribution, typically, the mode is lower than the median
and the median is lower than mean.
 Negatively skewed (skewed to the LEFT)- most scores are above the mean and there
are extremely high scores. The mean is lower than the median and the median is lower
than the mode.
Modality Unimodal- curve with 1 mode
Bimodal- curve with 2 modes
Multimodal/Polymodal- curve with 3 or more modes
Rectangular Distribution- mode does not exist
Kurtosis Leptokurtic- highly peaked and the tails are more elevated above the baseline
(See Figure 2) Mesokurtic- moderately peaked
Platykurtic- flattened peak

MEASUREMENT SCALES

MEASUREMENT CHARACTERISTICS EXAMPLES

Nominal  A scale that measures data by name only Gender, Religion
Ordinal  Rank data Income, letter grades
 Distance between points are indefinite
Interval  Distance between points are equal Test scores
 No absolute zero Temperature
Ratio  Has absolute zero Height, Weight

MEASURES OF CENTRAL TENDENCY AND VARIABILITY

(UNGROUPED DATA)

ASSUMPTIONS WHEN USED APPROPRIATE STATISTICAL TOOLS

Measures of Central Tendency Measures of

(describes the representative Variability/Dispersion
value of a set of data) (describes the degree of spread
or dispersion of a set of data)
 When the frequency Mean Standard Deviation
distribution is regular or  arithmetic average  The root-mean-square of
symmetric (bell-curved)  sensitive to extreme the deviations from the
 Usually used when data scores mean
are numeric (interval or
ratio)

 When the frequency Median Quartile deviation

distribution is irregular or
skewed
 Usually used when the
data is ordinal, interval or
ratio
 middle most score in a  The average deviation of
group of scores in an array the 1st and 3rd quartiles
from the median

 When quick answer is Mode Range

needed  most frequently occurring  The difference between
 Usually used when the score the highest and the lowest
data are nominal or score in the distribution
ordinal
 STANDARD SCORES
The major purpose of standard scores is to place scores for any individual on any variable having any mean
and standard deviation on the same standard scale so that comparisons can be made. Without some
standard scale, comparisons across individuals and/or across variables would be difficult to make
(Lomax,2001).

1. Percentile Score- tells the percentage of examinees that lies below one’s score
Formula: Pi=i(n+1)/100 th place
2. Z-Score- tells the number of standard deviations equivalent to a given raw score
Formula: Z= (score- mean)/standard deviation
3. T-score- refers to any set of normally distributed standard deviation score that has a mean of 50 and a
standard deviation of 10
Formula: T-Score= 50+10(Z)
4. Stanine Score- a standard score with a mean equal to 5 and standard deviation of 2.
Formula: 5+2(Z)

UPDATED K+12 GRADING SYSTEM

The K to 12 Basic Education Program uses a standard-and competency-based grading system. These are found
in the curriculum guides. All grades will be based on the weighted raw scores of the learners’ summative
assessment.

The following is the weight of the components for Grades 1-10.

Araling
Components Languages Panlipunan EsP Science Math MAPEH EPP/TLE
Written work 30% 40% 20%
Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment

The following is the weight of the components for Senior High School
Academic Track Technical-Vocational and
Livelihood
(TVL)/Sports/Arts and
Design Track
Core
All other Work All other Work/Immersion/
Subjects
subjects Immersion/Research subjects Research/Exhibit/
Business Enterprise Performance
Simulation/Exhibit/
Performance
Written 25% 25% 35% 20%
Work
Performance 50% 45% 40% 60%
tasks
Quarterly 25% 30% 25% 20%
Assessment
 TRANSMUTATION TABLE
Source: DepEd Order No.8 S. 2015