UNIVERSITY OF THE CORDILLERAS

College of Teacher Education

MODULE in PROF ED 104 (Assessment in Learning 1)

Course: Prof Ed 104

Course Title: Assessment in Learning 1
Course Credits: 3 units
Contact Hours/week: 4 hours
Prerequisite: None
Course Description:
This course which responds to the Philippine Professional Standards for
Teachers (PPST) and Outcomes-Based Education (OBE) focuses on the
principles, development, and utilization of conventional assessment tools to
improve the teaching-learning process. It emphasizes the use of testing for
measuring knowledge, comprehension, and other thinking skills. It allows
students to go through the standard steps in test construction for quality
assessment.

Course Outcomes: At the end of the trimester, the students are expected to
have:
1. in-depth knowledge and understanding of the
a. perspective on educational measurement, evaluation, and
assessment
b. historical background of measurement, evaluation, and
assessment
c. roles of assessment in making instructional decisions
d. application of the PPST
2. decision-making skills related to appropriate selection of
a. types of evaluation
b. tests and their uses
3. competencies in
a. making table of specification
b. constructing paper and pencil tests
c. critiquing and scoring different classroom tests
d. administering tests
e. analyzing tests
Topic 1:
Definition of Measurement, Evaluation, and Assessment (MEA)

Objectives:
At the end of the lesson, students are expected to:
 differentiate the various terminologies used; and
 broaden perspective on the importance of MEA.

Instructional Materials:
Definition of MEA ppt
Handout of MEA definition

Teaching-Learning Activity/Lesson Proper:

Measurement, Evaluation, and Assessment (MEA)
Teaching and learning include a lot of instructional decisions to enhance and
increase student learning, hence, quality of education is strongly connected to the
structure of information on which these instructional decisions are made. Therefore,
the most important point is the determination of the way in which good, valid, and
reliable information about student learning can be provided through measurement,
evaluation, and assessment (O’Neil, et al., 2004)

MEASUREMENT
- An educational process that checks the specificity of an individual which is
expressed quantitatively (Padua, 2003).
- The process of quantifying observations and/or descriptions about a quality or
attribute of a thing or person (Thorndike and Hagen, 1986).

The process of measurement involves:

1. Identifying and defining the quality or attribute that is to be measured;
2. Determining a set of operations by which the attribute may be made manifest
and perceivable; and
3. Establishing a set of procedures or definitions for translating observations into
quantitative statement of degree or amount.

EVALUATION
- An educational process that checks the personality of an individual which is
expressed qualitatively (Padua, 2003).
- A process of summing up the results of measurements or tests, giving them
some meaning based on value judgments (Hopkins and Stanley, 1981).

Common Purposes in Educational Evaluation

1. To demonstrate effectiveness; and
2. To provide a measure of performance for marketing purposes.

ASSESSMENT
- The full range of information gathered and synthesized by teachers about their
students and their classrooms (Buendicho, 2010).
- A related series of measures used to determine complex attribute of an
individual or group of individuals (Oosterhof, 2001)

Process of assessment involves:

1. Setting explicit student learning goals or outcomes for an academic program;
2. Evaluating the extent to which students are reaching those goals; and
3. Using the information for program development and improvement.
MEASUREMENT answers the question, how much does a student learn or know?

EVALUATION answers the question, how good, adequate, or desirable is it?

ASSESSMENT looks into how much change/transformation has occurred on the

student’s acquisition of a skill, knowledge or value before and after a given learning
experience.

Enhancement Activity/Outcome:
Research on Terminologies
1. Aside from the definitions given, conduct a research and find additional definition for
each of the terminologies: Measurement, Evaluation, and Assessment.

Terminology Definition Author Publisher Year of Publication

Measurement

Evaluation

Assessment

2. Show the relationships of the definitions you have researched through diagramming.

References:
Buendicho, F. (2010). Assessment of student learning 1. Quezon City: Rex Book Store,
Inc.
Buendicho, F. (2005). Assessment of student learning modules. General Santos City:
KEJJJO Printers.
Calmorin, L. (2004). Measurement and evaluation, 3rd Ed. Manila: National Book Store.
Garcia, C. (2008). Measuring and evaluating learning outcomes: A textbook in
Assessment of Learning 1 & 2. Mandaluyong City: Books Atbp. Publishing Corp.
Hopkins, H. and Stanley, I. (1981). Taking assessment matters into our own hands.
In M. Dalheim (Ed.), student portfolios (NEA Professional Library Teacher-to-Teacher Series).
Washington DC: Bookshelf (Editorial Projects in Education).
O’Neil, T. (2004). Evaluating the consistency of test content across educational
assessment. Boston: Kluwer Academic.
Oosterhof, A. (2001). Classroom application of educational measurement. NJ: Prentice
Hall.
Padua, R. N. (2003). Educational measurement, evaluation, and assessment. Quezon
City: Katha Publishing Co. Inc.
Thorndike and Hagen (1986). Performance assessment in science. Applied
Measurement in Education, Vol. 4. New York: Teachers College Press.
Topic 2:
Historical Background of Measurement, Evaluation, and Assessment

Objectives:
At the end of the lesson, students are expected to:
 identify the proponents of MEA;
 trace the historical background of assessment; and
 create timeline of assessment experiences.

Instructional Materials:
 List of Proponents
 Timeline of events

Teaching-Learning Activity/Lesson Proper:

Historical Background of Measurement, Evaluation, and Assessment
A. Proponents of Intelligence Tests (Asaad, 2004; Santos, 2007)
1. Jean Etienne Esquirol (Leader of Abnormal Psychology)
 A French Psychiatrist who made the first efforts to draw the differences between mental
deficiency and insanity
 Anticipated developments in the study of mental retardation
 Used language capability in classifying mental retardation
 In 1838, he wrote his first book des maladies mentalis, explaining view on mental disorders
2. Whilhelm Wundth (Father of Experimental Psychology; Founder of Modern Psychology)
 A German Philosopher and Psychologist who established the first laboratory in 1879
 His primary preoccupation was on the measurement of powers of sensory discrimination,
which resulted in the science of psychophysics
3. Hermann Ebbinghaus (Father of Quantitative Study Memory)
 A German Experimental Psychologist who devised a world completion test used in
intelligence tests
 Investigated color vision and mental capacity
 Demonstrated that learning and memory could be studied experimentally
4. Francis Galton (Father of Mental and Educational Tests)
 A British Psychologist who is an early proponent of statistical analysis as applied to mental
and behavioral phenomena
 An explorer and an inquirer of human intelligence
 Used questionnaire and survey methods in investigating mental imagery
5. Karl Pearson (Pearson – Product - Moment Coefficient of Correlation)
 A British Mathematician who developed the techniques of modern statistics
 In the early 1900’s, he became interested in the work of Francis Galton, who wanted to find
statistical relationships to explain how biological characteristics were passed down through
generations
6. Charles Spearman (Spearman Rank - Difference Coefficient of Correlation)
 An English Psychologist who was influenced by works of Francis Galton
 Made an estimate of the intelligence of group of children and eventually developed a
two-factor theory of intelligence
7. Edward Thorndike (Father of Educational Measurement)
 An American Psychologist who developed psychological connectionism
 Used objective measurements of intelligence in human subjects
 During 1920’s he developed a test of intelligence that consisted of completion, arithmetic,
vocabulary and directions (CAVD)
8. James McKeen Cattell (Father of Mental Testing)
 An American psychologist who focused on the study of human intelligence
 His statistical methods helped in the development experimental science
 Stressed on the importance of quantification, ranking and ratings
9. Alfred Binet (Pioneered Attention Span)
 A French psychologist who began to study science in 1878
 Research with daughters refined his developing conception on intelligence
 While directing the Laboratory of Experimental Psychology, Theodore Simon applied to
doctoral research under Binet’s supervision and both of them developed the Binet-Simon
Scale
10. Walter V. Bingham (Believed on Heredity as the Most Important)
 An American industrial and applied psychologist, believed that intelligence can be
measured by looking at individual aptitudes for mathematical, verbal, mechanical, and
social skills
 Believed that heredity is the most important factor in intellectual development, and that
environmental influences serve only to modify what is already present within the individual
11. Henry Herbert Goddard (Father of Intelligence Testing)
 An American psychologist who established the first laboratory for the psychological study
of mentally retarded persons in 1910
 Translated the Binet-Simon Scale in English
 Views on intelligence were derived from Mendelian genetics
12. William Stern (Father of I.Q.)
 A German psychologist who classified people according to types, norms and aberrations
 Developed the idea of expressing intelligence test results through the intelligence quotient
 Represented intelligence as the mental age divided by the chronological age
13. David Wechsler (Father of Deviation Quotient)
 An American psychologist who understood intelligence to be more of an effect rather than
a cause
 Introduced the Deviation Quotient, an IQ computed by considering the individual’s mental
ability in comparison with the average individual of his or her own age
 Developed an individual intelligence test for adults to supplement the Stanford-Binet Test in
1939, known as Wechsler Adult Intelligence Scale (WAIS)
14. Joy Paul Guilford (Father of Structure of Intellect)
 An American psychologist who made a number of contributions to the human intellectual
abilities
 Many existing tests were modified and developed under his guidance by using factor
analysis

B. Proponents of Achievement Tests (Asaad, 2004; Santos, 2007)

1. Horace Mann (Father of American Public School Education)
 Introduced the written examination to the schools in Boston due to the weaknesses of oral
communication
 The first Normal School for Teachers was established in Lexington, Massachusetts, in 1839
through his efforts

2. Rev. George Fisher (Father of Scale)

 An English schoolmaster who devised and used the first objective measure of achievement
of pupils
 In 1864, he devised an instrument which he called the ‘scale book’ in measuring the
learners’ achievement in different school subjects like, like scale in handwriting, spelling,
mathematics, grammar, composition and others

3. J. M. Rice (First inventor of comparative test)

 In 1984, he administered a list of spelling words to measure differences between groups of
students who were taught differently
 He also prepared similar tests in language and in arithmetic.
 These crude tests served as the predecessors of the modern objective tests in different
school subjects

4. Cliff W. Stone (Stone Arithmetic)

 He was a student of Thorndike, constructed two tests, one on four fundamental operations
in arithmetic and the second test on arithmetic reasoning in 1908
5. M. Hillegas (Father of Composition Scale)
 Constructed a series of standardized tests in Composition Scale by following the principles
in the construction of Thorndike Handwriting Scale in 1912
 These scales were known as “Hillegas Composition Scale” and served as the basis of the
composition scale of today

6. William A. McCall (Father of informal objective test)

 Published his pioneer book dealing with test adaptation in 1924
 The informal objective type of test that he made as a new type of test is widely used today

7. Ralph W. Tyler (Extended achievement test)

 Responsible for the extension of achievement testing to the more intangible outcomes of
instruction which cannot be measured accurately like attitudes, appreciation, interests,
ideals and others
 His contribution brought about the modern concept of testing

UNIVERSAL SETTING
1. Prior to 1800
Oral and Performance Tests
2. 1800 – 1900
A) Educational – Arithmetic, astronomy, geography, grammar, history, etc.
B) Mental – Memory, imagination, attention, comprehension
C) Personality
3. 1901 – present
A) Intelligence
B) Personality
C) Achievement
1908 – First Standardized Achievement Test
1920 – Informal Objective Test
1931 – Evaluative Test & Techniques
1944 – Evaluative Measurement
1945 – Mental & Educational Testing

PHILIPPINE SETTING
1. Prior to 1898
Oral and Performance Tests
2. 1898 – 1925
1919 – Uniform Final Examination
1924 – Philippine Vocabulary Test
1925 – Monroe Survey Commission
1925 – Abolition of Uniform Final Examination
3. 1926 – 1956
1926 – Re-establishment of the same Final Examination
1927 – Abolition of the same Final Examination
1928 – Standardized Achievement Test
1949 – Entrance Examination for National High Schools
4. 1957 – present
1960 – Centralized Achievement Test
1962 – Common Final Examination for 4th Year High Schools
1960 –1963 – Uniform Examinations were limited to Grade IV of Public Schools
1973 – National College Entrance Examination (P.D. # 146)
1993 – National Elementary Achievement Test (DECS Order No. 30, s 1993)
1993 – National Secondary Assessment Test (DECS Order No. 31, s 1993)
2000 – Restructured Basic Education Curriculum
2004 – High School Readiness Test (Bridge Program Curriculum)
2004 – National Achievement Test
2006 – Project Enrich (10 universities nationwide)
2006 – Pilot for Secondary Education Curriculum (Understanding by Design)
2006 – National College Achievement Examination
2010 – Secondary Education Curriculum
2012 – K to 12
TEACHERS’ EXAMINATIONS
1950 – First Competitive Examination for Elementary Teachers
1965, 1967, 1968, 1972, 1976 – National Teachers’ Examination
1978 – Professional Board Examination for Teachers (P.D. # 1006)
Aug. 6 – 7, 1996 – Licensure Examination for Teachers (R. A. 7836)

Enhancement Activity/Outcome:
Unforgettable Assessment Experiences

1. Make a timeline of your unforgettable experience/s related with assessment from basic
education to tertiary education and indicate your reflection for each.
Grade Level Assessment Experience Reflection
1

7 (1st Year)

8 (2nd Year)

9 (3rd Year)

10 (4th Year)

11

12

References:
Asaad, A. (2004). Measurement and evaluation: Concepts and principles. Manila: Rex
Printing Company Inc.
Calmorin, L. (2004). Measurement and evaluation, 3rd Ed. Manila: National Book Store.
Center for Excellence in Teaching. (1999). Teaching nuggets. Los Angeles: University of
Southern California.
Santos, R. (2007). Assessment of learning 1. Quezon City: Lorimar Publishing Inc.
Topic 3:
Purposes of Assessment in Making Instructional Decisions

Objectives:
At the end of the lesson, students are expected to:
 justify the purposes and functions of MEA;
 point put guidelines in making instructional decisions; and
 interview stakeholders on purposes and functions of assessment.

Instructional Material:
 popsheet

Teaching-Learning Activity/Lesson Proper:

Purposes of Assessment in Making Instructional Decisions

Purposes of MEA
 Appraisal of the school, curriculum, instructional materials, physical plant,
equipment
 Appraisal of the teacher
 Appraisal of the school child

Functions of MEA (Kellough, et al., 1993)

 Improvement of student learning
 Identification of students’ strengths and weaknesses
 Assessment of the effectiveness of a particular teaching strategy
 Appraisal of the effectiveness of the curriculum
 Assessment and improvement of teaching effectiveness
 Communication with and involvement of parents in their children’s learning

Basic guidelines in MEA (Clark and Starr, 1997)

 Teachers need to know how much they are doing
 Students need to know how well they are doing
 Evidence, feedback, and input data for knowing how well the students and
teachers are doing should come from a variety of sources
 Evidence, feedback, and input data for knowing how well the students and
teachers are doing should come from a variety of sources
 Assessment is a continuing process to check on programs and modify/adopt
strategies to promote desired behaviour
 The procedures used for assessing student learning must be compatible with
instructional strategies
 Assessment is a reciprocal process. It involves assessment of teacher
performance, as well as that of student achievement
 A teacher’s responsibility is to facilitate student learning and is accountable for it
Enhancement Activity/Outcome:
Purposeful and Functional Assessment
1. Guided by the given questions, interview the following stakeholders to find out
the following:
a. School Administrator – How do they assess the school which includes the
curriculum, instructional materials, physical plant, equipment, and others?
Staff and teachers?

b. Teachers – How do they assess the school? Colleagues? Self? Learners?

c. Learners – How do they assess the school? Peers? Self?

References:
Clark and Star (1990). Preparing better teacher-made tests. Fastback Series 311.
Bloomington, IN: Phi Delta Kappa Educational Foundation.
Kellough, R. et al. (1993). Middle school teaching methods and resources. New York:
Macmillan Publishing Company.
Topic 4:
Principles of Good Practice for Assessing Student Learning

Objectives:
At the end of the lesson, students are expected to:
 infer the principles of good practice for assessing; and
 apply the principles of good practice for assessing.

Instructional Material:
 popsheet

Teaching-Learning Activity/Lesson Proper:

Principles of Good Practice for Assessing Student Learning
1. The assessment of student learning begins with educational values.

2. Assessment is most effective when it reflects an understanding of learning as a

multidimensional, integrated, and revealed in performance over time.

3. Assessment works best when the program it seeks to improve have clear, explicitly
stated purposes.

4. Assessment requires attention to outcomes but also and equally the experience
that lead to those outcomes.

5. Assessment works best when it is ongoing, not episodic.

6. Assessment fosters wider improvement when representatives from across the

educational community are involved.

7. Assessment makes a difference when it begins with issues of use and it illuminates
questions people really care about.

8. Assessment is most likely to lead to improvement when it is part of a larger set of

conditions that promote change.

9. Through assessment, educators meet responsibilities to students and the public.

Enhancement Activity/Outcome:
Principles of Good Practice for Assessing Student Learning

Make a reflection by choosing one principle and relate it to your experience/s in the
field of assessment from any level of education.

Reference:
https://academicprograms.calpoly.edu/principles-good-practice-assessing-student-l
earning
Topic 5:
Measurement and Evaluation Tools

Objectives:
At the end of the lesson, students are expected to:
share experiences on assessment tools;

Instructional Material/s:
 popsheet

Teaching-Learning Activity/Lesson Proper:

List of Measurement and Evaluation Tools

Quiz Model Form 1 DTR

Assignment Panel Form 2 Honorable dismissal

Homework Learning center Form 137 Grade slip/class card

Exam Discussion Form 138 Class list

Recitation Notes Form 18 Lesson plan

Seatwork Cartooning Diary Syllabus

Boardwork Puzzle Journal Questionnaire

Experiment Dialogue Logbook Rating scale

Project Monologue Observation Rubric

Term paper Forum Documentation Thurstone scale

Thesis/ Research Symposium Case study Semantic differential

Minute paper Book report Case conference Likert scale

Practicum Concept map Anecdotal record Checklist

Informal theme Game Cumulative record Interview

Formal theme Debate Projective method Portfolio

Demonstration Simulation Reporting Module

Draft work OTR Role play Manual

Think aloud Class record Pop sheet Work text

Enhancement Activity/Outcome:
Educational Experiences

1. Make a 5W & 1H chart for your personal educational experiences concerning

measurement and evaluation tools (choose 5 from the list provided). Be guided by the
following: What was the tool? Who was involved? When did it happen? Where did it
happen? Why did it happen? How did it happen?

What Who When Where Why How

References:
Airisian, P. (1994). Classroom assessment, 2nd ed. New York: McGraw-Hill Inc.
Brown, F. (1991). Measurement and evaluation in the classroom. Boston: Allyn &
Bacon.
Center for Excellence in Teaching. (1999). Teaching nuggets. Los Angeles: University of
Southern California.
Macmillan, James H. (2001). Classroom assessment: Principles and practice for effective
instruction. Allyn & Bacon.
Santos, R. (2007). Assessment of learning 1. Quezon City: Lorimar Publishing Inc.
Sparzo, F. (1990). Preparing better teacher-made tests. Fastback Series 311.
Bloomington, IN: Phi Delta Kappa Educational Foundation.
Thorndike and Hagen (1986). Performance assessment in science. Applied
Measurement in Education, Vol. 4. New York: Teachers College Press.
http://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
https://academicprograms.calpoly.edu/principles-good-practice-assessing-student-l
earning