21 CENTURY

st

ASSESSMENT
INSTRUCTIONAL DECISIONS IN
ASSESSMENT
• The major objective of educational assessment is to
have a holistic appraisal of a learner, his/her
environment and accomplishment.
• The educational assessment process start in
analyzing the criterion together with the teaching
-learning environment.
It is done to
1. determine the effect of the environment to the
teaching-learning situations after which the kind
of evidence that are appropriate to use for
assessment of the individuals are set.
2. Help to determine the strength and weaknesses,
needs and personality characteristics, skills and
abilities of the learner(Bloom,1970).
• Educational assessment
encompasses
1. the total setting and not limited to
the teacher-student engagement.
2. It is not merely on a singe aspect
such as taking a test, and checking
it.
The processes of measurement and
evaluation counted in the following
educational assessment processes:
1. Decision-making at Different Phases of Teaching-
Learning Process.
Decisions are made about
a. content/subject matter and specific targets
b. Nature of students and faculty
c. Morale and satisfaction of both the teachers and the students
d. The extent of which student performance meet the standard
and /or deliver the outcomes expected from them by the
teacher.
• Assessment ca be used as basis for decision-making at different phases
of the teaching-learning process.

Phase Decisions to be made Source(s) Information

Before starting teaching • Content to cover the test • Informal observation of

during the day,week and so on students during the class
• Materials appropriate to use • Conversations with students’
previous teachers

During Teaching  Students learning on what and  Observation of students during

how the lesson is presented learning activities
After a Teaching Segments  How well students achieve the  Test, projects
short and long term
instructional targets
2. Assessment in classroom
Instructions
• Linn and Gronlund (2000), described the relevance
of assessment in instructional decisions by
classifying the varied assessment procedures to
use in the classroom instruction.
• Categories and Purposes of assessment in the
classroom
CATEGORY PURPOSE
1. PLACEMENT ASSESSMENT Measure entry behavior
2. FORMATIVE ASSESSMENT Monitors learning process
3. DIAGNOSTIC ASSESSMENT Identifies causes of learning problems
4. SUMMATIVE ASSESSMENT Measures end-of-course achievement
• Informed decision- making in education is very important
because of the benefit it can bring (Linn,1999).
• Benefits:
1. Enhancement of students learning and development
2. Boost on the morale and feeling of greatness in knowing
one’s competence in the area of academic skill and self-
worth in knowing one’s capability to function effectively in
society.
3. Personal dimension
4. Able to adjust to people
5. Coping with various situations that will lead to a better
life adjustment.
3. Types of Educational Decisions
• The use of assessment in decision-making is not
just within the bounds of the classroom, but it
extends to the whole education community.
• The result of the assessment may trigger updates
in the existing curriculum and other policies
governing the school system or the other way
around, so as to plan for changes or development in
school assessment and in what particular aspect
the school system these changes are necessary.
Types of Educational decisions classified and
categorized by Kubiszyn and Borich(2002) :

1.Instructional
Description:
The decision is normally made by individual classroom teacher, as
necessary to meet the targets or objectives set during classroom engagement.
Decisions are reached according to the results of test administered to a class.
Example: after a test was given by the teacher, the result is not satisfactory,
thus the teacher may decide to re-teach the lesson using a different strategy
so as to improve the learning and meet the objective/target set for that
particular lesson.
2. Grading
Description:
it is usually based on teacher-made test. Grades are assigned to the
students using assessment as one of the factors.

Example:
a quarterly grade is based on the following: result of the teacher-made
test, class participation, projects and attendance
3. Diagnostic

Description:
It is made to determine a student’s strength and weaknesses and the
reason or reasons.

Example:
A teacher an easy test. The teacher noticed that the students were
able to write more than five grammatically correct but the coherence of
the ideas contained in the paragraph is poor. So the result shows that the
students still need more help in understanding the principles of writing a
good paragraph.
4. Selection
Description:
It involves accepting or rejecting the examinee based on the results of
assessment, for admission or qualification to a program of school
activity. The decisions are made not by the classroom teachers but by
specialists such as guidance counselors, administrators or the section
committee.
Example:
College or University Entrance Examination. Choosing School
Representative for a National Quiz Bee
5. Placement
Description:
It is made after a student has been admitted to schoo. It invoves the
process of identifying students who needs remediation or may be
recommended for enrichment program of the schoo.
Example:
A diagnostic test on English and math to determine who among them
may encounter difficulty these areas. Those who will get a below average
score will be included in the remediation program to cope with their
lesson.
6. Guidance and Counseling
Description:
It utilizes test data to assist students in making their personal choices
for future career and help them know their strength and weaknesses by
means of standardized test.
Example:
The NCAE helps to identify which career path the student may pursue
that matches his/her interest and skills, whether academic, vocational
or technical programs.
7. Program or Curriculum
Description:
It is made not a level of the teacher but on higher level such as division,
regional or national level. Based on the result of assessment and
evacuation, educational decisions maybe reached: to continue,
discontinue, revise or replace a curriculum or program being
implemented.
Example:
The decision to implement the K-12 curriculum in order to avoid
mismatche among graduates and the industry and to be par with the
curriculum implemented in the Philippines’ neighboring countries.
8. Administrative Policy
It involves determining the implications to resources including financial
consideration in order to improve the student learning as a result of an
assessment. It may entail acquisition of instructional materials, books,
etc, to raise the level of students’ performance in academic, or non-
academic or both.
Examples:
To conduct a remediation class, additional budget is necessary for the
ogistics( classroom, instructional materias, assessment materials, etc.)
and also the additional pay for the teachers that will handle the
remedial classes.
• These types of educational decisions are the
primary reasons why assessment in the educational
setting is implemented continuously.
• Prior to implementing the assessment, its objective
and target must be clearly defined so as not to
cause wastage in terms of resources and ensures
that the result will be utilized and evacuated that
will consequently yield to recommendations that
are beneficial to the school community in general.