Joseph R.

Jacob
Ma. Regaele A. Olarte
 Assessment is the systematic
collection, review, and use of
information about educational
programs undertaken for the
purpose of improving student
learning and development
(Palomba & Banta 1999).
 Assessment is integral to continuous
quality improvement in academic and
student programs - it is a tool that
provides meaningful information to faculty
and administrative leaders about program
strengths and areas for development or
improvement.

www.cem-inc.org.ph
Decision Example
Administrative Where should the school resources go?
Policy What should we prioritize?
How much should we spend on a
program?
What professional development programs
do our faculty/staff need to undergo?
Program or Should a program be continued or
Curriculum abandoned?
What needs to be added or removed
from the school curriculum?
Decision Example
Instructional Time allotment for each topic
Differentiated instruction
Topics to be emphasized
Grading Students who will get 95
Pass/fail rate
Diagnostic What are the strengths and weaknesses
of a student or a class
Placement Who needs remedial work
Who are ready to take advanced courses
Decision Example
Selection Accept/ reject applicants for admission
into a group, program, or institution
Counseling and What programs of study are likely to be
Guidance appropriate for a student
What career path should a student take
Teacher Capacity Building
Training
 Collect

Implement Analyze

Decide
 Key indicator of an
effective school

Assess Implement Improve

Examine Adjust
student enhancement/ student
results practices
learning interventions performance

2009-10 2010-11 2011-12 2012-13 2012-14

Academic Year
 Assess to improve
our school programs
to impact student
achievement.
 Pre Assessment: beginning of instruction to
measure prior knowledge
Formative Assessment: during instruction to
diagnose & monitor progress to inform
instruction
Post Assessment: end of instruction to
measure acquired knowledge
 Timely - Students must receive feedback
throughout the learning process
Specific - focus is on the content being
learned
Assessment FOR learning
is more commonly known as formative &
diagnostic assessments. Assessment FOR
learning is the use of a task or an activity for the
purpose of determining student progress during
a unit or block of instruction.
Assessment OF learning
is the use of a task or an activity to measure,
record and report on a student's level of
achievement in regards to specific learning
expectations. These are often known as
summative assessments.
 Assessment AS learning
is the use of a task or an activity to allow students
the opportunity to use assessment to further their
own learning. Self and peer assessments allow
students to reflect on their own learning and
identify areas of strength and need.
Selected Response Constructed Response Performance Assessment Informal Assessment

Presentation (Group,
Fill-in the blanks Individual)
Multiple Choice Essay Movement Oral Discourse
True or False Short Answer Science lab/experiment Oral Questioning
Matching Type (Sentences, Paragraphs) Math investigation Interview
Flowchart Dramatization or Observation
Diagram Role Play Checklist
Graph Simulation/Enactment Rating scale
Concept Map Project Journal writing
Drawing/Illustration Debate Process Description
Table Making models Peer Review
Matrix Recital Portfolio
Athletic skill
Exhibition
Telling/Retelling stories
a. Traditional assessments
are tests given to the students to measure
how much the students have learned
contain different types of questions such as
multiple-choice, true-false, fill-ins, essays,
sentence completions, matching response,
etc.
b. Alternative Assessment
Observation
Student journals
Performance assessment
Project and investigation
Open-ended questions
Student portfolio
Interview
Role Play
Checklist
 Provides learners with the opportunity
to demonstrate what they know and
are able to do concerning a given
concept
Learners are asked to show that they
can use the knowledge and skills they
learned in real life situations
G Real world GOAL Provide a statement of the task.
Establish the goal, problem, challenge, or obstacle in
the task.
R Real-world ROLE Define the role of the students in the task.
State the job of the students in the task.
A Real-world AUDIENCE Identify the target audience within the context of the
scenario.
Examples of audiences might include a client or a
committee.
S Real-World SITUATION Set the content of the scenario.
Explain the situation.
P Real-world PRODUCT/ Clarify what the students will create and why they will
create it.
PERFORMANCE
S STANDARDS Provide students with a clear picture of success
Identify specific standards for success
Issue rubrics to students or develop them with the
students
Picture Prompt Show students an image with no
explanation, and ask them to identify/explain it, and justify
their answers. Or ask students to write about it using
terms from lecture, or to name the processes and
concepts shown. Also works well as group

Pass the Pointer Place a complex, intricate, or detailed

image on the screen and ask for volunteers to temporarily
borrow the laser pointer to identify key features or ask
questions about items they dont understand.
Empty Outlines Distribute a partially completed outline
of todays lecture and ask students to fill it in. Useful at
start or at end of class.
Chain Notes It begins with a question printed at the top
of a paper. The paper is then circulated from student to
student. Each student responds
with one to two sentences related to the question and
passes it on to the next student. Upon receiving the
previous chain of responses, a student adds a new
thought or builds on a prior statement.

Tournament Divide the class into at least two groups

and announce a competition for most points on a practice
test. Let them study a topic together and then give that
quiz, tallying points. After each round, let them study the
next topic before quizzing again. The points should be
carried over from round to round. The student impulse for
competition will focus their engagement onto the material
itself.
Drawing for Understanding Students illustrate an
abstract concept or idea. Comparing drawings around the
room can clear up misconceptions.

Advice Letter Students write a letter of advice to future

students on how to be successful students in that course.

Tabloid Titles Ask students to write a tabloid-style

headline that would illustrate the concept currently being
discussed. Share and choose the best.

Total Physical Response (TPR) Students either stand

or sit to indicate their binary answers, such as True/False,
to the instructors questions.
Quote Minus One Provide a quote relevant to your
topic but leave out a crucial word and ask students to
guess what it might be: I cannot forecast to you the
action of ______; it is a riddle, wrapped in a mystery,
inside an enigma. This engages them quickly in a topic
and makes them feel invested.

Pop Culture Infuse your lectures, case studies, sample

word problems for use during class with current events
from the pop culture world. Rather than citing statistics for
housing construction, for instance, illustrate the same
statistical concept you are teaching by inventing statistics
about something students gossip about, like how often a
certain pop star appears in public without make-up.
Human Tableau or Class Modeling Groups create
living scenes (also of inanimate objects) which relate to
the classroom concepts or discussions.

Imaginary Show and Tell Students pretend they have

brought an object relevant to current discussion, and
display it to the class while talking about its properties.

Find the Company Students search the Internet for a

corporation that makes use of concepts/ideas from class,
and must defend their choice in the next class session.

Jury Trial- Divide the class into various roles (including

witnesses, jury, judge, lawyers, defendant, prosecution,
audience) to deliberate on a controversial subject.
What technology offers
 Greater variety and authenticity in the design of
assessments
Improved learner engagement, for example
through interactive formative assessments with
adaptive feedback
Choice in the timing and location of
assessments
Consistent, accurate results with opportunities
to combine human and computer marking
 Some useful online assessment
resources:
https://todaysmeet.com/ online discussion
http://backchannelchat.com/ online discussion
https://www.edmodo.com/ online community
https://www.easyclass.com/ online community
https://answergarden.ch Real time tool for online brainstorming or polling
https://coggle.it/ Mind mapping tool designed to understand student
thinking.
http://plickers.com Real time formative assessment
https://tagul.com/ (word cloud)
https://www.mentimeter.com/
http://www.chatzy.com/
 Some useful online assessment
resources:
http://5card.cogdogblog.com/
https://www.forallrubrics.com/
https://www.gosoapbox.com/
https://kahoot.com/
http://en.linoit.com
https://quizlet.com/
https://www.socrative.com/
https://www.remind.com
http://www.teachertube.com/
http://edu.glogster.com/ A tool to create interactive multimedia
posters
https://conceptboard.com/
Construct and present a performance assessment that provides
learners the opportunity to demonstrate the following 21st
Century Skills:
creativity and innovation
critical thinking, probem solving and decision making
learning to learn and metacognition
collaboration and team work
communication
citizenshipglobal and local
personal and social responsibility
life and career skills
information literacy
ICT literacy
 If:
ABCDEFGHIJKLMNOPQRST
UVWXYZ

is represented as:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
18 19 20 21 22 23 24 25 26.
 If:

H-A-R-D-W-O-R- K

8+1+18+4+23+15+18+11 = 98%
 And:

K-N-O-W-L-E-D-G-E

11+14+15+23+12+5+4+7+5 = 96%
 But:

A-T-T-I-T-U-D-E

1+20+20+9+20+21+4+5 = 100%
 L-O-V-E-O-F-G-O-D

12+15+22+5+15+6+7+15+4 = 101%