Lesson 8 - Learning Assessment

UNIVERSITY OF SAINT LOUIS
Tuguegarao City
SCHOOL OF ACCOUNTANCY, BUSINESS and HOSPITALITY

Second Semester A.Y. 2022-2023
COURSE LEARNING MODULE

PMTA 1013 – Principles and Methods of Teaching Accounting
Lesson 8: Assessment of Learning
Topic: Assessing Learning

1. Meaning and nature of evaluation
2. Purpose of evaluation
3. General principles
4. Evaluation mechanisms
Learning Outcomes:  Develop assessment tools and techniques to properly assess the level of
student learning
 Appraise learning tools and techniques formulated
 Discuss the guiding principles in the assessment of learning.
LEARNING CONTENT
Teaching will be futile or ineffective if one does not allot time to check whether the learner has gain something
from the lesson. Evaluative procedures and measure instruments can be devised to find out the effectiveness
of the whole educational program in relation to meeting the needs of the learners and the community.
Assessment will indicate a room for improvement for both the mentor and the learner.
Assessment is used to determine students’ learning needs, monitor their progress and examine their
performance against identified student learning outcomes. It provides evidences of how learners use acquired
knowledge academically and professionally. Authentic assessment enables learners to solve real-life problems
and situations.
To start with, let us differentiate Measurement. Testing, Assessment and Evaluation.

A. Measurement is focused on determining how much learning a student has acquired compared to a
standard (criterion) or in reference to other learners in a group.
B. Testing measures the learning progress of a student which is formative in purpose, or comprehensive
covering a more extended time frame (summative).
C. Assessment is a process of collecting information about a learner’s performance using a variety of
methods and tools.
D. Evaluation is the process of judging the quality of a performance or course of action. Data gathered has
to be interpreted in order to make sound decisions about the teaching-learning process.
PMTA 1013 – Principles and Methods of Teaching Accounting | 1

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Type of Tests
a. Mode of Response
1. Oral
2. Written
3. Performance
b. Ease of Quantification of Response
1. Subjective – elicits varied responses
2. Objective – test items have a single or specific convergent response
c. Mode of Administration
1. Individual – to gather extensive information about each learner
2. Group – addresses the practical need of testing.
d. Test Constructor
1. Standardized – serves as an indicator of instructional effectiveness and a reflection of the school’s
performance
2. Non-standardized – administered to measure subject or course achievement
e. Mode of Interpreting Results
1. Yield norm-referenced interpretations – measures a students’ performance in relation to the
performance of a group on the same test.
2. Allow criterion-referenced interpretations – describe each student’s performance against an agreed
pre-established criterion or level of performance.
f. Nature of answer
1. Personality test – determine personality strengths and weaknesses
2. Achievement Test – measure students learning as a result of instruction and training experiences.
3. Aptitude test – determine a students’ potential to learn and do new tasks.
4. Intelligence test – measure learners’ innate intelligence or mental ability
5. Sociometric – measures interpersonal relationships in a social group.
6. Trade or vocational test – assess and individual’s knowledge, skills and competence in a particular
occupation.
Functions of Testing
The primary purpose of assessment is to determine the extent to which learning objectives have been
attained and evaluate the effectivity of instructional outcomes.
1. Instructional – the process of constructing assessments stimulates teachers to
a. clarify and refine meaningful course learning objectives
b. provide feedback to the teacher and learner (self-diagnosis)
c. motivate learning.
d. Facilitate learning
e. Useful means of overlearning – continued study, review, interaction or practice of the same material
even after concepts and skills have been mastered.
2. Administrative –
a. means of “quality control” for the educational system – determines the strengths and weaknesses of
the curricula.
b. Facilitate better classification and placement decisions. – gifted group of remedial group
c. increase the quality of selective decisions – for specific programs
d. useful for accreditation, mastery and certification;

3. Research and Evaluation - program evaluation and research to determine effectiveness of new
pedagogical techniques.
4. Guidance – it is of value in diagnosing an individual’s special aptitude and abilities.
General principles
1. Assessment of Learning is an integral part of the teaching process – to determine attainment of learning
objective.
2. Assessment tool should match performance objectives.
3. The results of the assessment must be fed back to the learner.
4. In assessing learning, teachers must consider learners’ learning styles and,multiple intelligences and so
must come up with variety of ways of assessing learning.
5. To contribute in building institutional culture of success, it is sound that in the assessment techniques,
the teacher gives positive feedback along with not so good points.
6. Emphasize on self-assessment – learner measures his own progress against the benchmark. The
student competes with himself and no other else
7. All learners have access to opportunities regardless where they come from.
8. Assessment of learning should never be used as punishment or as a disciplinary measure. The true
purpose of assessment is to validate learning.
9. Results of learning assessment must be communicated regularly and clearly to parents, (for basic
education)
10. Emphasize on real world application that favors realistic performance over out-of-context drill items
11. To ensure learning, do formative assessment
12. To ensure reliability of assessment results, make use of multiple sources.
Assessment mechanisms
1. Assessment for Learning - Diagnostic and Formative Assessment to determine learning needs
2. Assessment as Learning – provide students with an opportunity to monitor and further their own
learning
3. Assessment of Learning - Summative Assessment (authentic)
a. Performance or practical tests
b. Portfolio assessment
Roles of Assessment
1. Placement Assessment – determine a learner’s entry performance (readiness pre-test)

2. Formative Assessment - mediates the teaching and learning process. It is learner-centered and
teacher-directed.
3. Interim Assessment – similar to formative assessment but are given periodically throughout the term
primarily to prepare students for future assessments.
4. Diagnostic assessment – intended to identify learning difficulties during instructions. Not part of
students’ mark of achievement
5. Summative assessment – determines the extent to which students have attained the learning
outcomes.
.
Nature of Evaluation
1. Assessment of the time and effort involved for every topic and tasks
2. Assessment communicates clear and high expectations to students for them to engage in productive
learning activity
3. A means of feedback to students on their learning rather than on the marks they get.
4. Feedbacks are linked to the purpose of the task/activity and to criteria.
5. Feedbacks are immediately acted upon by the learners to improve their work or learning.
Scope of evaluation
1. Prior to instruction – to determine where the learners are in relation to the lesson
2. During instruction – formative assessment to ensure learning
3. After instruction – post-test to find out proof of learning.
Have a fruitful learning.
*** END of LESSON ***
REFERENCES
Textbooks
1. Corpuz, B., Salandanan, G. (2015). Principles of Teaching. Lorimar Publishing Inc.

2. De Guzman, E. & Adamos, J. (2015). Assessment of Learniong. Adriana Publishing Inc.
3. Gagalang, J., Lumaria, F., Orante, M. 2014). Principles of Teaching 1. Jimczyville Publications.
4. Lim, L., Caubic, R., Casihan, L. (2014). The Teaching Profession. Adriana publishing Co. Inc
Online Reference
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UNIVERSITY OF SAINT LOUIS

SCHOOL OF ACCOUNTANCY, BUSINESS and HOSPITALITY

COURSE LEARNING MODULE

Lesson 8: Assessment of Learning

Topic: Assessing Learning

To start with, let us differentiate Measurement. Testing, Assessment and Evaluation.

PMTA 1013 – Principles and Methods of Teaching Accounting | 1

PMTA 1013 – Principles and Methods of Teaching Accounting | 2

1. Placement Assessment – determine a learner’s entry performance (readiness pre-test)

Have a fruitful learning.

* END of LESSON *

1. Corpuz, B., Salandanan, G. (2015). Principles of Teaching. Lorimar Publishing Inc.

PMTA 1013 – Principles and Methods of Teaching Accounting | 4

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