Assessment in Learning 2

(PCK 132)
TTH – BSED 3A ENG – CTE215 PREPARED BY:
TTH – BSED 3D SCIENCE – CTE215
ELMER CUEVAS

Mission: BSU cares to: Challenge innovation, Advance technology and facility, Revitalize administration, Engender partnership, and Serve intergenerational
Course policies
1. Professional disposition and attitude is
expected from each student in carrying oneself
in the classroom and in the campus.
2. Students are required to wear their complete uniform on
Mondays and Tuesdays; in appropriate attire on the other
days of the week.
The ID card has to be worn at all times while in the campus.
Mission: BSU cares to: Challenge innovation, Advance technology and facility, Revitalize administration, Engender partnership, and Serve intergenerational
Course policies
3. Students who are not able to turn in
requirements shall be given a final grade of Inc.
which has to be completed within the next two
semesters

4. Other policies of the CTE shall be observed.

Mission: BSU cares to: Challenge innovation, Advance technology and facility, Revitalize administration, Engender partnership, and Serve intergenerational
Course policies
5. Attendance is monitored every meeting. A student who has
incurred three hours of absences will be issued by the course
facilitator a referral slip and student is required to secure an
admission slip from the Office of Student Services.

6. Students who have been absent from classes

due to illness are required to secure medical
certificate from the University Health Services.
Mission: BSU cares to: Challenge innovation, Advance technology and facility, Revitalize administration, Engender partnership, and Serve intergenerational
Course policies
7. Students who miss quizzes or exams due to
valid reasons shall be given consideration to
take the quiz or exam.
8. Accumulated unexcused absences of 10.8 hours
(20%) of the total contact hours means being dropped
from the roll if before the midterm examination or
failed if after the midterm examination.
Mission: BSU cares to: Challenge innovation, Advance technology and facility, Revitalize administration, Engender partnership, and Serve intergenerational
Course policies

9. Students are expected to turn in assignments

and other requirements on agreed upon time.

10. Course requirement shall be turned in one

week before the final exams week.

Mission: BSU cares to: Challenge innovation, Advance technology and facility, Revitalize administration, Engender partnership, and Serve intergenerational
Course policies

OTHERS:
- Mobile Devices
- Late

Mission: BSU cares to: Challenge innovation, Advance technology and facility, Revitalize administration, Engender partnership, and Serve intergenerational
ASSESSMENT IN
LEARNING
The process of judging or putting a
value on a learning process using
established criteria to identify the degree
to which knowledge or skill has been
gained and applied. The purpose of an
evaluation is to judge the quality of
learning.
EVALUATION
- Measurement is, in other words, the
“yardstick” of education.
- Measurement is the quantifiable part of the
testing process, and it is required to gauge the
efficacy of our programs and the growth of our
students. Without measurement, we do not
know what to assess
MEASUREMENT
The process of determining the extent,
dimensions or quantity of something
(quantifying)
MEASUREMENT
Test – device or tool used to obtain data in
measurement
Testing – is the administration of the
assessment tool and use the test results to
determine whether the learners can be
promoted or retained and will undergo a
restudy of the same lesson.
TEST AND TESTING
 *The score from a test represents the
measurement, the interpretation of the
meaning and value of that score represents
evaluation.*
Assessment is the systematic basis for making
inferences about the learning and development of
students. It is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and
using information to increase students' learning and
development.
ASSESSMENT
- Collecting of data based on the
performance, analyzing and interpreting the
data of Rubric evaluation by using
statistical techniques to arrive at valid
results.
ASSESSMENT
Scope of Assessment:
 Curricular offerings  Research
 School programs  Student/students
 Instructional materials  Teachers
 Instructional facilities
 Graduates
 School managers
Functions of Assessment:
1. Measures students’ achievements
2. Evaluates instruction and teaching strategies
3. Assesses lessons to be re-taught
4. Evaluates school’s programs
5. Motivates learning
Functions of Assessment:
6. Predicts success or failure
7. Evaluates school’s facilities and resources
8. Evaluates school managers’ performance
9. Diagnoses the nature of difficulties
10. Evaluates teacher’s performance
Functions of Assessment:
Main – gauge learner performance/improvement (betterment)
Others
– to maintain standard
- To select students
- To motivate learning
- To guide learning
- To furnish instruction
- To appraise instrumentalities
GUIDING PRINCIPLES
in the
Assessment of Learning
1. Assessment of
Learning is an integral
part of the teaching
and learning process
2. Assessment tool
should match with
performance objective
Performance Objective
=
Assessment tool
=
Valid
3. The results of
assessment must be
fed back to the
learners
• We let our students know whenever
they have attained the set learning
objectives by giving them the results
of the assessment
4. In assessing learning,
teachers must consider
learners’ learning styles and
multiple intelligences and so
must come up with a variety
of ways of assessing learning
5. To contribute to the building
of the culture of success in the
school, it is pedagogically
sound that in our assessment
techniques we give some
positive points along with not
so good ones
• Starting your critical evaluation on a
performance or project by accentuating on
positive points and giving in the form of
suggestions those not-so-good points that
definitely need improvement will cushion
the impact of our critical evaluation
• Putting comments like “nicely put,
well done, fine idea, good point” on
students’ papers boost their ego and
add to their level of confidence
6. Emphasize on
self–assessment
• “Assessment should not force
students to compete against one
another; any competition should be
between students and their own prior
performance.”
• If learning is a personal process, then
the pupil or student is in the best
position to measure his or her
performance or progress against the
benchmark.
• Their self-assessment coupled with
our assessment to them may give a
more complete or adequate picture or
of how far or close they are to the
established criterion of success
7. If we believe that our task as
teachers is to teach all
pupils/students, and that it is
possible that all students, even those
from limited backgrounds, will have
access to opportunities and therefore
can achieve, then the bell curve
mentality must be abandoned
8. Assessment of
Learning should never
be used as
punishment or as a
disciplinary measure
• Don’t give quizzes only because
students are noisy or misbehaving
• If we do those, students may find
assessment as punishment
9. Results of learning
assessment must be
communicated
regularly and clearly
to parents
• Let the parents know their children’s
performances
10. Emphasize on real
world application that
favors realistic
performance over out-
of-context drill items.
11. To ensure learning,
do formative
assessment
• Formative examinations are given
before, during or after the lesson, but
generally DURING instruction.
• Summative examinations are given at
the end of each unit or certain period
of time.
12. To ensure reliability
of assessment results,
make use of multiple
sources
• Make use of written tests,
performance tests, portfolios and
observation