ASSESSMENT

OF STUDENT

LEARNING

GROUP II

DELICAN
A

RIZA
JOY U.

PATACSI
L
KENNET
H

BALASA
NO
S

MECHEL
L

PASIG-PASIGAN
PASIG-PASIGAN

CHARMAINE
CHARMAINE

TORRELIZA

VENEZIA

GONZALE
S
LADY GRACE

BRAGANZ
A

CARL

SANGIL
,
CARLO

MARBEBE

RAFFY

PRINCIPLES O
HIGH
QUALITY
ASSESSMENT

CLARITY OF
LEARNING
TARGETS

PORT BY:

DELICANA, RIZA JO
U.

Assessment can be made

precise, accurate and
dependable only if what are
to be achieved are clearly
stated and feasible. We
consider learning targets
involving knowledge,
reasoning, skills products
and effects. Learning
targets need to be stated in
behavioral terms or terms
which denote something

COGNITIVE
TARGETS

As early as the
1950s Bloom
(1954),proposed a
hierarchy of
educational
objectives at the

SKILLS,
COMPETENCIES
AND ABILITIES
TARGETS
REPORT BY:

BALASANOS,

MECHELLE

Skills refers to specific

activities or tasks that a
student can proficiently
do.
example. Skills in
coloring, language skills
Skills can be clustered
together to form specific
competencies.
Example. Birthday card

Abilities categorized into :

Cognitive
Psychomotor
Effective abilities
For instance, the ability to
work well with others and to
be trusted by every classmate
(affective ability ) is an
indication that the student
can most likely succeed in
work that requires leadership

On the other hand,

other students are
better at doing things
alone like
programming and
web designing
(cognitive ability) and
therefore, they would

CHILDREN DEVELOP SKILLS IN 5 MAIN

AREAS OF DEVELOPMENT:

1. Cognitive
development
2. Social and emotional
development
3. Speech and language
development
4. Fine motor skill
development
5. Gross motor skill
development

Competency consist of
3 parameters:

Knowledge
(x)
Skills (s)
Abilities (A)

Knowledge
-Mastery of facts, range of
information in subject matter
area.
Skills
-Proficiency,expertise or
competense in given area.
Example : science,art,crafts.
Abilities
- demonstrated performance
to use knowledge and skills

Difference between skills and

competencies:

- I would call the adequate

capacity to do something as a
competency while a skill would
be a talent or an ability to do
something in a proficient manner.
- a competence is enough to do
something properly while a
skill would take it to a higher
plane.

REPORT BY:
PATACSIL,
PRODUCTS, KENNETH
OUTPUTS

AND PROJECT
TARGETS

A students ability is
determined through
its products, outputs
and projects.

Meaning to say,
the product
or the result is
evident in the
person. It can be
seen and

It can be
measured
through the
persons character
and personality.
There is an
output if the

For ex. He has

learned to face a
group of people
and talking of a
certain topic in
front of them.
He/she has learned

A changed is
evident in is
personality
then there is
an output.

APPROPRIATENESS OF
ASSESSMENT METHODS

REPORT BY:

BRAGANZA, CARL

A. Written-Response
Instruments
- Objective tests
appropriate for assessing the
various levels of hierarchy of
educational objectives
- Essays can test the
students grasp of the higher
level cognitive skills
- Checklists list of several
characteristics or activities
presented to the subjects of
a study, where they will
analyze and place a mark
opposite to the

b. Product Rating Scales

- Used to rate products like book
reports, maps, charts, diagrams,
notebooks, creative endeavors
- Need to be developed to assess
various products over the years
c. Performance Tests - Performance
checklist
- Consists of a list of behaviors that
make up a certain type of
performance
- Used to determine whether or not
an individual behaves in a certain
way when asked to complete a

ORAL
QUESTIONING
REPORT BY:
TORRELIZA,
VENEZIA

ORAL QUESTIONING
Traditional Greeks used oral
questioning as the
commonly-used of all forms
of assessment.

OBJECTIVES

to assess the students stock knowledge

to determine the students ability to
communicate ideas in coherent verbal sentences

ORAL QUESTIONING
Factors needed to consider:
the students state of mind and
feelings.
anxiety and nervousness in making
oral presentation which could mask
the students true ability.

OBSERVATION and SELF REPORTS

A tally sheet is a device often

used by teachers to record the
frequency of student behaviors ,
activities or remarks.
Observational tally sheets are
most useful when it comes to
answering these kinds of questions.

 A self-checklist
is a list of several
characteristics or
activities
presented to the
subjects of a
study. The
individuals are
asked to study the
list and then place
a mark to the
characteristics
they possess or
the activities
which they have
engaged in for a
particular length
of time.
- Often used by
teachers when
they want to

OBSERVATION and SELF

REPORTS

useful supplementary
assessment methods when
used in conjunction with oral
questioning and performance
tests.

 can offset the negative impact on

the students brought about by their
fears and anxieties during oral
questioning or when performing
actual task under observation.
useful to consider weighing selfassessment and observational reports
against the results of oral questioning
and performance tests.

PROPERTIES OF
ASSESSMENT
METHODS

VALIDIT
Content,
Concurrent,
Y
Construct

Predictive,

Content validity face

validity or logically
validity used in
evaluating achievement
test.
Concurrent validity test
agrees with or correlates
with a criterion (ex.
entrance examination)

Predictive validity
degree of accuracy of
how test predicts the
level of performance in
activity which it intends
to foretell
Construct validity
agreement of the test
with a theoretical
construct or trait (ex. IQ)

RELIABILITY
- adequacy, objectivity,
testing condition, test
administration procedures.
Methods of estimating
reliability:
1. Test-retest Method (uses
Spearman rank
correlation coefficient)
2. Parallel forms / alternate
forms ( paired
observations are
correlated)

1.Split-half method (oddeven halves and

computed using
Spearman Brown
formula).
2.Internal-consistency
method (KuderRichardson formula 20).
3.Scorer reliability method
(two examiners

FAIRNESS

Fairness
assessment
procedure needs to
be fair, which
means:
.

-Students need to know

exactly what the learning
targets are and what method
of assessment will be used.
- Assessment has to be
viewed as an opportunity to
learn rather than an
opportunity to weed out poor
and slow learners.
- Freedom from teacherstereotyping.

PRACTICALITY AND
EFFICIENCY
- TEACHERS SHOULD
BE FAMILIAR WITH
THE TEST,
- DOES NOT REQUIRE
TOO MUCH TIME
- IMPLEMENTABLE