If the proof of the pudding is in the eating,

then the proof of learning is results obtained

from assessing.
Guiding principles in the
assessment of learning;
Implications of these principles in
the teaching-learning process;
Appropriate assessment tools prior,
during and after instruction.




Assessment is a sine qua non of
teaching.
Without assessment the
teaching cycle is not complete.
We teach with certain objectives to
attain.
After we have taught, it is logical to
find out how well we have attained
our lesson objectives, thus we
engaged in the process of assessment.
What we do after we taught is
determined by the assessment results.


A valid assessment tool matches
with our lesson objective.
Which assessment tool to use,
which test to formulate must be
based on our performance
objective.
[Learning how to dance cha-cha]
[Find out in the end if they learned]
Simply play the music and see them dance
[valid]
Make use of written test and ask students to
write down the steps of cha-cha from the
first to the last step to measure their ability
to dance it as explicitly stated in the
performance objective[far from being valid]
To write down the steps of cha-
cha in order is one thing.
To dance it is another thing.

(Danielson, 2002)

Examples of
shared by Danielson -term
papers, short play, laboratory
report, newspaper articles, and
letters to public officials..
are
dioramas, sculptures or
photographs..
3. The results of assessment
must be fed back to the
learners.
Return corrected quizzes, tests, seatworks,
assignments, and evaluated projects ASAP;
How will the students know that they are
progressing towards the benchmark set at the
beginning of the class by way of the
performance objectives?


Most tests are written, except
for some performance tests
conducted in PE and Science
Lab classes.
With written tests, our
students are
always at an advantage.
However, that would be at
the disadvantage of the
kinesthetically, intelligent,
musically intelligent, the
spatially intelligent
[Howard Gardners MI theory]

Principles of Teaching, Brenda B, Corpuz, Gloria G. Salandanan,

Lorimar Publishing Inc., 2007, page 117
On Figure 15 49 M I Assessment Contexts
(Thomas Armstrong, 1994) shared a
variety of assessment or evaluation
techniques. Take note that he presented
only seven intelligences then. There are
now an eighth and a ninth intelligence,
the naturalist intelligence and the
existentialist intelligence, respectively.


If ever assessment results are used for
comparison, it is comparison against
ones standard and never against
anothers performance or standard.
Assessment should not force students to
compete against one another; any
competition should be between students
and their own prior performance.
(Danielson, 2002)
If we believe that our task as teachers is to
teach all students, and that it is possible that
they, even those from limited backgrounds,
will have access to opportunities and therefore
can achieve, then the bell curve mentality
must be abandoned.

Remember, we wish to build
the culture of success in the
classroom because success
breeds success.
Concentrate on the thought
that all can learn.

8.Assessment of learning
should never be used as
punishment or as a
disciplinary measure.
Unscheduled quiz when the class is noisy;
Very difficult test to punish students who do
not study;
Minus points for the less disciplined group

9. Results of learning
assessment must be
communicated regularly
and clearly to parents.

10. Emphasize on real world
application that favors
realistic performances over
out-of-context drill items.
This requires students to generate responses,
not choose; to actively accomplish complex
tasks while bringing to bear prior knowledge
new learning and relevant skills.
Prior to Instruction- pre-teaching
assessment to determine where your
students are in relation to your lesson
such as written pre-test, KWL
technique, or by simply asking
questions to diagnose entry
knowledge and skills.

During Instruction- pose oral questions,
observe them as they perform classroom
activities or exercises, giving quizzes is
popular.
When we engage ourselves in the
evaluation activity in the process of our
teaching, it is what we call formative
evaluation.
Summative evaluation is engaged when
we have waited until the end of the lesson
before we evaluate/assess.

After Instruction- post-test after
instruction if you gave pre-test; if
you used KWL technique, then go
back to it and ask your students to
share what they learned (L).
If you discover that your lesson
objectives were not achieved, find out
why and employ remedial measures
like re-teaching, peer tutoring, and
the like.
APPROPRIATE ASSESSMENT TOOLS
Teacher-made Test/ Paper-and-pencil test-
most common tool used to assess learning;
Authentic tools of assessment such as
performance tests/practical tests in skill
subjects like PE, lab subjects and computer
(hands-on);
Portfolio assessment (showing the development
in the childs writing skill through display of a
collection of his written work for the past three
to four months.
If performance test is for the
assessment of skills learned, what
about the assessment of values
learned?
For assessment of learning in the affective
domain: observation of the students
behavior, interviews with the students,
reading of journal entries or students
personal narratives, rating scales are most
appropriate.
REFERENCES:
Gardners Multiple Intelligence Theory are
creative assessment techniques. Refer to
Figure 15 for assessment techniques for the
multiple intelligences, page 117.
Source: Thomas Armstrong. Multiple
Intelligences in the Classroom. Virginia:
Association for supervision and Curricular
Development, 1994, p 126.
For elaborative learning
1. What if:
a. We remove evaluation as part of the lesson plan?
b. We only practice summative evaluation/
c. We limit ourselves only to written test for
evaluation purposes? Explain your answer.
2. What is a more authentic way of testing whether
the students have learned to:
a. Compose and deliver an inspirational message
for graduates?
b. Teach a lesson inductively?

3. Can homework be a tool for assessing
learning? Explain your answer.
4. Each one must interview at least 3 students
on their perception and feeling of testing by
asking them these questions:
a. Do you like tests?
b. Are tests necessary? Why or why not?
c. Suggest ways to improve teachers testing
practices.

Collate the interviewees responses. Interpret
them in the light of assessment principles.

5. Conduct a survey of the evaluation
techniques used by teachers in the college.
Formulate your conclusions.
1. Between norm-referenced and
criterion-referenced evaluation,
which one is more appropriate for
mastery learning or outcome based
education model?
2. Can I do criterion-referenced and
norm-referenced evaluation at the
same time? Explain your answer.