Understanding Assessment
Assessment is the systematic process of gathering, analyzing, and interpreting information about student learning. It guides instruction and provides feedback to students.
Assessment vs. Evaluation
Assessment
Gathering information about student learning
Evaluation
Making judgments about the value of learning
📋Types of Assessment
By Purpose
Diagnostic Assessment
Before instruction; identifies prior knowledge and gaps
Example: Pre-test, KWL chart
Formative Assessment
During instruction; monitors progress and adjusts teaching
Example: Quizzes, exit tickets, observations
Summative Assessment
After instruction; evaluates overall achievement
Example: Final exam, quarterly test
By Reference
Norm-Referenced
Compares student to others
"How does this student rank?"
Criterion-Referenced
Compares student to standards
"Did student meet the objective?"
✏️Types of Test Items
Objective Tests
Multiple Choice
Stem + options (distractors + key)
True or False
Binary choice; avoid double negatives
Matching Type
Two columns to match; homogeneous items
Completion/Fill-in
Supply missing word; one blank per item
Pros: Easy to score, less subjectivity
Subjective Tests
Restricted Essay
Limited response; specific focus
Extended Essay
Open-ended; allows elaboration
Short Answer
Brief response; 1-2 sentences
Problem Solving
Show process and solution
Pros: Measures higher-order thinking
🎯Authentic Assessment
Assessment that requires students to apply knowledge and skills to real-world tasks.
Portfolio Assessment
Collection of student work showing growth and achievement over time
Performance Assessment
Students demonstrate skills through actual tasks (speeches, experiments)
Product Assessment
Evaluate tangible outputs (models, reports, artwork)
Self/Peer Assessment
Students evaluate own or classmates' work
Rubrics
Scoring guide with clear criteria and levels of performance
Holistic Rubric
Single overall score
Analytic Rubric
Separate scores per criterion
✓Validity & Reliability
Validity
Does the test measure what it's supposed to measure?
- Content Validity: Covers the intended content
- Construct Validity: Measures the intended trait/skill
- Criterion Validity: Correlates with other measures
- Face Validity: Appears to measure what it claims
Reliability
Does the test give consistent results?
- Test-Retest: Same results over time
- Parallel Forms: Same results on equivalent tests
- Split-Half: Consistent within the test
- Inter-Rater: Consistent across scorers
Key Relationship
A test can be reliable without being valid, but a test cannot be valid without being reliable.
📊Item Analysis
Difficulty Index (DI)
How hard is the item?
DI = (Correct answers) / (Total examinees)
- 0.00-0.30: Difficult
- 0.31-0.70: Moderate (ideal)
- 0.71-1.00: Easy
Discrimination Index
How well does it distinguish high from low performers?
D = (Upper group) - (Lower group) / n
- 0.40+: Very good
- 0.30-0.39: Good
- 0.20-0.29: Needs revision
- Below 0.20: Poor, discard
Distractor Analysis
Examine which wrong options are chosen and why
- Good distractors are plausible and attract low performers
- Poor distractors are rarely or never chosen
- Replace ineffective distractors
📝DepEd K-12 Grading System
Grade Components
| Component | Grades 1-10 | Grades 11-12 |
|---|---|---|
| Written Work | 30% | 25% |
| Performance Tasks | 50% | 50% |
| Quarterly Assessment | 20% | 25% |
Grading Scale
| Grade | Descriptor | Remarks |
|---|---|---|
| 90-100 | Outstanding | Passed |
| 85-89 | Very Satisfactory | Passed |
| 80-84 | Satisfactory | Passed |
| 75-79 | Fairly Satisfactory | Passed |
| Below 75 | Did Not Meet Expectations | Failed |
Transmutation Table
Raw scores are converted to grades using the transmutation table. The highest possible transmuted grade is 100.
Key Reminders
Assessment Types
- Diagnostic = Before
- Formative = During
- Summative = After
Remember
- Ideal DI: 0.31-0.70
- Good D: 0.30+
- Passing: 75%