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Chapter 1

Test, Non-test, Measurement, Evaluation, Assessment, and


Evaluation
In a world tagged for adults only, we are called to
discover the noble qualities of a child.
---Fr. Joel R.
Eslabra
Objectives
After reading this chapter, you should be able to:
a) discuss the concepts of test, non-test, measurement, assessment and
evaluation;
b) infer that an evaluation based on assessment is more comprehensive than
the evaluation based on measurement; and
c) differentiate the types of assessment that can be applied for classroom
evaluation.
Definition of Test, Non-test, Measurement, Evaluation, and Assessment
A) TEST
According to Posner (1995), test is a set of questions with an accepted set of
presumably correct answers, designed to gather information about some
individual
characteristics,
like
scholastic
achievement.
Scholastic
achievement tests can be used to gather data about what the students have
learned in the school activities over a period of time.
Test is a device used to indirectly measure the intangible aspects of students
life. This device is also used to gather information about students learning
progress. This compels students to give their responses. After which,
students responses are verified for their correctness; the correct ones are
quantified to obtain students score. The scores gathered through the use of
this device must be analyzed and evaluated. The analyzed results can
provide sufficient information about the quantity and quality of students
learning. For example, the teacher gives a ten-item test to a group of
students. The students force themselves to give their response for every
item in the test because they know that their performance will be rated. If in
this test, one student obtains 8/10, then this quantity portrays his
performance in the test. From this quantity, the quality of a students
performance can be determined. The quality of this performance may vary
from very high to very low. The phrase high performance describes the
quality of a students knowledge of the subject matter taught in the
classroom.
Tests, like all other devices, can be influenced by some factors that
contribute to errors in gathering valid and reliable information. We call this
phenomenon as measurement error. For instance, the classroom teacher
used a test to evaluate the outcome of classroom instruction. The teacher
administered this test to students without clarifying the directions. The
students failed to follow these directions correctly. As a consequence, the
students got low scores. The students got low scores not because they do
not know the content being tested, but because they did not understand the
test directions. In this situation, the test results do not portray the actual
nature of students learning. This can generate criticisms from parents, coteachers, students and other stakeholders of the school. (The source of this

error is not the students) Yet, these students suffer the consequences of the
error. Despite its weaknesses, test remains to be a potent device to indirectly
assess the outcomes of instruction. Teachers should critically analyze the
way tests are prepared and administered, as well as test results are
interpreted.
Educators realize that there is a need to critically analyze test results
according to acceptable standards. According to Kubiszyn & Borich (2000),
we are concerned that test users often uncritically accept test scores. These
concern us for three reasons. First, tests are only tools, and tools can be
appropriately used, unintentionally misused, and intentionally abused.
Second, test, like other tools can be well-designed or poorly designed. Third,
both poorly designed and well-designed tools in the hands of ill-trained users
can be dangerous.
Classroom teachers can appropriately use tests for classroom evaluation.
The appropriateness of the usage of tests should be preceded by the
teachers expertise in the arena of test construction. All teachers have the
potential to design and construct good tests. Test development undergoes a
tedious process. The difficulty, which the newly hired teachers experience, is
quite justifiable. Being inexperienced, they really upon copying items found
in their textbooks. Most of the tests used for classroom evaluation are taken
verbatim from the text a clear violation of the principles of test construction.
For example, in a mathematics book, one item found in the activities section,
is stated in this manner, Find the sum of 45 and 36. The same is copied as
an item in the test. During test administration, one child asks the teacher,
Where shall I find the sum, maam? it is funny because in the teachers
mind she wants to determine whether the student knows how to compute
the sum; however, in the childs mind, he is thinking about where the sum is
located.
As the length of a teachers experience increases, he is expected to have
developed expertise in test construction. HE can develop this expertise from
his previous experiences, through in-service training, and from his interaction
with his peers. Every day, the teacher constructs test. The good test items
identified in the process must be included as a part of his test bank. Through
in-service training, he can learn the knowledge and skills for test
construction from the experts. He can modify his approaches for test
construction through his frequent interaction with peers.
Teacher, as users of tests, should be guided by sound principles in their
construction and utilization to assess students academic achievements.
Decisions should be based on sensible and justifiable interpretation of test
results.
Tests can either be written, oral, or performed. Written tests are the most
widely used type of tests. Here, only the cognitive domain of learning is
given attention. Evaluation based on the results of tests alone does not
picture out the total development of an individual learner.
Teachers, as classroom managers, are bound to make decisions. Decisions
are difficult to justify if evaluations are not based on well-analyzed test
results. Critically evaluated test results should be combined with the results
from a variety of other measurement procedures (e.g., performance and
portfolio assessments, observations, checklists, rating scales). These results
should be integrated with relevant background and contextual information

(e.g., reading level, language proficiency, cultural considerations) to ensure


that the educational decisions are appropriate. (Kubiszyn & Borich, 2000)
This is the reason why the recent view of assessment involves the use of test
and non-test instruments in order to make an integrated and holistic
assessment of what the students have learned before, during and after
instruction.
B) TESTING
Testing is a process of administering a test to an individual or a group of
students. This process involves steps such as test preparation, test
administration, and collection of test papers. There are sound principles that
can guide a teacher for test preparation and administration. In terms of
preparation, the teachers can ensure that the test he prepares is highly valid
and reliable. Valid test portray the content and behavior that the teachers
wanted to measure. Although tests validity and reliability are requirements
to ensure that a teacher has a good test, time pressure usually makes the
teacher design less valid and unreliable tests.
Test administration is also one of the challenges in testing. The
teachers must explain the direction clearly to the students. Unclear
understanding of test directions will reduce the capability of the test to
measure what is really intends to measure. When there is anomaly in test
administration, the reliability of test results is also sacrificed. Teachers should
not only be good in test preparation; he should also be good at test
administration. The testing process ends when the teacher has collected the
test papers from the students; after which, the measurement process begins.
C) NON-TEST
Non-tests are devices that do not force students to give their responses.
These are usually based on teachers direct observations as students
perform the assigned tasks. For example, while students do the assigned
tasks, the teacher can use one non-test instrument to rate the quality of
students learning. In short, it is the teacher who does the assessment as he
observes students act out the values and skills that are essential in the
performance of a learning activity. However, there is a need to objectivize
the quantification of these observations. To make the observation objective,
the teacher should develop valid and reliable non-test instruments like
observation checklists, rating scales, semantic differentials, anecdotal
records, etc.
The results of non-test instruments supplement the information that test
results provide. If non-test results are used to supplement the information
gathered through the use of tests, then, the teacher can have a
comprehensive view about the quality of students learning progress. By
doing so, all decisions he makes are always defensible. He can defend why
he fails certain student. He can answer the question why he requires some
students to stay more hours for remedial instruction. He can support his
decision of using alternative delivery systems to improve the teachinglearning process.
Educators who strongly advocate the use of non-test strategies in the
classroom believe that instruction and assessment are interrelated
educational activities. A good classroom teacher objectively observes and
analyzes students performance. The most important focus of classroom
assessment activities are students learning experiences. The following are
the assessment strategies:

1. Anecdotal Record Every student has a story to tell. However, an


anecdote focuses only on the unique experience showing attitude that needs
some modification or intervention. The teacher records a students unique
behavior across time, to establish its patterns and causes. An intervention
can be designed to modify or strengthen such behavior.
2. Checklist For classroom activities, students are expected to master and
perform the expected tasks. For classroom observation, the teacher may
design a checklist that can capture the presence or absence of the mastery
of educational master. In this checklist, he formulates a list of objectives that
students need to master; he just checks off the objective that the student
has mastered.
3. Daily Assignments Students have time to spend for reinforced learning at
home or even in school during vacant periods. The teacher can give them an
assignment that must be submitted in specified period of time. The students
are required to submit the accomplished assignment. The teacher may use
assignment results for various types of assessment.
4. Debates The students are expected to learn better in a social setting.
During class activities, when there are two opposing views about an issue, a
debate can be organized where students take opposing positions on a topic
and defend their side. The teacher observes and gives rating as students
defend their side regarding the issue.
5. Demonstrations Students can present a visual enactment of a particular
skill or activity. The teacher observes and rates students as they perform the
skill or skills required for a certain activity.
6. Games During games, students can engage themselves in enjoyable
activities without fear of being tested. The teacher observes as the students
play; he rates students behavior and values as the game progresses. In case
of academic games, where students cognitive processes are involved, the
teacher can include an assessment of the students mastery of concepts and
ideas.
7. Journal Students have the potentials to write and reflect upon their
learning experiences. They can write a daily account of their performance in
an assigned task. For example, an answer to the question, What do you
remember about the lesson on photosynthesis? can be entered in a journal.
8. Oral and Written Reports The teacher assigns a research topic to
students; the latter conducts research and report the outcome in an oral or
written format. The former rates students performance based on the quality
of oral or written reports
9. Panel Discussion A group of students have the potential to verbally
present information obtained through research or library works. A panel of
discussants is organized to verify the truth or veracity of the information
obtained in a research or library work. The teacher rates the quality of
students participation in a panel discussion.
10. Portfolio of Students Work Students can be required to collect
evidences and reflect upon their own learning. They compile these evidences
in a portfolio. The teacher assesses samples of students work and rates

these works based on preset criteria (using rubrics) for grading or


certification.
11. Projects The students can work on a project in their own creative way.
When given the opportunity, students can be original, elaborative, and risktaking. The teacher may design a project that challenges students to show
some or all aspect of creativity.
12. Teacher Observation Observing is one potent skill expected of a good
teacher. He can observe while students work on the assigned tasks. He can
also ascertain whether students understand the directions and perform the
assigned tasks with speed and accuracy.
Non-test instruments can be designed to quantify the desirability of students
behavior and skills. Most teachers consider students behavior a factor for
the final school rating. At times it is difficult to justify the rating that teachers
give because there is no clear proof to show the strategies used for
quantifying these behaviors. Teachers usually find it difficult to justify their
stand when parents raise an issue about the inclusion of behavior as a factor
for the computation of final rating. These teachers can shield themselves
from negative parental impressions if the information drawn from non-test
instruments is used to supplement test results.
D) MEASUREMENT
Measurement is a process of quantifying test results. This process begins
when the teacher compares students response with the presumably correct
responses in the scoring key. If a students response matches with that in the
key, then his answer is correct; if not, then his answer is wrong. The number
of correct responses that each student obtains in the test is considered as his
raw score.
A raw score in the test has no meaning. For example, if the number of correct
responses the child got in the test is 9, then his score is 9. There is no
meaning that can be attached to this raw score. There is also no qualitative
value that can be attached to the quantity 9. To give meaning, we further
measure by obtaining the ratio of the score to the total number of items. The
ratio, 9/20, is more meaningful than the raw score 9 alone. A teacher can
infer about the quality of students performance by determining the ratio of
the raw score to the number of items in the test.
The quantity obtained in measurement is further analyzed to
determine whether an individuals performance meets the preset criteria
(criterion-referenced) or how the individual performance compares with the
performances of other members of the class (norm-referenced). The quantity
of students performance in the test can be the basis of teachers evaluation.
This evaluation is based on the results of measurement.
As mentioned earlier, the issue of comprehensiveness of evaluation
makes it imperative that teachers use both test and non-test devices for
evaluating educational outcomes. With this, educators are convinced to
replace the term measurement with assessment.
E) EVALUATION
According to Lardizabal, et al., (2002), evaluation is a process of determining
the changes in the child as a result of teaching and his experiences. It is
systematic attempt at ascertaining the amount of progress made in the

childs education directed toward the realization of objectives in education. It


is an act of judging the child acquisition of all forms of learning outcomes
base not only on definitive data of the subject matter achievement in the
learning of facts, skills, and abilities but also of descriptive, qualitative data
about his personality changes such as social attitudes, interest, ideals, way
of thinking, work habits and personal adaptability. This concept of evaluation
requires the use of all assessment tools to evaluate the total development of
the child in the cognitive, affective, and psychomotor domains of learning.
Evaluation is a process of attaching quality of value assessment to the
quantity obtains through the process of assessment. This quality is judged
against the preset standards or on a comparison ones performance with that
of other peoples performances. This process makes the result of assessment
more meaningful to educational stakeholders.
Evaluation that is based on results of assessment is more comprehensive
evaluation based on measurement. Therefore, teachers should aspire that
their evaluation be based on the proper utilization of both test and non-test
in the process of assessing student learning. With this assurances in mind
the teachers can report students achievement to the stakeholders of the
school with utmost confidence.
F) ASSESSMENT
Lucas and Corpuz (2007) define assessment as a process of gathering
information among students learning and then analyzing and interpreting
them for the purpose of making decisions. They further assert that
assessment may involve, among others, activities such as administering
different kinds of written tests, observation of behavior or performance,
examination of work samples, use of checklist, and interview.
The issue that test alone cannot measure the total development of an
individual makes it imperative that the term measurement be changed into
the term assessment. This educational modification considers that classroom
evaluation should be made comprehensive. Assessment is a process of
quantifying the results of test and non-test to portray the amount and quality
of students learning and development. The term assessment focuses on
determining the amount of learning in the three domains: cognitive,
affective, and psychomotor.
The term assessment also considers the use of alternative assessment
methods like portfolio assessment where students present a compilation of
their best works, or the evidence which proves whether they master the
process required to accomplish the tasks, or proofs that they really are
worthy to pass the subject they take.
One of the recent interventions for school improvement is the advocacy and
practice of newer forms of assessment. Okano, (cited in Cohen, et al., 1997)
stresses that assessment is being used, on the other hand, for educational
improvement, increased school effectiveness and curriculum reforms; and,
on the other, for political control of teachers, students and curricula,
centralized policy making, narrow accountability, credentialism, educational
selection, and the determination of life chances in competitive markets. This
makes assessment broader than measurement.

According to Cohen, et al. (1997), there are at least nine types of


assessment.
These are: 1) norm-referenced; 2) criterion-referenced; 3) domainreferenced; 4) diagnostic; 5) formative; 6) summative; 7) ipsative; 8)
authentic; and 9) performance. Classroom teachers are given the options to
select one or more assessment method for a specific learning activity.
Norm-referenced assessment gives us information on what a student can do
in comparison with other students in the class. This type of assessment helps
the teacher to put students in a ranked order of achievement. While it
enables the teacher to compare students with other students, the danger
perhaps is the negative labeling of students in the classroom.
Criterion-referenced assessment uses specific preset criteria from which a
students performance is compared without referring to other students
performance. It does not compare one student with other students. It
requires the student to fulfill a given set of criteria, or pre-defined and
absolute standard or outcome. The setback of this assessment lies on test
errors. What happens if the test is too easy or too difficult? If the test is too
difficult, students cannot meet the preset criteria. They fail not because they
havent learned; they fail because the test is too difficult. If the test is too
easy, the possibility of identifying individual differences in the classroom is
too minimal.
Domain-referenced assessment determines learning in a particular field or
area of the subject matter (e.g., parts of speech in English) and the three
domains of learning. In this assessment, considerable significance is
accorded to the careful and detailed specification of the content or the
domain, which will be assessed. The domain is set out very clearly and very
fully, such that the full depth and breadth of the content is established, and
the skills and values are developed.
Diagnostic assessment identifies weaknesses, strengths, and problems of
student are learning. Diagnostic assessment can be the teachers basis of
planning what to do next in the teaching and learning process. The teacher
will be able to design classroom activities that address their actual learning
needs if he knows students strengths and weaknesses.
Formative assessment pinpoints whether students have achieved the
objective of the lesson taught. This assessment shapes the contents and
processes of future teaching and learning plans. This provides feedback
about the effectiveness of teaching as manifested by students learning.
Formative assessment is not conducted purposely for giving grades. Its main
purpose is to determine the gap between the intended objective and actual
students performance. The result of this assessment is the basis of teachers
decision to proceed to the next lesson, or to re-teach the days lesson.
Summative assessment is considered as the terminal assessment of
learning. It comes at the end of the unit, program, term, or school year. The
main purpose of this assessment is to give rating or grade to students based
on their performance or achievement. This provides data on what the
students have achieved in a given period of time. It is often concerned with
certification, the awarding of marks, or grades and public recognition of
achievement.
Ipsative assessment refers to the process of self-assessment. One of the
principles of evaluation states that evaluation should provide for selfassessment. In the classroom, students can assess whether they have

learned or not. By providing them a chance to evaluate themselves, they are


given the opportunity to look into their achievement in comparison with
others achievement or in comparison with a preset criteria or standards.
This type of assessment gives students an opportunity to evaluate their own
learning. Through this, students can formulate their own learning styles,
methods and strategies with a purpose of improving their own learning.
Authentic assessment determines what a student can actually do in real life
situations rather than using some easy-to-score responses to questions. For
the lessons of life, there is no better teacher than the experiences that life
provides. Lifes learning experiences are bound to assessment: therefore, it is
of the essence to make learning and assessment real, meaningful, and
motivational.
Performance assessment is undertaken to determine whether students can
demonstrate their learning through performance in real or stimulated
situations. This type of assessment is perhaps more applicable to determine
students skills in communication and other psychomotor skills. This requires
the learner to demonstrate knowledge, learning, and understanding though a
real task application.
Classroom teachers should take note that the more assessment serves one
purpose, the less it can serve another. For example, the more the teacher
moves toward grade related assessment (summative assessment), the more
he departs from diagnostic, formative and other forms of assessment. This
means that teacher should use varied forms of assessment.

Chapter 2
Evaluation and the Teaching-Learning Process

For the lessons of life, there is no better teacher than the look in
the eyes of a child.
---Air Supply, In the
eyes of a Child
Objectives
After reading this chapter, you should be able to:
a) discuss the roles of evaluation in the teaching and learning process; and
b) generalize that evaluation is important because teachers make decisions.
This chapter deals with the roles of evaluation in the teaching-learning
process. Education is considered as one of the most important social
services, which the government delivers for its populace through the
establishment of schools. The delivery of this service requires huge amounts
of money for its operation. The money, which the schools spend, comes from
the taxes paid by the people. This means that the administrators and
teachers are accountable to the people. This accountability should be
considered in the evaluation of students learning. There should be a balance
between governments expenditure and the amount of students learning.
The amount of students learning can be empirically shown through the
results of classroom evaluation.
The evaluation of educational outcomes is one of the primary roles of
classroom teachers. Educational outcomes need to be evaluated with the
purpose of improving the teaching and learning process. As one of the
teachers primary roles, evaluation should utilize appropriate, valid and
reliable instruments that can gather sufficient data so they can make a
decision such as: 1) to reteach the lesson taught or proceed to the next
lesson; 2) to provide rating for certification purposes; 3) to determine
students weaknesses in order to provide remedial instruction; and, 4) to
determine where the teacher should begin or start teaching.
Teachers should utilize efficient and effective strategies and approaches to
evaluating students performances in the classroom. To make these
strategies and approaches efficient, teachers should use appropriate
assessment tools that can give immediate results. The teacher should be
familiar with the different roles of evaluation so that he can answer the
question: Why do we evaluate?
Assessment in the Three Domains of Learning
According to the goals of Philippine education as stipulated in Article XIV,
Sec. 3, par. 2 of the 1987 Constitution, all educational institutions shall
inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of the national heroes in the historical
development of the country, teach the rights and duties of citizenship,
develop moral character and personal discipline, strengthen ethical and
spiritual values, encourage critical and creative thinking, broaden scientific
and technological knowledge, and promote vocational efficiency. These
goals need frequent revisiting if teachers want their decisions to be relevant
for the education of Filipino youths.
There are three domains of learning, namely: 1) cognitive; 2) affective; and
3) psychomotor. The cognitive domain includes knowledge, comprehension,
application, analysis, synthesis, and evaluation. The affective domain
comprises receiving, responding, valuing, organization and characterization.

The psychomotor domain consists of observing, imitating, practicing, and


adapting.
There is a need to evaluate students learning in the three learning domains.
Unfortunately, traditional pen-and-paper tests usually assess some aspects
of the cognitive domain of learning alone. They cannot completely portray
achievement or learning in the affective and psychomotor domains.
Therefore, there must be some kind of affective and psychomotor domains.
Therefore, there must be some kind of affective instruments as well as
instruments for the psychomotor domain. Education students as well as
teachers must be introduced to the development and use of affective
instruments for measuring the behavior and values of students. For the
psychomotor domain, education students should understand how authentic
assessment, such as portfolio assessment gather valid and reliable data to
portray the quality of skills and values as students perform education tasks.
The Roles of Assessment and Evaluation in the Teaching-Learning
Process
Assessment and evaluation, as integral parts of the teaching and learning
process, should not only document what students know and can do, but also
those that affect their learning and motivation. These ideas represent a
change in the way assessment is viewed; away from the concept that
assessment is an isolated outcome done only after instruction is finished,
and toward the concept of integrating assessment and evaluation with
instruction. (Santrock, 2004) Along these ideas, teachers must consider that
assessment should be done before, during, and after instruction (preinstruction, during instruction, and post-instruction assessments).
Most of pre-instructional assessment is done though informal teacher
observation. The result of this assessment provides information about lacking
competencies such as knowledge and skills. Then, the teacher makes a
decision to start with the content and materials that are not too difficult for
the students. If students do well in such activities, then the teacher decides
to move on to the next higher level of learning.
During instruction, the teacher monitors students learning and sets his
teaching at a level that challenges students metacognitive thinking or
higher-level thinking. Assessment at this stage detects which students would
require more attention. In this assessment, the teacher observes whether
students are moving toward the achievement of instructional objectives; any
deviation made can be redirected toward its proper course.
Assessment after instruction monitors whether the students have mastered
the basic contents, knowledge and skills required for the learning activity.
This assessment is done to make decisions whether to proceed to the next
lesson or reteach the lesson taught. This assessment also gives information
whether to give a passing or failing grade to students.
Teachers evaluate because they want to make decisions before, during, and
after instruction. When teachers decide not to make decisions because of
insufficient information, right there and then, he is making a decision. All
classroom decisions should be supported by empirical evidence. These
pieces of evidence are obtained through valid and reliable evaluation. The
figure on the next page shows the roles of evaluation in the teaching and
learning process.

where the students are,


or what the students
already know

students
weaknesses
for remedial instruction
(DIAGNOSTIC)

Evaluation is used to
determine

if instruction objectives
are achieved
(FORMATIVE)

if students master the


objectives of the lesson
with the purpose of
giving
grades
(SUMMATIVE)

Why do we evaluate? As shown in Figure 2.1, the answer or answers to this


question can be one or all of the following: 1) We evaluate because we want
to determine students entry behavior; 2) We evaluate because we want to
determine whether the objectives are attained or not; 3) we evaluate
because we want to determine students strengths and weaknesses; 4) we
evaluate because we want to rate students performance with the purpose of
giving grades; and, 5) we evaluate because we want to improve the teaching
and learning process. Evaluation can be used for the following purposes:
placement, diagnostic, formative, or summative.
a) Placement Role. Placement is one of the roles of educational evaluation.
Reganit, et.al.,(2004) state that placement evaluation is used to determine
the entry behavior of students. It is also used to determine students
performance at the beginning of instruction. The goal of placement
evaluation is to determine the position in the instructional sequence and the
mode of evaluation that is most beneficial for each student.
The placement role of evaluation focuses on determining where the students
are ---i.e., students prior knowledge. One of the principles of teaching is that
the teacher should know where the students are. This means that the
teacher should determine students entry behavior so that he knows where
to begin in teaching. If the teacher knows where his students are, he can
design educational activities that utilize students prior knowledge as the
foundation of his present teaching. By doing so, a teacher can adjust his
strategies and approaches based on students prior knowledge. For example,
upon the opening of classes, the teacher gives a test to a set of students in
Mathematics. The result shows that the students are good in subtraction
without regrouping, but not in subtraction without regrouping. Through this
result, therefore, the teacher knows where he would start teaching. He can
design Mathematics lessons, which start from what the students have
already mastered.
b) Formative Role. According to Santrock (2004), formative assessment is an
assessment during the course of instruction rather than after it is completed.
Your on-going observation and monitoring of students learning while you
teach informs you about what to do next. Assessment during instruction
helps you set your teaching at a level that challenges students and stretches
their thinking. It also helps you detect which students need your individual
attention.
The teacher should consider the formative role of evaluation. This role
focuses on the comparison of the instructional outcome with that of the
preset standard. This is considered as an evaluation for learning because the

teachers aim is to find means to improve his instruction. This preset


standard is implicitly stated as part of the objectives in the teachers lesson
plan. As an example, please consider this objective: After the 60-minute
period, the pupils should be able to solve problems dealing with the addition
of fractions, with 75 percent proficiency. The preset standard in this
objective is 75 percent proficiency. This phrase is not usually stated in the
lesson plan because, in schools, this is the minimum standard of
performance. If after the lesson the teacher gives a test and 81 percent of
the pupils got the passing score, then the teacher can say that the pupils
have achieved his objectives.
Evaluation is a process of determining, whether or not the teacher has
achieved instructional objectives. If the instructional objectives are achieved,
then the teacher can say that his teaching is successful. However, if the
result is otherwise, then the teacher can generalize that he has not achieved
the objectives of the lesson for the day. Therefore, the decision whether to
proceed to the next lesson or to re-teach the lesson depends upon the result
of formative evaluation of classroom instruction.
c) Diagnostic Role. In the classroom, students have the tendency to display,
to a certain degree, their strengths and weaknesses. The diagnostic role of
evaluation aims to determine the specific learning needs of students so that
those needs can be met through regular or remedial instruction (Santrock,
2004).
To quantify these learning needs, there must be some kind of assessment
and evaluation. The diagnostic role of evaluation is to determine students
weaknesses. If these weaknesses are identified and addressed properly, then
the teacher has accomplished his task of helping students cope with their
weaknesses. For example, after the test, the teacher recognized that some
students are weak in changing mixed number to improper fraction or viceversa. So she decides to design a remedial session with these students and
focus on the least mastered skill. After which, another test is given. If the
result shows satisfactorily performance, then he/she can proceed to the next
lesson.
d) Summative Role. Reganit, et.al., (2004) assert that summative evaluation
is used to determine the mastery at the end of the course. It is the process of
making the overall assessment or decision about the program. This
assessment is used to determine the achievement at the end of instruction.
It is designed to determine the extent to which the instructional objectives
have been achieved and is used primarily for assigning course grade or for
certifying student mastery of the intended learning outcome.
The summative role of evaluation ensures that there is holistic mastery of
the lessons from the lessons from the beginning up to the end of instruction.
This assessment summarizes the development of learners at a given period
of time. This is known as an evaluation of learning because it focuses on
what the students have learned at a certain period. The students take the
test and the teacher gives marks or assigns grades. The result of this
evaluation is usually utilized to give students final ratings for certification
and promotion or retention. The decision whether to promote to the next
level or retain a student in the same level is dependent upon the result of
summative assessment. In short, summative evaluation is undertaken to
determine students mastery of the lessons with the ultimate purpose of
giving a mark or grade.

e) Other purposes of classroom evaluation


There are still other purposes of evaluation worth mentioning here.
Generally, the main purpose of evaluation is to improve the teaching and
learning process. Specifically, the following are the other purposes of
evaluation.

Evaluation is used to determine the effectiveness of teachers


methods, strategies, and instructional materials in improving students
learning. As Calderon & Gonzales (1993) put it ---taking all other
things equal, students under an effective teacher score better in a test
than students under an ineffective teacherthe efficacy of the
method, strategies, or materials may be evaluated through the use of
test.
Evaluation is used to give meaning to students efforts in their quest
for quality learning. Calderon & Gonzales (1993) stress that evaluation
develops the effort-making capacity of the students. It has been
observed that the students exert more effort to study their lessons
when there is an examination coming. They review the material to be
covered by the examination over and over again and this makes
learning more permanent. Examinations compel students to exert more
effort to master their materials of study.
Evaluation is used to justify the request and utilization of supplies,
material and equipment for schools operation. The result of evaluation
can be the basis of making decisions as to what instructional materials
should be purchased or requested that can enhance the school
function to improve student services.
Evaluation is used to plan for and improve the next educational
activities. Through survey tests, the school can check its performance
against the standard or policy set by higher educational authorities.
The level of performance can be the basis of planning educational
activities to improve the next school performance.
Evaluation is used to give recognition and awards to best-performing
individuals in the school. Through evaluation, the school can discover
extremely bright and talented students(Calderon & Gonzales, 1993).
The extremely bright students should be given awards and recognition
to increase the tendency of investing more efforts to perform much
better in the future. This tendency is in line with the law of rewards and
punishment in learning.
Evaluation is used to promote quality assurance within and outside of
the school. Extremely bright students discovered through evaluation
may be sent to curricular and co-curricular competitions to promote
the name of the school as well as to motivate students to uphold
educational quality within and outside of the school.

Chapter 3
The Guiding Principles For The
Assessment of The Student Learning
Principles are lighthouses. They do not move.
We cannot break them; we can only break ourselves against them.
-Stephen R.
Covey
Objectives
After reading this chapter, you should be able to:
1. Discuss the principles hat guide the assessment of students learning;
2. Analyze each principle in the light of their applicability for classroom
assessment; and,
3. Relate the guiding principles with students experiences ass subjects of
previous assessment and evaluation.
Introduction
Frank Koch in Proceedings, the magazine of the Naval Institute, cited by
Stephen Covey (1989) - the author of the bestselling Seven Habits of Highly
Effective People. This story pertained to maritime navigation. The story goes:
one night, while a ship was sailing in the ocean, the man on the bridge (Third
Officer) shouted to the captain;

Captain! Captain! Theres a light dead ahead and it wont get out of
our way!
The captain said, Send the message!
The message was sent, Hard Starboard! Hard Starboard!
In maritime navigation, Starboard is a command, so that when
followed, the ships navigating in opposite directions take the right course so
that their left or port side is facing- the target. This is Maritime Rule No. 14
on Head- on Situation of the International Regulations for Preventing
Collisions at Sea (1989) which states that when two vessels are meeting on
reciprocal courses so as to involve risk of collision, each shall alter her course
to starboard so that each shall pass on the port side of the other.
However, the message was sent back, Starboard yourself!
The captain murmured, I cant believe this! Dont they know who I am?
Send the last message!
The message was sent, Hard starboard! This is the Mighty Missouri!
(Missouri is one of the largest American warship).
The message was sent back, This is a lighthouse!
Principles are lighthouses. They serve as our guides. They do not
move. They are permanent. We cannot break them. We can only break
ourselves against them (Covey, 1989). Assessment and evaluation are also
guided by sound principles. They serve as our lighthouses-references as we
perform our function of evaluating the outcomes of the learning process. The
following are the guiding principles:

The Guiding Principles for the Assessment of Students Learning


a. The Principle of Clarity of Learning
Evaluation should be based on clearly stated objectives (Gronlund, 1981). An
objective is defined as the statement of the expected behaviors that the
students should display after instruction or teaching. According to Oriondo
and Antonio (1989), the question of what to evaluate in terms of pupil growth
and progress should be given foremost priority. If an objective is stated as,
after the discussion, the pupils should be able to enumerate the cities and
municipalities of Negros Occidental with 75 percent proficiency, then this
clearly stated objective will be the focus of classroom evaluation. This is the
reason why teachers are required to state instructional objectives in
behavioral terms.
In the above-mentioned objective, the content of instruction is the cities
and municipalities of Negros Occidental. The content of the test should be
similar with the content which the teacher has taught. With this in mind, the
teacher manifests adherence to the principle of clarity of learning.
For the objective stated above, the behavior, which the teacher wants the
students should display after instruction is to enumerate. To make the test
valid the teacher should select enumeration as the appropriate item format.

The item in the test should be stated as, Enumerate the cities and
municipalities of Negros Occidental.
The level of performance (75 percent proficiency) must be the basis the
evaluating whether the teaching and learning process is successful or not.
This level of performance is implicitly stated in the instructional objectives.
The term implicitly means that the phrase that specifies the level of
performance is not stated in the objectives; it is presumed that teachers
already understand this criterion. The teacher can assess whether students
actual performance level has met the predetermined criterion. Performance
levels of 75 percent and above reveal that the teaching and learning process
is successful. Any level of performance that falls below the preset
performance level is a failure.
Teachers make daily lesson plans. These plans serve as their guides as they
perform their teaching tasks. In their plans, they are required to state their
objectives clearly in behavioral terms. Specific objectives must be specific,
measurable, attainable, result-oriented, and time-bound (SMART). They
should use infinitives, which specifically denote the behaviors that students
are expected to manifest after instruction. These objectives serve as bases
for construction and using assessment instruments to assess students
learning. The expected behaviors are somehow related to either of the
following, but not limited to: 1) knowledge; 2) reasoning; 3) skills; 4)
products; or, 5) affects.

Knowledge. Knowledge refers to the cognitive activities which include


memorizing, recalling of facts, understanding of concepts and
meanings, analyzing the relationship of related facts, synthesizing of
related facts and principles, and evaluating the outcomes of the
relationships of concepts and principles. All of these activities involve
objectives in the cognitive domain. According Stiggins & Conklin,
(1992) knowledge involves what students need to know to solve
problems and perform skills. Knowledge gives students the ability to
master substantive subject matter.
Reasoning. Reasoning is a behavior which refers to the cognitive
activities which require the use of logical presentation, justification,
and rationalization of the existence of facts concepts, theories, and
principles. According to Sadker& Sadker (2003) schools teach children
to reason both deductively and inductively. An important learning goal
is for students not to acquire knowledge but also to be able to think
about the knowledge. Perhaps some examples that can be presented
here are problem-solving, inductive and deductive reasoning
strategies, as well as critical thinking.
Skills. In Merriam Webster Collegiate Dictionary (2003), the word skill
is defined as the ability to use ones knowledge effectively and readily
in the execution or performance of a specific task. This behavior. Refers
to psychomotor activities, which require the use of the abilities of
manipulation, application, and operation of facts, concepts, and
principles in real-life situation, this is the ability to perform kinesthetic
activity in an easy precise, and harmonious way within the constant
changing circumstances. This requires three elements in the skill: 1)
sensing; 2) precision (accuracy); and, 3) timing.
Products. Product refers to psychomotor activities that show the end
result of using the abilities to manipulate, apply, and operate facts,
concepts, and principles in real-life situations. Santrock (2004) posits
that products are samples of students work, such as: essays, term

papers, oral reports, and science reports. These works are products
that would, more or less, reflect students ability to use knowledge and
reasoning. For example, during the term, the teacher and students
have agreed that the students submit is a product which manifests the
quality of their own learning.
Affects. The term affects refers to the activities that show values,
morals ethics, ideals, and standards in life. Snatrock (2004) states that
affects refer to the emotional responses to the tasks, which involve the
participation of students. Students can show some degree of
commitment and emotional intensity. Affective targets are students
emotions, feelings and values. For example, in the classroom activity,
while the students are working on the activity, the teacher has the
opportunity to observe how the students behave. He can quantify his
observation through the use of an observation rating scale. After the
activity, the teacher may also require students to write in a journal
describing what they feel and experience as they do the tasks.

b. The Principle of Appropriateness of Assessment


Evaluation procedures and techniques should be selected in terms of the
clearly stated objectives (Grondlund, 1981). There are various formats of
assessment instruments from which the teacher can choose for classroom
use. The choice of an appropriate format should be based on the clear and
specific objectives. The clearer the objectives are in the teachers mind, the
greater the chance of making a wise decision to choose appropriate
assessment procedures and techniques in a wise decision to choose
appropriate assessment procedures and techniques in assessing students
learning. The suggested general formats are the following:

Objective test. Objective tests are those that require one and only one
correct answer and no other possible answers. Reganit, et al. (2004)
posits that an objective test is made up of items for which correct
responses may be set up in advance. In an objective test, students
may give right or wrong answers to an item, so each item can be
marked objectively. The scoring becomes consistent when the items in
the test are objective type. For example, an item like this is an
objective item; I am a number less than 60. Two of my factors are 4
and 7. I am a multiple of 8 and 14. What number am I?

The above-stated mathematics problem has only one correct answer and
there is no other possible answer. There are no other answers that can
satisfy the question, What number am I? No other number from 1-59 (less
that 60) is divisible by 4,7,8 and 14 except 56. If this item is checked by
different teachers at different settings and time, the answer 56 is always
correct; other answers are wrong.
There are different types of objective test item formats, which te3h teache3r
can choose from. His choice is dependent upon the clearly stated objectives.
These are: 1) supply type; 2) matching type; 3) alternate-response type; 4)
labeling; 5) enumeration; and, 6) multiple-choice. Teachers should take note
that the national examinations from the elementary level up to college, are
given in the multiple-skills in the multiple-choice formats is a great challenge
to classroom teachers. In order to meet this challenge, teachers should
possess necessary skills for constructing and using multiple-choice test
formats to assess students learning.

Subjective tests. Subjective tests are evaluated by giving an opinion


about the issue, concept, ideas and the like. They are challenging to
students inexpensive to prepare, easy to administer but difficult to
evaluate correctly. Despite the weaknesses of subjective tests, for
classroom assessment , they continue to serve as potential tools for
determining students achievement, they continue to serve as
potential tools for determining students achievement. The teachers
task is to ensure that the scoring of subjective test is made objective.
The use of rubrics is one method to ensure the objectivity of scoring.
By so doing, the teacher can ascertain test reliability.

In an English class, a test for the assessment of students writing skills are
often considered as subjective because it requires the teacher to rate a piece
of work based on his personal interpretation. The teachers interpretation
may differ from that of other teachers interpretations. In the classroom,
students may be required to write a friendly letter. They need to think about
their target friend-the receiver of the letter. The teacher can help students by
emphasizing the importance of identifying the elements such as: 1) main
content; 2) context; and, 3) format. These three elements can be the bases
for quantifying students writing skills. A highest point can be assigned for
each element by determining the total highest point and dividing it
proportionately for each element. For instance, the teacher decides that the
highest point for a piece of writing output is 20. He may distribute these
points into: 1) 8 points can be assigned for main content; 2) 7 points for
context; and, 3) 5 points for format. The total point is 20. The teacher can
work on scoring rubrics by identifying sub-components for each element in
order to objectivize the scoring of students piece of writing output. The
raters can assign corresponding points depending upon the quality of the
piece of writing output.

Performance test. When the objective of the lesson requires that at the
end of the3 lesson the students are required to perform in an activity,
the appropriate test to measure the achievement of this objective is a
performance test. This test is appropriate when teacher wants to
determine whether students have acquired the necessary kills to do
the tasks in the learning activity.
Oral Reasoning. When the instructional objective states that at the
end of the lesson, the pupils orally defend their stand on the issue,
then, an oral reasoning test is appropriate. This type of test is used to
determine students critical thinking and other meta-cognitive
processes in oral presentation.
Observation. Reed and Bergamann (2001) observation is one effective
means of learning how students respond to classroom environment.
This assessment method can be done by the teacher, co-student, or
even parents. Observation checklists or rating scales are examples of
assessment instruments that can be utilized to determine students
performance, behavior, skills, values, and achievement. These are
considered as non-test assessment instruments.
Self-Reports. Students may be required to write personal opinions,
journals and reflections about a learning activity. From these self-made
reports, the teachers evaluate whether or not these students have
learned the concepts taught in the classroom. Self-reports contain
personal accounts of students participation and involvement in the
teaching and learning process. Teachers, who practice this method for
classroom assessment, comply with the requirement that evaluation
should allow students to evaluate themselves (ipsative assessment).

c. The Principle of Validity


According to Oriondo & Antonio (1989), validity refers to the extent to which
the test serves its purpose or the efficiency with which it measures what it
intends to measure. Evaluation should utilize appropriate and efficient
assessment instruments. Validity is the degree to which assessment
instruments that can evaluate the contents and behaviors which he wants to
assess. The contents and behaviors, as subjects of assessment, are clearly
stated in the instructional objectives in the teachers lesson plans.
In order to establish whether the assessment instrument possesses validity,
the teacher may consult his peers/co-teachers teaching the same subject,
his principal, or some experts in the field. They can be considered as raters
for peers as well as expert validation. They will judge as to whether the
assessment instrument is able to capture the contents and behaviors that
the teacher wants to asses. They can further judge whether the assessment
instrument appears to be a desirable one. The following are the methods for
establishing judgment validity: 1) face validity; 2) content validity; and 3)
construct validity.

Face Validity. Face validity pertains to whether the test looks valid to
the examinees who take it (Catane, 2000). One consideration that the
teacher should focus on as he develops the assessment instrument
appears to the examinees, to some degree, affects their performances.
The directions, readability, correctness of grammar and structure,
spacing, and suitability of words used have direct or indirect effect on
the accurateness of students responses in the assessment instrument.
The validators must provide their judgment whether the appearance of
the assessment instrument is desirable.
Content Validity. Oriondo & Antonio (1989) stress that content validity
is related to how adequately the content of the test samples the
domains about which inferences can be made. This means that,
through this method, the validators have to ensure that the contents
taught, as stated in the objectives, are similar with the contents
portrayed by the assessment instruments. It has been a classroom
reality that, at times, teachers include items in a test that are sampled
from the contents that were not discussed. When students raise an
issue that the item was not discussed, after a bit of introspection, he
announces to the class that he is giving it as a bonusjust to save his
face. What a shameful scenario. To avoid such a mess, the teacher
should ensure that the assessment instrument he administers has
content validity.
Construct Validity. This type of validity involves a systematic
examination of the test content to determine whether it covers a
representative sample of the behavior domain to be measured
(Catane, 2000). The statement of the expected behavior in the
instructional objectives makes it imperative that the assessment
instrument must capture the extent to which the students have
displayed the expected behaviors. Through this method, the validators
provide information about the capacity of the assessment instrument
to portray the expected students behavior. It has been a notion that
the display of such behaviors serves as an indicator that students have
learned.

There are times that the teacher needs to statistically prove that the
assessment instrument is valid. He may decide to utilize Criterion-related

because it uses some criteria as bases for showing that the assessment
instrument possesses a desirable degree of accuracy. These criteria can
either be students previous performance or an assessment instrument with
already known validity. If the result of the assessment instrument matches
the criterion used, then this instrument is valid. There are two types of
criterion-related validity. These are:

Predictive Validity. According to Kubiszyn & Borich (2000), predictive


validity refers to how well the test predicts some future behavior of the
examinee. For the sake of economy, the assessment instrument should
have future utility. The assessment instrument must gather data that
correlates with students previous performance in order to predict
future performances. The appropriate criterion to be used for
establishing validity is students previous performance. To correlate the
results of the constructed assessment instrument and previous
performance, a statistical analysis is applied. In case that all the data
are in the interval level of measurement, a Pearson Product-Moment of
Correlation is applicable. If the result of an assessment instrument
matches with the students previous performance, then, the test is
valid; hence, it can predict future performances.
Concurrent Validity. According to Best & Kahn (1998), concurrent
validity refers as to whether the test is closely related to other
measures such asscores on another test with already known validity.
The criterion usually used to establish this type of validity is the result
of a valid assessment instrument. The assessment instrument should
match with the accuracy of an instrument that has known validity, or
an instrument that is already valid. The result of the developed
instrument must correspond with the result of valid assessment
instrument in order to assure its validity. To establish this validity, the
assessment instruments (the valid instrument and the newly
developed one) must be conducted to the same group of students and
the scores shall be determined and correlated. To correlate the results
of the constructed assessment instrument and the valid test, an
appropriate statistical tool must be used. In this case, when all data are
in the interval level of measurement, then Pearson Product Moment of
Correlation is applicable. The computed coefficient of correlation is an
empirical data that statistically proves the concurrent validity of the
assessment instrument.

d. The Principle of Reliability


Reliability refers to the consistency of scores obtained by the same person
when retested through the same test or by means of an equivalent form of
the test (Anastasi, 1988). Evaluation should utilize assessment instruments
that can provide consistent results. This means that the assessment
instrument should be reliable. Reliability refers to the degree of consistency
of results. A reliable assessment instrument always yields consistent results.
There are three types of consistency: 1) consistency over time; 2)
consistency over test; and, 3) internal consistency. These consistencies can
be tested through the following methods.
Test of Stability. Oriondo & Anotonio (1989) stress the measure of
stability, often called as test-retest estimate of reliability, is obtained
by administering the test to a group of individuals at a later date, and
correlating the two sets of score.

To prove that assessment instrument provides consistent data over time, the
teacher may use a test-retest method. This means that one form of the
instrument is conducted to a group of students, twice (test administration is
one week before the second administration). In this method, the results of
the first and second administrations are compared.

Test of Equivalence. According to Oriondo & Antonio (1989), the


equivalent form estimate of reliability is obtained by giving two forms
of a test to the same group of individuals on the same day and
correlating these results. This method is used to establish consistency
over test.
Test of Internal Consistency. The estimates of internal consistency are
really indices of the homogeneity of the items in the test or the degree
to which the item responses correlate with the total test scores
(Oriondo & Antonio, 1989). The teacher can utilize test of internal
consistency. This is the consistency of assessment results within the
instrument.

e. The Principle of Fairness


Evaluation should be used judiciously. (Gronlund, 1981). This principle
ensures that teachers should set aside personal bias and give way to fairness
in the assessment of students learning. In the classroom, the process of
conducting evaluation of students learning is in cognizance of the
psychological concept and theory of individual difference. If there are no
individual differences or if all students have the same qualities, there is no
need for classroom evaluation. With this concept, educators have considered
classroom performance and achievement as variables. The amount of
learning as a result of the quality of teaching varies among students; hence,
can be subjected to assessment.
If there are fifty students in the classroom, the teacher is dealing with fifty
individual differences. He should not treat them equally; the students should
be treated equitably. The teachers should practice fairness in their
assessment of learners according to their varying degrees and amount of
learning.
As Santrock (2004) puts it, assessment is fair when teachers have developed
appropriate learning targets, provide competent content, and instruction to
match those targets, and chosen assessments that reflect the targets,
content, and instruction.
The teacher should be cautious in dealing with the individual differences so
that his judgment is sealed with fairness. To ensure fairness in the evaluation
of students, the following should be the guiding principles:

Students should have knowledge of learning targets and assessment.


The teacher should explain to the students what he wanted the class to
achieve after the instruction. The learning targets should be made
transparent to the students so that they will realize that they will be
assessed along certain areas. There is fairness when the teacher
makes the objectives transparent to the students. The understanding
of the target area where the students are to be evaluated makes them
aware that they need to focus their attention on these targets.
Students should be provided equal opportunity to learn. In the
classroom, teachers envision to make all students learn. This

opportunity should be provided to all students regardless of race,


creed, or religious denomination. The issue of fairness is sometimes
forgotten when the teacher has bias to the affluent ones; leaving
behind the less fortunate ones. Sometimes bias is shown by giving
favor to those who belong to the teachers favorite religious
denomination. Oftentimes bias is felt when a teacher favors the
intelligent students. In terms of evaluation, this bias colors the
teachers subjectivity in the giving of grades.
The students should have acquired prerequisite knowledge and skills.
Teachers should deal with the issue of prior knowledge in teaching.
This is the role of placement evaluation ---knowing the students entry
behavior. Because of individual differences in learning, some students
may not have prior knowledge of the subject matter to be taught.
There is some kind of bias on the part of the teacher if he doesnt
mean that this student is better than the others.
The teachers should refrain from stereotyping. Stereotyping is a
tendency of assigning rigid roles or characteristics to all members of
the group, individual attributes and differences are denied. (Sadker &
Sadker, 2003) This is some kind of typecasting. Teachers usually
typecast students in the classroom. Giving prejudgment that one child
is better than the other violates the principle that all students can
learn. This prejudgment reduces teachers objectivity in evaluation. A
teachers bias that only the bright students will be given proper
attention results to an act of neglecting the less intelligent students in
the class. This is an inexcusable blunder on the part of the teacher. To
solve this phenomenon, the teacher should avoid labeling students as
the brightest or the mediocre ones, because this is tantamount to an
unfair teaching practice.
The teachers should avoid bias in their assessment tasks and
procedures. Assessment tasks and procedures should be done
scientifically. Teachers should understand that any evaluation
procedure is influenced by some factors that contribute to errors in
assessment. As Oriondo & Antonio (1989) put it, knowledge of the
limitations of evaluative devices can help teachers, administrators, and
counselors eliminate them by exercising care in constructing
evaluation techniques, developing skills in their proper use and being
more cautious in interpreting results.

f. The Principle of Positive Consequences


Evaluation should develop positive behavior among students and teachers.
Oftentimes, we hear and see students sighing in distress when the teacher
says Get a piece of paper. We will have a quiz. In this classroom scenario,
we observe negative behavior toward evaluation. Most probably, the
development of this negative attitude among students began from feeling
the punitive value of tests. They feel that they are punished by getting low
grades because they get low results in the test.

On students. It is a common classroom scenario that students display


phobia towards tests. The teachers usually observe students
expressing their feelings of dismay when the administration of a test
is announced. Most probably, this is the result of the punitive effect of
evaluation. Students develop fear because evaluation is so rigidly
based on test results alone. Students should be given the chance to
evaluate their own learning.

On teachers. Teachers usually cram when evaluation is announced


especially when the evaluation is directed toward determining their
instructional performance. The result of evaluation can provide
information about the area of instruction which the teacher needs to
improve on. This is an opportunity for continuous professional
development. The only stumbling block of this direction is that
majority of the teachers, as human beings, are delighted to hear
about their strongest points but refuse to acknowledge their own
weaknesses.

g. The Principle of Practicality and Efficiency


Practicality and efficiency is one principle, which states that evaluation
should be finished in a specific period of time and applicable in a particular
educational setting. Teachers should not experience difficulty in the conduct
of the assessment instrument. There should also be ease in the
interpretation of results. The evaluation process succeeds only of teachers
find assessment and evaluation practical and efficient. For practicality and
efficiency, here are some suggestions to follow.
The teacher should be familiar with the assessment method. The issue
of practicality and efficiency can be addressed by making the teachers
familiar with the assessment method. If the teachers lack familiarity
with the method, then it will be too costly for them to use some other
available resources. Being familiar with the method, the teacher can
construct the assessment instrument without spending an amount to
pay for anyone who will construct it for him.
Evaluation should be finished in a specified time required. An adage,
which states that Time is gold is also true for the tasks of evaluating
students learning. Let us remember that time keeps flowing like a
river. In any workplace, including classrooms, time is the most wasted
resource. Evaluation, being a part of classroom activities, should also
consider time to make evaluation practical and effective. Evaluation
that can be finished in a specified period of time is practical and
efficient.
In evaluation, teachers should avoid the complexity of administration
procedures. Complex administration procedure can affect the
practicality and efficiency of evaluation. The teacher loses interest in
the application of the evaluation process when the manner of
administration is too complicated. The complexity of administration
reduces student motivation to participate in classroom evaluation.
Ease of scoring. Ease of scoring, likewise, affects practicality and
efficiency. The assessment instrument should be easily scored.
Evaluation can be finished in a specific period of time when the teacher
does not spend too much time and effort for scoring. It is practical to
objectivize the scoring of assessment instrument so that the teacher
will not be wasting so much resource for evaluation.
Ease of interpretation. For practicality and efficiency, evaluation should
allow for ease of interpretation. The teacher should decide whether to
interpret results in terms of the criterion previously set or in terms of
the criterion previously set or in terms of the performance of the group.
There should an easy method of attaching quality to the quantity
obtained in the process of assessment.
Cost. Cost is another consideration for practicality and efficiency.
Evaluation procedure which requires a lot of expenses is impractical
and inefficient. No classroom teacher will utilize expensive classroom

evaluation. Therefore, the most economical evaluation procedure must


be designed so that classroom teachers are encouraged to utilize it
with the purpose of improving the teaching and learning process.
h. The Principles of Ethics
The principle of ethics is stated directed as evaluation should be used
judiciously (Oriondo & Antonio, 1989). The teachers should prevent
themselves from exercising personal biases when evaluating students
performances in the classroom. The bias can result to unethical gathering,
recording, and reporting data.
Gathering Data. In the gathering of data, the ethical standard should
be considered. The teacher should remember that there is information
about students life that needs to be held confidential. Therefore, when
gathering information, the teacher should be skillful in identifying
information that needs to be treated privately.
Recording Data. The teachers should be extra careful when recording
information about students lives. There are standard forms used to
record student information.
Reporting Data. The teachers should realize that there are standard
forms used to report students scholastic data. For example, a class
record contains students information. There are instances when
parents approach the teacher to verify about their childs grade. A
class record is a public document. Students have the rights to the
access of their own record. The teacher should not show the whole
class record to the parents; only their respective childrens record.
While parents invoke their right to access of information, other
students have also the rights to the confidentiality of their records. For
this reason, the advice, when teachers report this information to a
parent, they should cover the record of other students.

PRELIM COVERAGE

Write your reflection as you engage yourself in the review of the


concepts about the guiding principles of assessment and evaluation
of students learning. Consider your paper as part of the PORTFOLIO
required for this subject. Focus your attention to the answers of the
following guide questions.
1. What important points do you realize as you read the concepts? Why?
2. How important are the concepts for your chosen profession?
3. When you become a professional teacher, what are you going to do in
order to avoid the negative effect of malpractices in the classroom
evaluation?
A) Concepts of test, measurement, evaluation, and assessment
B) Assessment of the three domains of learning
C) Roles of Evaluation in the Teaching and Learning Process
D) Guiding Principles of the Assessment of Student Learning
Note:
Compile (save) your prelim papers and wait for midterm and final
requirements. I will provide you a sample PORTFOLIO later. This
will be submitted on March 2017.

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