iii.

Introduction

Assessment is the process of gathering and discussing information from multiple and diverse
sources in order to develop a deep understanding of what students know, understand, and can do with
their knowledge as a result of their educational experiences; the process culminates when assessment
results are used to improve subsequent learning. It also refers to the wide variety of methods that
educators use to evaluate, measure, and document the academic readiness, learning progress, and
skill acquisition of students from preschool through college and adulthood. Educators use a
diverse array of assessment tools and methods to measure everything from a four-year-olds
readiness for kindergarten to a twelfth-grade student’s comprehension of advanced physics. Just
as academic lessons have different functions, assessments are typically designed to measure
specific elements of learning—e.g., a student’s perceived ability or readiness to learn; the
successful acquisition of particular skills and knowledge; the understanding and recall of facts;
or the ability to analyze and comprehend various types of texts and readings. Assessments are
also used to identify academic weaknesses and strengths so that educators can provide
specialized academic support, educational programming, or social services. In a word, the act
of assessing student learning not only takes many forms, but it generally requires an assortment
of sophisticated strategies and techniques.

We need to consider the reliability in the assessment of the learning outcome. Reliability
is the trustworthiness or the accuracy of measurement. It is also the consistency and stability of
the test measured. Item analysis also is important in assessment process. In constructing tests,
each item has to make a significant contribution to the overall test. To determine whether the
item is a “good” item and contributes to a strong test, each item is scrutinized. Item analysis
allows you to select or delete items in order to build a strong test.
CRISTY R. CADIOGAN

REFLECTION:

For me I have learned a lot of things from my whole assessment experience. Before I was
thinking that it was just easy to make test or exam papers. I thought it was easy to formulate
questions for your students. But now I’ve learned that it’s hard to make questions because you
have to make it in the higher order thinking skills and if possible it must end with a question
mark. I’ve learned that you must follow a certain procedure in making tests or exams to your
students. You must have your Table of Specifications (TOS) in making questioners. That’s why
you must consider the number of items for a certain number of recitation days. You must not
give questions that you did not taught to your students.

If ever I’ll be given the chance to become a teacher in the future, I will be applying all the
things that I’ve learned from my assessment experienced. In making tests or exams, I must have
my Table Of Specifications to guide me in making questions. I must avoid giving questions that
we did not tackle in class. In making questioners, it is also good to put space in one column for
the students to write their answers so that it’s easy for me to check their papers.

If the students have low scores after conducting an assessment to them, I would suggest
to have an item analysis. We need to change or revise some questions that cause poor learning
outcomes. As a teacher, you must also evaluate yourself if you are effective in teaching. You
must try to improve your teaching strategies to make the learning outcome effective.