Roles of

Assessment in
Classroom
Instruction
 Title
• “Teaching and Learning are reciprocal
processes that depend on and affect
one another (Swearingen 2002 and
Kellough, 1999).”
• The assessment component of
instructional processes deals with the
learning progress of the students and
the teacher’s effectiveness in
imparting knowledge to the students.
 Title
• Assessment enhances learning in the
instructional processes if the result
provides feedbacks to both students
and teachers.
• The information obtained from the
assessment is used to evaluate the
teaching methodologies and
strategies of the teacher.
 Title
• It is also used to make teaching decisions.
• The result of assessment is used to
diagnose the learning problems of the
students.
The Four Roles of Assessment
used in Instructional Process
 Beginning of Instruction
This kind of assessment is concerned with
the entry performance and typically
focuses on the questions:
Does the Learner possess the knowledge
and skills needed to begin the planned
instruction?
To what extent has the learner already
developed the understanding and skills
t that are goals of planned objectives?
To what extent do the student’s interest,
work habits and personality indicate that
one mode of instruction might be better
than the other?
• Placement Assessment
– The purpose of placement assessment is to
determine the prerequisite skills, degree of
mastery of the course the best mode of
learning.
 During Instruction

• During the instructional process the main

concern of a classroom teacher is to
monitor the learning progress of the
students.
• The teachers should assess whether the
students achieved the intended learning
outcomes set for a particular lesson.
• Formative Assessment
It is a type of assessment used to monitor
the learning progress of the students
during instruction. The purpose of
formative assessment are the following:
Immediate feedback
Indentify learning errors
Modifying instruction
Improve both learning and instruction
• Diagnostic Assessment
It is a type of assessment given at the
beginning of the instruction. It aims to identify
the strengths and weaknesses of the students
regarding the topics to be discussed.
 End of Instruction
• Summative Assessment
A type of assessment usually given at the
end of a course unit. The purposes of
summative assessment are to determine
the following:
Instructional objectives achieved
Certify the students mastery
Provide information for judging
Effectiveness of instruction
 Methods of Interpreting the
Results
1. Norm-referenced Interpretation
It is used to describe students
performance according to relative
position in some known group. In this
method of interpretation it is assumed
that the level of performance of will not
vary much from one class to another
class.
2. Criterion-reference Interpretation
It is used to describe student
performance according to specified
domain of clearly defined learning
task. This method of interpretation is
used when the teacher wants to
determine how well the students
have learned specific knowledge or
skills in a certain course or subject
matter.
This are ways in describing classroom test and
other procedures in the table below adapted and
modified from Gronlund, Linn, and Miller (2009)
Type of Function of Examples of
Classification
Assessment Assessment Instruments
Maximum It is used to Aptitude tests,
Performance determine what achievement tests
individuals can do
when performing
at their best.
Nature of
assessment Typical It is used to Attitude, interest,
Performance determine what and personality
individuals will do inventories;
under natural observational
conditions techniques; peer
appraisal
 Type of Function of Examples of
Classification
Assessment Assessment Instruments
Fixed-choice test An assessment Standard multiple
used to measure choice test
knowledge and
skills effectively
and efficiently.

Form of Complex- An assessment Hands-on

assessment performance procedure used to laboratory
assessment measure the experiment,
performance of projects, essays,
the learner in oral presentation
contexts and on
problems valued
in their own right
 Type of Function of Examples of
Classification
Assessment Assessment Instruments
Placement An assessment Readiness tests,
procedure used to aptitude tests,
determine the pretests on course
learner’s objectives, self-
prerequisite skills, report inventories,
degree of mastery observational
of the course goals, techniques
and/ or best modes
of learning.

Use in classroom
instruction Formative An assessment Teacher-made
procedure used to tests, custom-made
determine the tests from
learner’s learning textbooks
progress, provides publishers,
feedback to observational
reinforce learning, techniques
and corrects
learning errors
 Type of Function of Examples of
Classification
Assessment Assessment Instruments
Diagnostic An assessment Published
procedure used to diagnostic tests,
determine the teacher-made
causes of learner’s diagnostic tests,
persistent learning observational
difficulties such as techniques
intellectual,
physical,
emotional, and
environmental
Use in classroom difficulties.
instruction
Summative An assessment Teacher-made
procedure used to survey test,
determine the end- performance rating
of-course scales, product
achievement for scales
assigning grades
or certifying
mastery of
objectives
 Type of Function of Examples of
Classification
Assessment Assessment Instruments
Criterion- It is used to Readiness tests,
referenced describe student aptitude tests,
performance pretests on course
according to a objectives, self-
specified domain of report inventories,
clearly defined observational
learning tasks. techniques
Example: multiples

Methods of
interpreting results Norm- referenced It is used to Standardized
describe student’s aptitude and
performance achievement test,
according to teacher- made
relative position in survey tests,
some known group. interest inventories,
Example: ranks 5th adjustment
in a classroom inventories
group of 40
 OTHER TYPES OF TEST
• Non-standardized Test
Is a type of test developed by the
classroom teachers.
• Standardized Test
Is a type of test developed by test
specialist. It is administered, scored and
interpreted using a certain standard
condition.
• Objective Test
Is a type of test in which two or more
evaluators give an examinee the score.
• Subjective Test
Is a type of test in which the scores are
influenced by the judgment of the
evaluator, meaning there is no one
correct answer.
• Supply Test
Is a type of test that requires the
examinees to supply an answer, such as an
essay test item or completion or short answer
test item.
• Fixed-response Test
It is a type of test that requires the
examines to select an answer from a
given option such as multiple-choice test,
matching type of test, or true/false test/
• Individual Test
Is a type of test administered to student
to one-on-one basis using oral
questioning.
• Group Test
Is a type of test administered to a
group of individuals or group of students.
• Mastery Test
Is a type of achievement test that
measures the degree of mastery of a
limited set of learning outcomes using
criterion-reference to interpret the result.
• Survey Test
Is a type of test that measures
students’ general achievement over a
broad range of learning outcomes
• Speed Test
Is designed to measure a number of
items of individual can complete over a
period of time.
• Power Test
Is designed to measure the level of
performance rather than speed of
response. It contains test items that are
arranged according to increasing
degree of dificulty
MODES OF ASSESSMENT
This are type or modes of
assessment used by classroom
teacher to assess the learning
progress of the students. These are
traditional assessment, alternative
assessment, performance-based
assessment, and portfolio
assessment.
• Traditional Assessment
It is a type of assessment in which the
students choose their answer from a given
of choices. In traditional assessment,
students are expected to recognize that
there is only one correct or best answer
for the question asked.
• Alternative Assessment
An assessment in which students
create an original response to answer a
certain question. Students respond to a
question using their own ideas, in their
own words.
• Alternative Assessment Components
a.Assessment is based on authentic tasks
that demonstrate students’ ability to
accomplish communication goals.
b.The teacher and students focus on
communication, not on right and wrong
answers.
c. Students help the teacher to set the
criteria for successful completion of
communication tasks.
d. Students have opportunities to assess
themselves and their peers.
• Performance-based Assessment
Is an assessment in which students are
asked to perform real-world tasks
demonstrate meaningful application of
essential knowledge and skills.
It is a direct measure of student
performance because the tasks are
designed to incorporate context, problems
and solution strategies that students would
use in real life.
• Portfolio Assessment
Portfolio assessment is the systematic,
longitudinal collection of student work
created in response to specific, known
instructional objects and evaluated in
relation to the same criteria.
• Portfolio
Is a purposeful collection of student
work that exhibits the student’s efforts,
progress and achievements in one or
more areas over a period of time. It
measures the growth and development of
students.
GUIDELINES FOR EFFECTIVE STUDENT
ASSESSMENT
Improvement of student learning
is the main purpose of classroom
assessment. This can be done if
assessment is integrated with good
instruction and is guided by certain
principles. Gronlund (1998) provided
the general guidelines for using
student assessment effectively.
• Effective assessment requires a clear
concept of all intended learning outcomes.
• Effective assessment requires that a
variety of assessment procedures should
be used.
• Effective assessment requires that the
instructional relevance of the procedure
should be considered.
• Effective assessment requires an
adequate sample of student
performance.
• Effective assessment requires that the
procedures must be fair to everyone.
• Effective assessment requires
specifications of criteria for judging
successful performance.
• Effective performance requires
feedback to students emphasizing
strengths of performance and
weaknesses to be corrected.
• Effective assessment must be
supported by comprehensive grading
and reporting system.
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