EVALUATION OF

TEACHING-
LEARNING
OUTCOMES:
INTRODUCTION
ANGELITA P. BUGNALEN, ED.D.
 TEST
An instrument
designed to measure
any quality, ability,
skill, value or
knowledge
MEASUREMENT
A process of determining
or describing the
attributes or
characteristics of physical
objects generally in terms
of quantity
 ASSESSMENT
*A broader term than measurement
and it involves interpreting or
placing such information in context.
*A process of gathering evidences of
students’ performance over a
period of time to determine learning
and mastery of skills
*It is a prerequisite to evaluation.
It provides the information which
enables evaluation to take place
*The overall goal of assessment is to
improve student learning and provide
students, parents and teachers with reliable
information regarding student progress and
extent of attainment of expected learning
outcomes.
*Assessments use, as basis, the levels of
achievement and standards required for the
curricular goals appropriate for the grade or
year level.
*Assessment results show the more
permanent learning and clearer picture of a
student’s ability.
 EVALUATION
*A process which gives
information regarding the worth ,
appropriateness, goodness, validity
or legality of something for which
a reliable measurement has been
made.
*It is designed to provide
information that will help make
a judgement about a particular
situation.
PRINCIPLES OF
ASSESSMENT
AND
EVALUATION
1. Assessment and evaluation are essential
components of the teaching-learning
process. These should be planned,
continuous activities derived from
curriculum objectives and consistent
with instructional and learning
strategies.
2. A variety of assessment and evaluation
techniques should be used. Techniques
should be appropriate to the students’
learning styles. Students should be given
opportunities to demonstrate the extent
of their knowledge, abilities and
attitudes in a variety of ways.
3. Teachers should plan in advance and
inform the students of the objectives and
the assessment procedures relative to the
objectives. Students should have
opportunities for input into the evaluation
process.
4. Assessment and evaluation should be fair
and equitable. They should be sensitive to
family, classroom, school, and community
situations, and to cultural and gender
requirements; they should be free of bias.
5. Assessment and evaluation data and results
should be communicated to students and
parents regularly, in meaningful ways.
6. Assessment and evaluation should help
students. These should provide the
necessary feedback and encourage students
to participate actively in their own
assessment in order to foster lifelong
learning and enable to use the knowledge
and abilities in life.
7. Assessment and evaluation use a variety of
tools and techniques. The data gathered
during assessment becomes the basis for
evaluation. Comparing assessment data to
curriculum objectives allows the teacher to
make a decision or judgment about the
progress of a student’s learning
PURPOSES OF
ASSESSMENT
1. Assessment FOR Learning – focuses on
the gap between where a learner is in
her/his learning, and where she/he
needs to be – desired goal. This can be
achieved through processes such as
sharing criteria with learners, effective
questioning and feedback.
*Includes all those activities undertaken
by teachers and/or by their students,
which provide information to be used as
feedback to modify the teaching and
learning activities in which they are
engaged
Learners learn best when…
*they understand clearly what they are
trying to learn, and what is expected of
them
*they are given feedback about the quality
of their work and what they can do to
make it better
*they are given advice about how to go
about making improvements
*they are fully involved in deciding what
needs to be done next, ad who can give
them help if they need it.
2. Assessment AS Learning – is about
reflecting on evidence of learning. This
is part of the cycle of assessment where
students and teacher set learning goals,
share learning intentions and success
criteria, and evaluate their learning
through dialogue and self and peer
assessment. Thus the learners become
more aware of :
*what they learn
*how they learn
*what helps them learn
• Learners are able to build
knowledge of themselves as
learners, and become
metacognitive. In other
words, they become aware of
how they learn. It also helps
them to take more
responsibility for their
learning and participate more
in the process of learning.
3. Assessment OF Learning – involves
the range of available evidence that
enables teachers and the wider
community to check on students’
progress and using this information
in a number of ways.
*It provides an arena for the
management and planning of
assessment, and for teachers to work
collaboratively with their evidence.
It connects assessment with the
curriculum.
*Judgments about students’ learning
need to be dependable. This means
that:
- they are valid (based on sound
criteria)
- they are reliable (accuracy of
assessment
and practice)
- they are comparable (they
stand up
FUNCTIONS/
SCOPE OF
ASSESSMENT
1. Measures students’ achievements – by
means of the test results, students’
achievements can be determined whether
they have reached the goals of the learning
tasks or not.
2. Evaluates Instruction and Teaching
Strategies – test results determine whether
instruction and teaching strategies are
effective or ineffective. If the test results
are high, then the instructions and teaching
strategies are effective but if low,
instructions and teaching strategies are
ineffective.
3. Assesses lessons to be re-taught – If test
results are poor due to ineffective teaching
strategies then item analysis should be done
to determine the specific topics to be re-
taught.
4. Evaluates school programs – determines if
school programs are relevant, realistic and
responsive to the needs of society. For
example if graduates of the teacher education
program passed the LET and employed as
teachers then the program is of quality but if
the graduates are underemployed or
unemployed then it should be revised.
5. Motivates Learning – if a student gets a
high score in an achievement test, he/she
gets more motivated while if the score is
low he/she strives harder to get a higher
score in the next examination.
6. Predicts success or failure – If a student
gets high scores in all examinations it
means passing and passing means
success. If low scores, it means failing
and failing means failure on the part of
the student.
7. Diagnoses the Nature of Difficulties – the
results of diagnostic tests determines what
part or subject the student is weak or having
difficulties, so that the teacher can identify
what remedial instruction should be given.
8. Evaluates Teacher Performance – teacher’s
performance is determined through
assessment of student learning. If NAT
results are within the mean, it means that the
teachers’ performance are satisfactory, if
above the mean, VS and if below the mean,
F. In the LET, if 100% of the graduates
passed then the teachers’ performance are
9. Evaluates School’s Facilities and Resources –
adequacy of school’s facilities is determined
thru assessment. If students pass in national
examinations it means the school has
adequate facilities and resources. Likewise, if
a school applies for accreditation and it passed
then facilities and resources are adequate, if it
failed the facilities and resources are
inadequate; it is not within accreditation
standards.
10. Evaluates School Manager’s Performance –
the result of accreditation lies on the
performance of school managers
KINDS/TYPES
OF
ASSESSMENT/
EVALUATION
1. Formative – this is conducted during
instruction. It obtains ongoing feedback
about strengths and weaknesses of
both the students and the teachers.
*This is not used in assigning grades
but to monitor students’ progress and
provide meaningful and immediate
feedback as to what students have to do
to achieve learning standards. The
purpose is to improve instruction
throughout the course.
2. Summative evaluation – occurs at the
end of a unit, activity, course, term or
program. It reports the degree to
which course objectives or standards
have been met..
*It can be used to report to parents,
promote or retain students, measure
student achievement and measure
program effectiveness.
*Summative evaluation is the ‘last
judgment ‘ – the final grade – the end
result. It represents the summation to
3. Diagnostic – usually occurs at the
beginning of the schoolyear and before
each unit of study. It is conducted prior
to instruction.
*It aims to determine the starting point;
identify prerequisite skills; identify
causes of learning difficulties; and
place students in learning groups. It is
not used for grading.
4. Criterion-Referenced – describes what
an examinee can do without reference to
the performance of others. It is a measure
to check the performance of a student in
relation to some specified criteria.
*The meaningfulness of one’s score is
independent of that of other learners. It
points out what a learner can do, not how
he compares with others. The score of
one student will not affect the grade of
another.
5. Norm-Referenced – measures how well
a student performs on a defined set of
tasks in relation with the performance of
other students who take the same test.
The key feature is comparison with other
students.
6. Placement – defines student entry
behavior. It determines knowledge and
skills possessed, which are necessary at
the beginning of instruction. It is used to
place students in a section or group.
ASSESSMENT
TOOLS/
INSTRUMENTS
1. Observation – occurs during students’ daily
reading, writing, listening and speaking
experiences. It is an unobtrusive means by
which teachers and students can determine
their progress during learning. Observations
can be recorded as anecdotal notes ad
checklists or rating scales.
2. Anecdotal records – notes written by the
teacher regarding student language
behavior, or learning. These documents
describe significant daily events, and
relevant aspects of student activity and
progress.
3. Checklists– lists of specific criteria
that teachers focus on at a particular
time or during a particular process.
These are used to record whether
students have acquired specific
knowledge, skills, processes, abilities,
and attitudes.
*Checklists inform teachers about
where their instruction has been
successful and where students need
assistance or further instruction.
4. Rating Scales and Rubrics
*Rating Scales record the extent to which
specific criteria have been achieved by the
student. These also record the quality of the
student’s performance at a given time or within
a given process.
*Rating scales are similar to checklists, and
teachers can convert checklists into rating
scales by assigning number values to the
various criteria.
*Rubric – is an authentic assessment tool
which measures student’s work.
*It is a scoring guide that seeks to evaluate
a student’s performance based on a full
range of criteria rather than a single
numerical score.
*It allows students to perform real-world
tasks which are either replicas or
simulations of the kind of situation
encountered by adult citizens, consumers or
professionals.
*Rubrics are used to assess non-objective
test performance like psychomotor tests
and written reports.
3 Common Characteristics of Rubrics
1. Emphasis is on a stated objective
2. Performance is rated in a range
3. Include specific performance
characteristics arranged in levels or
degrees in which a standard has been
met.
2 Major types of Rubrics
1. Holistic covers the instrument as a whole;
students receive an overall score based on
a predetermined scheme.
• Holistic Rubric uses criterion-
based standards by providing
descriptions of the different
levels of performance like:
Most Acceptable
Very Acceptable
Acceptable
Barely Acceptable
Unacceptable
A Holistic Rubric that Makes
Use of Criterion-Based
Standards
Criteria Excellent Very
(5) Good
Good Fair Poor
(3) (2) (1)
(4)
1. Degree to which the report
reflects the objectives of the
research
2. Level of creativity
3. Clarity
4. Visual Appeal
5. Level of Effort
SUB-TOTALS
Total:
_____
Scoring Protocol:
Most Acceptable ----- 20 and above
Very Acceptable ----- 15 – 19
Acceptable ----- 10 – 14
Barely Acceptable ----- 5 – 9
Unacceptable ----- Below 5
2. Dimensional/Analytical rubric –
yields sub-scores for each dimension,
as well as a cumulative score which is
the sum, either weighted or
unweighted. It utilizes multiple
indicators of quality for academic
tasks that involve more than one level
of skill or ability.

A Dimensional/Analytical Rubric
Assessment of Report on the Analysis of
Public Opinions on the Divorce Bill (next slide)
Criteria Qualitative Assessment Scale Score
A. Clarity in defining the issue/topic Levels 1 to 4
B. Level of scholarly research done Levels 1 to 4
C. Aesthetic Appeal of report Levels 1 to 4
Assessment
A. Clarity in defining the issue/topic
---4 The issue was explained in the introductory paragraph
__3 The issue/topic was mentioned in the introductory paragraph but was
not clearly explained
__2 The issue/topic was mentioned in the introductory paragraph but was
not clearly explained
__1 The issue/topic was not mentioned at all
B. Levels of Scholarly Research
__4 The report cited different sources of opinion properly analyzed
__3 The report cited different sources of opinion but not analyzed
__2 The report cited only one or 2 sources of opinions without analysis
__1 The report did not indicate sources and there was no analysis
Criteria Qualitative Assessment Score

C. Aesthetic Appeal
___4 The report is well written without errors in grammar and syntax
___3 The report is well written with lapses in grammar and syntax
___2 The report is written in incomplete and incoherent sentences
___1 The report is only in outline form

Scoring Protocol
Most Acceptable : ___ 7 and above
Partially Acceptable: ___ 4 – 6
Unacceptable: ___ Below 4
5. Portfolios – are collections of relevant work that
reflect students’ individual efforts, development,
and progress over a designated period of time.
*These provide students, teachers, parents, and
administrators with a broad picture of each
student’s growth over time, including the
student’s abilities, knowledge, skills, and
attitudes.
*Portfolios may either be longitudinal or best-
case/thematic.
a. Longitudinal contains reports, documents
and professional activities compiled over a
period of time.
b. Best-Case/Thematic – is specific
to a certain topic or theme.

6.Speaking and Listening – Oral

presentations and incidental
observations provide
opportunities to gather information
about students’ listening and
speaking abilities. Rubrics can be
used as a measure.
7. Interviews/Conferences – these are
productive means of assessing individual
achievement and needs. During the
discussions, teachers can discover students’
perceptions of their own processes and
products of learning.
8. Projects and Presentations – Teachers can
assess the attitudes, skill development,
knowledge, or learning processes displayed
by students as they engage in the activities.
The criteria should be discussed with the
students at the outset of activities such as
written reports, visual representations,
oral presentations or projects.
9. Quizzes, Tests, and Examinations – may be
objective (multiple choice, true/false, matching,
simple recall) or essay. These are most often
used for assessing students’ knowledge of
content; however, they may be used to assess
processes, skills and attitudes.
*Tests, whether they are oral or written, must
represent students’ achievements as
accurately as possible. Formats for tests
should be varied; each test is most effective at
evaluating student progress when used in
conjunction with the other types.
10. Written Work i.e. reports,
papers, research projects,
reviews, etc.
*This type allows learning in the
process as well as in the
completion of the process. The
disadvantage is that plagiarism
may occur and written work is
difficult to quantify.