UNIT 1: BASIC CONCEPTS AND PRINCIPLES IN ASSESSING LEARNING

Name: Leth-Leth Jose Subject: EDUC 6 - Assessing in Learning

Year & Course: BTVTED II – Food and Service Management

Motivation
How would you know that a student learned from the lesson?

First thing of how can we know that students are learning something in every
lesson is to recognize the students. Showing unconditional tremendous regard taking the
time to construct rapport and being really inquisitive about each student. As well as
showing concern for their learning is invaluable to building the esteem needed for
students to feel they can learn and make development for the classroom.
Learner’s cope a lesson depends on their learning skills or having time
management that they willing to learn. They immediately answer all the modules because
they learn from the lessons. As Future Educator the most effective way to test student
understanding is to do it while the lesson’s still going on. Ask students to reflect on the
lesson and write down what they’ve learned then ask them to consider how they would
apply this concept or skill in a practical setting. As well as they used their hands to ask
questions to enlighten then ask them if they really understand the lessons.

Answer the following briefly but substantially:

1. Differentiate the following terms:

a. Assessment, Measurement, and Evaluation

Assessment refers to the wide variety of methods or tools that educators use to evaluate
measure, and document the academic readiness, learning progress, skill acquisition, or
educational needs of students. Nevertheless, asking students to illustrate their knowledge
of the subject matter is essential to the studying process, it’s important to evaluate the
educational goals and standards of the classes are being met. On the other hand,
Measurement is the evidence-based practice. It covers both the creation of instruments to
measure a given quality as well as the creation of measurement systems and units as a
comparison framework. However focuses on grades and might reflect classroom
components other than course content and mastery level.
And last, Evaluation can be used as a final review to gauge the quality of instruction.
 b. Formative and Summative Assessment
FORMATIVE ASSESSMENT
 Formative Assessment is designed to assist educators and students in improving
learning.
 It checks learning to determine what to do next and then provides suggestions of
what to do teaching and learning are indistinguishable from assessment.
 Is used continually by providing descriptive feedback
 Usually uses detailed, specific and descriptive feedback- in a formal or informal
report.
 Usually focuses on improvement, compared with the student’s “previous best”
(self-referenced, making learning more personal).

SUMMATIVE ASSESSMENT

 Summative Assessment is designed for the information of those not directly

involved in daily learning and teaching in addition to educators and students.
 It checks what has been learned to date.
 Is presented in a periodic report.
 Usually compiles data into a single number, score or mark as part of a formal
report.
 Usually compares the student’s learning either with other student’s learning
(norm-referenced, making learning highly competitive) or the standard for a grade
level (criterion-referenced, making learning more collaborative and individually
focused).
 Does not always involve the students.

These assessment both are ways to assess, both need to be used to evaluate a student
effectively, both can be used for student feedback, questioning strategies need to be
addressed, and it assist in future lesson planning.

c. Diagnostic and Placement Assessment

Diagnostic Assessment are sets of written questions (multiple choice or short answer)
that assess a learner’s current knowledge base or current views on a topic/issue to be
studied in the course. This method allows instructors and students to chart their learning
progress by comparing pre and post-tests results.
Placement Assessment provides a convenient starting place for determining a student’s
level of academic skill mastery within a specific domain. However, using placement
assessment scores as the sole data point for placing incoming college students into course
can lead to both over- and under-placing students into developmental education classes.

d.Traditional and Authentic Assessment

Traditional assessment is the conventional methods of testing which usually produce a

written document, such as quiz, exam, or paper. Standardized tests, most state
achievement test, and high school graduation examination are also example of traditional
assessment.

On the other hand, Authentic assessment an assessment that is performance oriented, the
thinking goes, with the assessment that aims to measure not only the correctness of the
response, and that encourage students to reflect their own learning in both depth and
breadth, the belief is that instruction will be pushed into a more thoughtful, more
reflexive, richer mode as well.

e. Assessment of Learning, Assessment for Learning, and Assessment as

Learning

Assessment of Learning is the assessment that becomes public and results in statements
or symbols about how well students are learning. It often contributes to pivotal decisions
that will affect students’ futures. It is important, then, that the underlying logic and
measurement of assessment of learning be credible and defensible. Teachers’ Roles in
Assessment of Learning: Teachers have the responsibility of reporting student learning
accurately and fairly, based on evidence obtained from a variety of contexts and
applications. Effective assessment of learning requires that teachers provide.

Assessment for Learning happens during the learning, often more than once, rather than
at the end. Students understand exactly what they are to learn, what is expected of them
and are given feedback and advice on how to improve their work. In Assessment for
Learning, teachers use assessment as an investigable tool to find out as much as they can
about what their students know and can do, and what confusions, preconceptions, or gaps
they might have. Teachers’ Roles in Assessment for Learning: It is interactive with
teachers and creating differentiated teaching strategies and learning opportunities for
helping individual students move forward in their learning. Provide immediate feedback
and direction to students. Teachers also use assessment for learning to enhance students’
motivation and commitment to learning. When teachers commit to learning as the focus
of assessment, they change the classroom culture to one of student success.”

Assessment as Learning helps students to take more responsibility for their own
learning and monitoring future directions. This assessment provides questions for
monitoring metacognition like what are the criteria for improving my work. Have I
accomplished the goals I set for myself? In addition, The Teacher’s role in Assessment as
Learning are: To guide students in setting their own goals, and monitoring their progress
toward them: provide exemplars and models of good practice and quality work that
reflect curriculum outcomes: work with students to develop clear criteria of good
practice: and provide regular and challenging opportunities to practice, so that students
can become confident, competent self-assessors.

2. Enumerate and explain the different principles in assessing learning.

PRINCIPLES

1. Assessment will be valid

This assessment designed to measure student achievements about the intended learning
outcomes, and other intended learning outcomes will be summatively assessed. It is the
process for the approval of a new modules and programs to ensure that assessment is an
integral part of module and programed design, and the ongoing modules will be periodic
review.

2. Assessment will be reliable

This assessment ensures the level of consistency that is essential for assessment to be
reliable. All awards will be made in accordance with the relevant core regulations of a
University, unless a special case for an exception to the relevant core regulations has
been approved by EC. There will be clear and consistent policies and procedures for the
marking of assessed work, and for the quality assurance of the assessment process.  These
processes will be supported by the University's external examiner system, with all
external examiners being asked to report on the reliability of assessment.

3. Assessment will be equitable

This assessment means that students are assessed using methods and procedures most
appropriate to them. These may vary from one student to the next, depending on the
student's prior knowledge, cultural experience, and cognitive style.
 4. Assessment will be explicit and transparent

Prior to undertaking any assessment task, students will be clearly informed of the purpose
and requirements of the task and will be provided with the specific assessment criteria
that will be used for marking it.  Feedback to students will be related to the stated
learning outcomes and specific assessment criteria.

Clear information on the policies and processes relating to assessment will be easily
available to all involved in the assessment process

5. Assessment will support the student learning process

All assessment tasks influence the way in which students approach their learning, and this
will be taken into account in the design of all assessment tasks.

In every module all students will receive timely feedback on assessed work that is aligned
with the outcomes being assessed, and the criteria against which these outcomes are
assessed, and therefore allows them to identify how they can improve their performance. 
Students will receive written feedback on all summatively assessed work apart from
examinations.

6. Assessment will be efficient

This assessment will be efficient for both students and staff such that learning outcomes
are not overly assessed and that knowledge and skills can be sampled.

7. Assessment outcomes will be monitored, and this monitoring used to support

the enhancement of assessment policy and practice

Student performance in assessment tasks will be monitored on an annual basis by

departments/schools, to ensure that assessment continues to be consistent with the
principles of assessment outlined above.  The results of this monitoring will be reported
to faculty and University level through reports on the annual review of learning and
teaching, external examiners' reports and the conduct of boards of examiners.  The
consistency of assessment and the outcomes of assessment, with these principles will be
further considered through the University's periodic review process.

8. Staff involved in assessment will be competent to undertake their

responsibilities in this area

The University will ensure that staff involved in the assessment process will have
appropriate experience and training.