Educational Assessment

EDUCATIONAL ASSESSMENT
FOR LEARNING

How will I use
assessment
with diverse
students?

Outline

Introduction 2

Module 1 What is Educational Assessment? 4

Nature and Purpose of Assessment

Basic Assessment Procedures
Teacher Assessment Competency

Module 2 How Do We Plan an Educational Assessment? 19

Linking educational assessment to child development and psychology of learning
Developing learning and performance outcome through Bloom’s Taxonomy
Interaction between teaching-learning-process and educational assessment

How to choose and develop an educational assessment process and instruments
How to develop a summative educational assessment
How to develop a formative educational assessment
How to measure educational assessment by scoring, grading, and designing a rubric
How to check the validity and reliability of an assessment
How to give a feedback
The ethics of educational assessment

Module 3 How Do We Implement an Educational Assessment 66

Module 4 How Do We Evaluate an Educational Assessment 69

Module 5 The 21st Century Educational Assessment 73
77
The use of information technology
The Whole Child
Differentiated Educational Assessment
Integrated Educational Assessment
Research-Based Educational Assessment

References

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Introduction

To be effective and efficient, teachers need to know the rudiments of educational
assessment. This means that to be a competent teacher, one should be competent
also in educational assessment processes. On this premise, this workbook intends
to prepare the pre-service teachers to achieve the fundamental educational
assessment competencies.

This workbook is a process-guide in planning, implementing, and evaluating an
educational assessment. If we master this process, we can explore the use of any
kind of educational assessment. With the advent of huge and overwhelming access
to information, we can actually download assessment instruments, projects, and
activities from the internet. But as a passionate and dedicated teacher, we can’t
afford to oversimplify assessment procedures. Educational assessment is a process
of human learning and not just an activity. And, it needs a bit of our time in terms
of reflection, hard work, collaboration, and idealisms. In short, we have to put our
heart and mind in educational assessment process as much as we want to be an
effective and competent teacher.

This compendium of educational assessment essentials hopes to provide the
neophyte educators in the essentials of educational assessment. It describes the
step-by-step procedures in developing and using an educational assessment
instrument or activity. Likewise, this hopes to create an avenue to open doors and
windows for teachers to constantly develop, discover, and explore new ways of
understanding the students’ learning process specifically in the context of the
Kingdom of Bahrain schools.

By using this workbook the pre-service teachers will be able to answer the
following questions:

1. What is educational assessment?
2. What are the elements that I need to remember in using and developing

educational assessment processes?
3. How will I plan, implement, and evaluate an educational assessment?
4. Globally, what is the 21st Century trend in the practice of educational

assessment?

This workbook is designed to be a practical guide for our pre-service teachers.
Specifically, it is organized into three main parts: (1) Planning an educational
assessment; (2) Implementing an educational assessment; and (3) Evaluating an
educational assessment. These three main parts have subtopics. The assessment
concepts are explained by providing simple definitions, examples, and exercises.
This also provides electronic references that are available in BTC Library.

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The modest goal of this workbook is for the pre-service teachers to:
Describe the basic elements of educational assessment for learning by:

a. Explaining the nature and purpose of educational assessment.
b. Exemplifying the assessment competencies.
Integrate educational assessment to teaching and learning process by:
a. Choosing educational assessment appropriate to students’ learning level and

needs.
b. Linking educational assessment to previous learning like child development

and psychology of learning.
Reflect on educational assessment practices by:

a. Doing a survey on Bahrain schools’ educational assessment practice.
b. Evaluating Bahrain schools’ practice in view of students’ needs and

current international educational assessment trend.
Design an educational assessment process by:

a. Planning an educational assessment.
b. Implementing an educational assessment.
c. Evaluating an educational assessment.
Create educational assessment tools by:
a. Developing summative educational assessment.
b. Developing formative educational assessment.
c. Determining the assessment measures.
d. Creating a rubric.
e. Writing a feedback procedure.

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Module 1
What is Educational Assessment?

In a nutshell Module 1 provides basic information about educational
assessment such as assessment terms, principles, processes, and general views. At
the end of Module 1, the pre-service teachers will be able to describe the basic
elements of educational assessment for learning by:

1. Explaining the nature and purpose of educational assessment.
2. Exemplifying the educational assessment competencies.

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Module 1 What is Educational Assessment?
Topic 1 The Nature and Purpose of
Educational Assessment (EA)

Assessment is a huge word. This word is used in many areas such psychology,
industrial setting, engineering, medical field, education, and alike. For the sake of
clear identification, as a teacher, we will be using the term EDUCATIONAL
ASSESSMENT to refer to assessment for learning.

What is educational assessment (EA)?
Educational Assessment is a learning process and a systematic collection,

examination, and interpretation of qualitative and quantitative data about
students’ learning and the use of that information to improve teaching and learning
processes. This is sometimes called measurement, evaluation, and testing. For
clarity, let us differentiate the three.

Measurement refers to the process by which the attributes or dimensions of
some physical object are determined. One exception seems to be in the use of the
word measure in determining the IQ of a person.

Evaluation is about interpreting, forming conclusions and making judgments
about the information gathered

Testing is an instrument or tools of assessment. In other words, all tests are
assessments, but not all assessments are tests. We test at the end of a lesson or
unit.

Educational assessment is a process of obtaining information that is used for
making decisions about students, curricula, programs, school, and educational
policy (Nitko, 2011, p. 3). For example, when we make decisions or evaluation
about the academic and human development of students, we need data that will
serve as evidence and indicator of student’s progress. Educational assessment
results and information are evidences. But we have to make sure that information
drawn from assessment is reliable and valid, sufficient to be used as a basis for
decision-making (this will be discussed in Module 2, Topic 5).

To think about teaching and learning is to think about assessment. Hence,
assessment is something that we have to deal with as a teacher. We cannot
separate assessment from the teaching process and learning development of our
students. To be an excellent teacher, we need to be proficient in doing an
assessment. We have to take the assessment process seriously, scientifically, and
professionally.

Assessment creates a story not only about the academic progress of our
students. It is also a narrative about their relationship, dreams, and potentials.
With assessment, we teachers can actually help create a positive story or negative
story. Just imagine the impact of a “Fail” mark on a child when he goes home and
explains his ordeal to a father or a mother who has a very limited understanding of
the educational process.

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Meaningful teaching and learning experience requires a meaningful educational
assessment. And, this can only happen when teachers have sufficient knowledge,
understanding, creativity, and skills in the educational assessment process.

Nature of Educational Assessment
The use of assessment has evolved in the history of education. And it continues

to take different forms to respond to the challenges of educational changes and
reforms. Let us explore the three basic understanding of educational assessment.

1. Assessment of Learning
Educational assessment is about knowing what students learned. This dynamic

is often used in the school. A teacher gives a test or quiz after teaching a unit from
a lesson to know whether the students understood the lesson or not. Assessment
of learning is also defined as a process of knowing how much students have
learned so as to serve the purpose of accountability, or ranking, or certifying
competence (Popham, 2011, p11).

Learn Assess

Teach Assess

2. Assessment for Learning
Educational assessment is looking into the different dimensions of learning.

Assessment is not only about evaluating the thinking performance (cognitive) of
students. It is also about addressing the different aspects of students’ development
such as social, behavioral, emotional, physical, and spiritual. Assessment is also
used to improve the teaching-learning processes. Again, teaching, learning, and
assessment are interconnected. Assessment is a learning and teaching process.

Teach Assess

Learn

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3. Assessment as Learning
This is similar to assessment for learning. Educational assessment becomes a

learning and teaching process in itself. Teachers use assessment as a teaching -
learning tool. Hence, you can teach students by using an assessment activity or
instrument. At the same time, we draw evidences of learning from assessment.
Students draw knowledge from an assessment. More often, you cannot distinguish
the difference between assessment process and teaching process.

Teach
Assess
Learn

Why do we assess?
We use assessment for specific purposes. When we plan, it is helpful to identify

the purpose of assessment. Let us look into the six general reasons for doing an
assessment.
The purpose of assessment is:
1. To achieve the mission and educational goals of the school.

Assessment is used to concretize the school’s educational framework and goals.
Each school is guided by a general and specific vision and mission. This
provides direction to all the school-activities and it includes assessment. What
could happen if an assessment is not connected to the educational goals of a
school?

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2. To gather data or information to make decisions about school policy,
school programs, and students.
Any kind of educational assessment could provide all education stakeholders

(students, teacher, and school principal) rich information or data about such as
teaching and learning strategies, academic policies, curriculum, school
environment, and services. And, data from assessment could serve as a basis for
making decisions about school academic and institutional programs and evidence
for students’ progress. With the evidences coming from an assessment, we can
pinpoint indicators of progress and concerns. We can clearly identify the areas of
strengths and weakness in view of school programs and students and teachers’
performance.

Assessment results will give us an idea about the strengths and problems of
students, teachers, and school programs. We can identify the strategies, policies,
and services that worked well with the stakeholders.
3. Diagnose (Identify) learner difficulties or misconceptions.

Again, through assessment, we can objectively help our students understand
where they are good at and where they still need to develop.

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4. Determine progress along a developmental context.
Assessment helps teachers plan the development of students. Development may

be related to thinking skills, emotions, social relationship, physical growth,
behaviors, and spirituality. The challenge is, “How do we integrate human
development in our assessment?” Take note that assessment is not only about the
paper-and-pen test. Assessment is a HUGE process in education.

5. Improve the teaching strategy
The way we plan our assessment will describe the way we manage the teaching

and learning process. Assessment is always connected to our teaching strategies.
Assessment evidence will help us evaluate our teaching strategies and eventually
improve them to benefit the learning of our students. Assessment can indicate the
manner we teach our students.

I think I have to
change my

teaching strategy…

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6. Improve school services.

The assessment data will provide an evidence on specific services we provide
our students. Does the school environment provide suitable facilities that inspire,
motivate, and helps students to learn?

I ENJOY SCHOOL IS
EVERYTHING FUN!

IN THE
SCHOOL!

The Basic Principles of Educational Assessment
All teachers need to be mindful of the essential principles of educational

assessment every time they think about assessing their students.

1. Educational Assessment follows a norm.
a. Assessment follows a specific guideline, framework, and procedures.
b. Assessment is specific, measurable, attainable, realistic, and time bound.
c. Teachers have clear assessment objectives.
d. Assessment is aligned to standards and curriculum.
e. Teacher focuses on the standard of learning rather than teachers’
comfort and interest.
f. Enrichment activities should not downgrade standards.
g. Standards should be communicated to the students.

2. Educational Assessment is well-planned.
a. Assessment links clearly to the learning objectives, intended learning
outcome (ILO), performance indicators (PI) content, and teaching.
b. Assessment is based on clear criteria and framework.
c. Assessment within a curriculum is coherent and integral.
d. Assessment should be valid and reliable.

3. Educational Assessment provides opportunity to demonstrate students’
capabilities.
a. Students are responsible for their own learning.
b. Assessment is way to know that learning takes place.
c. Assessment is prescriptive and not driven by grades.
d. Teachers plan according to standards and learning styles of students.
e. Assessing what skills are highly valued.
f. Assessing understanding, reasoning, and application.
g. Assessing to learn what students know.
h. Teaching students how to self-assess in order to correct and adjust.

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4. Educational Assessment should be fair.
a. Students are aware of the performance level.
b. Students are clear about expectations.
c. Assessment is a performance indicator and not a punishment.
d. Homework should be used with a clear purpose and goals; not just to
make students busy, quick grade or as a form of punishment.
e. Assessment should focus on what students have learned and not on
what teachers have covered.

5. Educational Assessment should be practical and efficient.
a. The quantity of materials does not overwhelm the quality of learning.
b. Students have sufficient time for processing, reflection, and application.

6. Educational Assessment is well-implemented.
a. Teachers follow the ethical norm in implementing an assessment.
b. Teachers stick to plans.
c. Teachers follow the norms in administering an assessment.

7. Educational Assessment is well-evaluated.
a. Assessment is regularly reviewed and improved.
b. Assessment should undergo on-going evaluation.

8. Educational Assessment is a feedback process.
a. Teachers use assessment results to adjust student learning.
b. Teachers constantly inform parents about the progress of their children.

Basic Procedures in Developing an Educational Assessment
Teachers who take assessment seriously and professionally should consider the

following phases of assessment. These procedures are requirements in developing a
high-quality-assessment and helping students to achieve their maximum potential.

Doing an assessment is not at all easy. We need to consider many factors like
our personal and professional values as teachers, curriculum, child’s human
development, learning development, school policies, and educational interest.
Assessment entails reflection and collective thinking with education stakeholders
(teachers, students, parents, and school administrators).

1. Plan. Teachers have to plan educational assessment systematically. A broad
knowledge of the educational principles, curriculum, students’
characteristics, motivation, teaching-learning dynamics, and child
development can help a teacher plan a valid and reliable assessment.

2. Implement. Teachers should know how to implement an educational
assessment. They should consider the ethical practice, preparing the
instruction and environment, and the technical preparation (assessment
design, instruction, and face value of an instrument)

3. Evaluate. There is no such thing as perfect educational assessment.
Assessment is done by human being. That is why, this is subject to different
human errors. On this note, the teachers should know how to evaluate an
assessment to improve the assessment process. This includes evaluating
assessment content, scores, results, motivational value, meaningfulness,

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and design. The purpose of evaluating an assessment is to improve the
curriculum, teaching strategies, students’ performance, and assessment
styles.

3 1 2
Evaluate Plan Implement

Educational
Assessment

 Assessment
Competencies

 Improve Assessment
Practice

Educational Assessment Development Framework

To develop assessment competencies, we should know how to plan, implement,
and evaluate an assessment. First, we plan an assessment process, then we
implement our plans, and eventually, we evaluate how we have implemented our
plans. After the evaluation, we go back to the cycle of planning, implementation,
and evaluation. By repeatedly and constantly doing the Educational Assessment
Development Framework, we build our competencies in educational assessment
practice.

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When do I give assessment?

When do we use assessment? Before teaching? After teaching? Or while
teaching? Well, it all depends on how a teacher views learning, teaching, and
assessment processes. The awareness, competency, and sensitivity of a teacher in
the entire process of learning dictates the use of assessment for learning. It
depends on the entire objective of the course. It depends on how a teacher plans
the teaching and learning process.

1. Before Instruction. We can give a pre-teaching assessment to determine
where our students are in relation to our lesson. We assess first before
teaching.

Assess Teach

2. During Instruction. Learning can be assessed in the process of teaching by
throwing questions or doing activities. We assess while teaching.

Teach Assess

3. After Instruction. After teaching, we want to look for evidence of learning by
giving a quiz or test or activity. We assess students’ learning after teaching.

Teach Assess

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Activity No. _________
Let us reflect.
Go back to your experiences in school and answer the following questions.

1. How do Bahrain schools define educational assessment? What was the
purpose?

2. Which among the educational assessment principles are applied and not
applied?

3. What is the common procedures in giving educational assessment?

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Module 1 What is Educational Assessment?

Topic 2 Educational Assessment Competencies

Teacher Educational Assessment Competency
How will I know if I am good in educational assessment? As a new teacher, let

us be grounded in the basics of assessment. When we know the fundamentals of
educational assessment, then, we can explore other domains of assessment and
even develop our own assessment concepts or theories.

As a new teacher we do not expect that we learn assessment easily and quickly.
It takes time and deliberate awareness to develop confidence in assessment
management. Assessment is a process. When we say assessment as a process, it is
a commitment to become part of the diverse development of the students towards
productivity in the field of a complex and challenging learning procedures. To
concretize the assessment process, the succeeding sections will explain the
essential and pragmatic procedures in realizing the assessment competencies.

Teachers may view assessment in different ways. As a teacher, it is important
that we know our personal perspective, principle or point of view about education.
By knowing this, it will help us clarify our principles in using assessment. This will
create direction in our assessment planning process.

Below is a checklist of competencies that we need to achieve to provide evidence
for our knowledge, understanding, and practice of educational assessment. In our
teaching-practice it will be beneficial not only for ourselves, but also for our
students to be guided by this competency checklist. The challenge for us teachers
is to develop a higher level of confidence in managing the educational assessment
process as we accumulate years in teaching practice. By using the checklist, let us
now rate our level of confidence in assessment process.

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Teacher Educational Assessment Competency Checklist

Competency With Some No-
Confidence Confidence Confidence
1 Skills in choosing educational assessment processes
appropriate for teaching-learning decisions.

2 Skills in developing educational assessment processes
appropriate for teaching-learning decisions.

Skills in administering, scoring, and interpreting the
3 results of educational assessment processes.

4 Skills in using educational assessment for making

decisions about individual students, planning,

teaching, developing curriculum, and school
improvement.

5 Skills in developing valid and fair grading procedures

aligned with educational assessment standards, policy,
teaching-learning goals, and framework.

6 Skills in communicating educational assessment
result to students, parents, and educators.

7 Skills in recognizing unethical, illegal, and
inappropriate educational assessment methods and
uses of assessment information.

8 Skills in aligning educational assessment to a specific
educational value.

Adapted from: Standards for Teacher Competence in Educational Assessment of Students (American Federation of Teachers, National
Council on Measurement in Education, & National Education Association)

Let us Reflect.
1. What does the result tell you of your competency?
2. What is the importance of acquiring the competencies in
educational assessment?

After completing this workbook, go back to this exercise and
assess your competency.

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Activity No. __________
Let us recall our previous knowledge and experiences on educational

assessment by answering briefly the following questions.
1. What is our common knowledge about assessment? What comes to our
mind? During our primary or secondary school-years, what had been our
experiences on assessment? What were our feelings?

Thoughts: ____________________________________________________________________

Feelings: ______________________________________________________________________

2. What would happen, if a teacher does not know how to plan, implement, and
evaluate an assessment?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________

3. Group Work: A Survey of Assessment in Bahrain
Brainstorm about your assessment experiences in Bahrain school. Go back
to your Teaching Practice experiences. Use the worksheet to brainstorm on
assessment process.

Assignment
Bring 1 sample of assessment used in Bahrain School. It

should be written in English. This will be used for Module 2.

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Activity No. __________

A Survey of Bahrain School Assessment Practice

In a group of 3, based on your experiences, brainstorm on how educational
assessment is being used in Bahrain schools. Identify as many as you can.

Assessment Students Like Assessment Students Do Not Like

Assessments Always Used by Teachers Assessments Not Yet Used by
Teachers

Section ________ Date____________________
Group Members
____________________________ ___________________________
__________________________

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Module 2
How Do We Plan an Educational Assessment?

Educational assessment starts with a clear plan. We cannot implement an
assessment or construct your test and quiz, without planning at all. To plan an
assessment, we should take time to think, reflect, and consider the following
elements: nature of students, assessment framework, purpose of assessment,
assessment goals, assessment method, assessment form, type of assessment,
measures of assessment, assessment feedback, assessment validity and reliability,
and ethics of assessment. If we all have all these elements in mind, then we can
plan.

At the end of Module 2, teachers will be able to plan an educational assessment
by:

1. Linking Educational Assessment to Child Development and Psychology
of Learning

2. Connecting Instructional Plan and Educational Assessment
2.1. Developing Intended Learning Outcome and Performance Indicators
through Blooms’ Taxonomy
2.2. Interaction Between Teaching-Learning-Process and Educational
Assessment

3. Choosing an Educational Assessment Process and Instruments
3.1. Types and Forms of Educational Assessment
3.2. Developing Summative Assessment
3.3. Developing Formative Assessment

4. Developing Summative and Formative Assessment
4.1. Developing Summative Assessment
4.2. Developing Formative Assessment

5. Measuring Educational Assessment
5.1. Developing Rubric
5.2. Assigning Scores
5.3. Grading an Educational Assessment

6. Standardizing Educational Assessment
6.1. Validity
6.2. Reliability
6.3. Ethics of Assessment

7. Giving an Educational Assessment Feedback
7.1. To Students
7.2. To Parents
7.3. To Teachers
7.4. To Principal

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What do I need to
consider in planning an

assessment for learning?

Educational ASSESSMENT PLANNING Put a check if you
answered the
Basic Questions for Planning an Assessment question.

1. Who are my students?
2. What is my assessment framework?
3. What is the purpose of assessment?
4. What is the goal of assessment?
5. What assessment method will I use?
6. What form of assessment will I use?
7. What type of assessment will I use?
8. How will I measure the assessment?
9. How will I give feedback?
10.How will I ensure the validity and reliability of assessment?
11.What is my professional and ethical responsibility?

If we do not have a sufficient and significant answers to the above planning
questions, this means that we need to understand the important components and
procedures in planning an educational assessment. At the end of Module 2, go
back to this section and re-answer the questions. This is our way to assess our
understanding of Educational Assessment Planning.

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Module 2 How do We Plan an Educational Assessment?
Topic 1 Linking Educational Assessment to
Child Development & Psychology of Learning

1. The Learner and Educational Assessment
To know our students is very basic in an educational assessment. We can never

give an appropriate, relevant, authentic, and meaningful educational assessment if
we do not know the students who will take it.

1.1. Educational Assessment & Child Development
We teachers should bear in mind that we are teaching human beings. Students

as persons have their own common and unique nature and dynamics. Before we
meet our students in the classroom, they bring with them diverse experiences,
contexts, and situations about their own lives. Whether we like it or not these
elements have an impact in their learning process. Therefore, teachers have to put
human development aspects into consideration whenever we plan an educational
assessment activity or instrument.

Take note that our students are diverse in view of human development. Human
development includes thinking (cognitive), emotions (affection), behavior, social
relationship, physical, and spiritual beliefs. Now, what is the relevance of these
elements to educational assessment?

Teachers tend to overemphasize the thinking skills while overlooking the
importance of other human components. Awareness of the diversity of human
dynamics, teachers have to bear in mind that students are different from each
other. Therefore, these differences have to be considered very well in planning an
assessment. For instance, some students will not be able to respond positively and
productively to an assessment that focuses on memorization. Not all brains have
the same capacity for recalling or remembering.

Teaching- Educational
Learning Assessment

Processes

Learners’
Development
Physical, Cognitive,
Socio-Emotional,
Language, Skills

Figure 1. Educational Assessment Process

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Basic Learning Theory

Behavioral Theory Cognitive Theory Social Constructive

Theory

Students respond to Students have the capacity to Students connect learning to
environmental stimuli. construct their own learning real life experiences.

Students learn by repetition and Students has a natural Students learn by interacting in
imitation. This can be reinforced tendency to explore. the society
by a stimuli.

Teachers can use positive or Students can be intrinsically Students can be intrinsically
negative reinforcers (extrinsic motivated to learn. and extrinsically motivated
motivation) depending on the social
structure being presented.

Teachers take control of Teachers provide an Teachers engage in collaborative
learning environment that can promote learning and student-centered
discovery and inquiry. processes.

This is just a review of the concepts we have taken in the courses Psychology of
Learning, Child Development, and Inclusive Classroom. Those concepts that we
learned in the said courses are important in planning an assessment. To know the
nature and characteristics of our students is essential in planning an assessment.

How are the learning theories related to
educational assessment process?

In pair, review the Basic Learning Theory and discuss how they related to assessment.

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Activity No. __________
Draw A Mind Map to describe your learning in the course Child Development

___________________________________________________________________
What is the relationship between child development and assessment?

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Activity No. ___________

Let us recall the Child Development concepts. In brief, let share our previous
knowledge about child development. Use the concepts to draw inference about
assessment.

Nature
Nurture

Physical Development
1. Age
2. Gender
3. Body
4. Psychomotor

Cognitive Development
1. Piaget
2. Vygotsky
3. Gardner
4. Sternberg
5. Memory and Sensory Perception

Psychosocial Development
1. Family
2. Peers
3. Culture
4. Community
5. Moral Development
6. Interest

Psycho-emotional Development
1. Temperaments
2. Moods
3. Needs
4. Motivation

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1.2. Educational Assessment and Motivation
One of the issues encountered by teachers in managing students’ learning is

MOTIVATION. How do I motivate students to learn? How will I encourage them to
engage in the learning process?

Let us be mindful that assessment is an important instrument in motivating
students to learn. Assessment can also diminish students’ desire to learn.

To consider the motivational aspect of assessment, teachers need to consider
the learning styles, needs, and interest of students. Hence, the teachers should
come up with variety of ways in assessing learning.

Assessment

Motivation Learning

There is too much to study and
memorize. I do not like school

anymore.

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I wonder how my father
will react…

Let us share experiences.

1. Can you share an experience where you get less motivated to learn
because of assessment?

2. Can you cite an example by which you became more inspired to learn
because of the assessment used by a teacher?

3. What is the role of motivation in assessment?

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Activity No. _________

Developmental Patterns and Tasks
Instruction: This is just a review of your educational psychology courses. Given the
developmental characteristic of a child identify one (1) interest and one (1) need in
each category. Work in pair.

Developmental Infancy (0-2 Years Old) Needs
Characteristic Interest

Physical Development
Cognitive Development
Socio-Emotional
Development
Speech and Language
Development

Early Childhood (2-6 Years Old)

Developmental Interest Needs
Characteristic

Physical Development

Cognitive Development

Socio-Emotional
Development

Speech and Language
Development

Middle Childhood (6-10 Years Old)

Developmental Interest Needs

Characteristic

Physical Development

Cognitive Development

Socio-Emotional
Development

Speech and Language
Development

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Early Adolescence (10-14 Years Old)

Developmental Interest Needs

Characteristic

Physical Development

Cognitive Development

Socio-Emotional

Development

Speech and Language

Development

Late Adolescence (14-18 Years Old)

Developmental Interest Needs
Characteristic

Physical Development

Cognitive Development

Socio-Emotional
Development

Speech and Language
Development

Reflect:

What is the relationship between developmental characteristics of a
child and educational assessment?

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Activity No. ________
1. What is the relationship between child development and assessment?

2. What is the connection between motivation and assessment?

3. What do we need to consider in developing an assessment in view of child
development?

4. Analyze Class Profile Inventory.

5. How is assessment connected to the characteristics of our students?

6. Why do we need to know the nature of our students in assessment
planning?

Assignment No. _______

1. Choose a specific grade level you would like to teach.
2. Describe the grade level you have chosen in view of:

a. Age
b. Physical
c. Cognitive
d. Socio-Emotional
e. Language Capacity
f. Interest
g. Needs
Date of Submission: After a week.

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Module 2 How Do We Plan an Educational Assessment?
Topic 1 Connecting Instructional Plan &
Educational Assessment

Very often, teacher overlook the interconnection and interaction between
instruction and educational assessment. We can never do an assessment without
reflecting on how we have taught our students. On the other hand, when we teach,
we are already considering how to check students’ learning (assessment). What we
are trying to emphasize here is that planning a lesson and instructional strategies
go hand-in-hand with planning an assessment. To plan, we need to remember the
following points.

1. Interaction Between Teaching-Learning-Process and
Educational Assessment

The way we teach should always be connected to the manner we assess
students. This two elements can never be separated. They should always be
integrated. We can never give students a purely memorized test when what we use
in teaching and learning is group work and application of learning. Teaching is
more effective when assessment interrelates with instruction.

2. Developing Intended Learning Outcome and Performance
Indicators through Blooms’ Taxonomy

Teachers need to clarify the intended learning outcome and performance
indicators. At the end of the lesson, what are the specific expectations that needed
to be achieved? This provides the specific reasons for having an assessment
instrument or activity. The goals of assessment is directly related to a specific
subject or topic learning outcome and performance indicators. More often we use
Bloom’s Taxonomy to develop our Intended Learning Outcome (ILO) and
Performance Indicators (PI). Hence, the basic goal of assessment is to measure
whether the ILO and PI has been achieved or not. Remotely, we can ask the
following questions:

 What do I want to assess?
 What do I want to see?
 What do I want to observe?
 What do I want to discover?
 How should students perform?
 What are specific behaviors expected?
 What dimension of students’ academic and human development do I

want to assess?

Educational Assessment can be made precise, accurate, and dependable only if
what are to be achieved are clearly stated and realistic. To this end, let us try to
develop our ILO and PI.

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Learning Outcome (ILO). A clear general statement describing what students
needs to know and demonstrate in terms of knowledge, skills, and values upon
completion of course or a program.

Performance Indicator (PI). A clear specific, behavioral, and measurable
statement that indicates how the students can achieve the learning outcome.

Example:
Learning Outcome: Students will apply effective English communications skills.
Performance Indicators: Students will write grammatically correct sentences.

Students will be able to speak with proper intonation.
Students will be able to write a story.
Students will be able to use English in basic conversation.

Characteristics of Good ILO & PI
1. It is centered on students.
2. It is based on the program mission or goals.
3. It is very well understood both by students and teachers.
4. It includes higher order thinking and lower order thinking skills.
5. It is measurable.

Specific Targets of ILO & PI
1. Cognitive
2. Affective
3. Psychomotor
4. Skills, Competencies, Abilities
5. Products, Projects, Outputs

Another concepts that you will constantly encounter and use in teaching,
learning, and assessment processes are Higher-Order-Thinking Skills (HOTS) and
Lower-Order-Thinking Skills (LOTS). Am I going to assess the HOTS or LOTS?

1. Higher-Order-Thinking Skills
Apply, Analyze, Evaluate, & Create

2. Lower-Order-Thinking
Remember & Understand

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BLOOM’S TAXONOMY

THINKING PROCESS DIMENSION

KNOWLEDGE 1 2 3 4 5 6
DIMENSION
REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Recognize, Exemplify, Classify, Use, Differentiate, Check, Design,
Recall, Identify, Categorize, Implement, Distinguish, Monitor, Construct,
Retrieve, Repeat Translate, focus, Select, Detect, Test, Produce,
Summarize, Execute, Organize, Find Critique, Judge, Generate,
Carry Out, Coherence,
Conclude, Predict, Demonstrate, Integrate, Rate Plan,
Infer, Compare, Dramatize, Propose,
Mapping, practice Outline, Formulate,
Structure, Compose,
Matching, Explain, Diagram, Assemble,
Construct Debate, Argue

A Remember a Understand a Apply a Analyze a Evaluate a Create a
FACTUAL fact fact fact fact fact fact

KNOWLEDGE

Terminology
Specific Details &

Elements

B Remember a Understand a Apply a Analyze a Evaluate a Create a
CONCEPTUAL concept concept concept concept
concept concept

KNOWLEDGE

Classification &
Categories

Principles and
Generalizations
Theories. Models, &

Structures

C Remember a Understand a Apply a Analyze a Evaluate a Create a
PROCEDURAL
procedure procedure procedure procedure procedure procedure

KNOWLEDGE

Subject-Specific Skills,
& Algorithms

Techniques & Methods
Procedures

D Remember a Understand a Apply a Analyze a Evaluate a Create a
tasks tasks tasks tasks
METACOGNITIVE tasks tasks

KNOWLEDGE

Strategic Knowledge
Tasks & Context
Self-knowledge

Source: Nitko, A. & Brookhart, S. (2011). Educational assessment of students. Boston: Pearson, p 27.

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Activity No. __________

Write 6 learning outcomes and 2 performance indicators for each learning
outcome. Use the six cognitive criterion in Bloom’s Taxonomy.

1. Remember
Learning Outcome: ____________________________________________________
Performance Indicators:
a. ________________________________________________
b. _________________________________________________

2. Understand
Learning Outcome: ____________________________________________________
Performance Indicators:
a. ________________________________________________
b. _________________________________________________

3. Apply
Learning Outcome: ____________________________________________________
Performance Indicators:
a. ________________________________________________
b. _________________________________________________

4. Analyze
Learning Outcome: ____________________________________________________
Performance Indicators:
a. ________________________________________________
b. _________________________________________________

5. Evaluate
Learning Outcome: ____________________________________________________
Performance Indicators:
a. ________________________________________________
b. _________________________________________________

6. Create
Learning Outcome: ____________________________________________________
Performance Indicators:
a. ________________________________________________
b. _________________________________________________

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HEY KIDS! WE
HAVE A QUIZ

TODAY.

Application?

Understanding? Remembering?
Creativity?

Analysis? Evaluation?

Even for a simple quiz, when well
planned, it can mean many things.
That is why, clarify your ILO & PI.

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Assignment No. _______

Develop a 1 hour lesson plan. Use this template in developing your lesson plan.
The electronic copy of this template is in the Moodle.

Lesson Plan Date:
School Year:
Name of School Age Semester:
School Vision-Mission Lesson Duration:
Level
Subject: Number of Students

Main Topic Sub-
Topics

Intended Learning Outcome:

Performance Indicators:

1.
2.

3.

Lesson Instructional Resources/ Duration
Materials
Outline Activity/Strategy

Describe the specific procedure

Starter

Main

Plenary

Assessment
How will you assess the student? Answer this part when we finish modules 2-4.

References

Reflect:
What is the relationship between lesson plan and assessment?

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Module 2 How Do We Plan an Educational Assessment
Choosing an Educational Assessment
Topic 3 Process & Instruments

Aside from having a good lesson plan, to choose and develop an assessment
process and instrument is very crucial in planning an assessment. This determines
the way we connect the teaching process, the goals of the subject, and the academic
and human development of our students. To understand how we are supposed to
assess our students, let us explore the use of Table of Specification (TOS).

1. Using Table of Specification (TOS)
Table of Specification is an instrument in table form that details the content

and level of an assessment. This also determines the type of assessment that will
be used. This can address the validity and reliability of the test items (We are going
to discuss these topics later.) by making sure that the assessment reflects the ILO
and PI.

Preparing a TOS
1. Select the intended learning outcomes and performance indicators to be
measured.
2. Identify the topics to be assessed.
3. Decide on the number of items per topic. Use this formula to determine the
number of items:

Number of Items= number of sessions x desired total number of items
Total number of Class Session

4. Make a TOS chart.
5. Construct the assessment.

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TABLE OF SPECIFICATION

Subject Title: Science Grade Level: Grade 3 Date: September 5, 2015

Topic Title: Plants and Human
Beings
Teacher: Mr. Ahmed

Learning Outcome: Describe interaction between plants and human beings.

Performance Indicators:
1. Identify parts of the plants.
2. Distinguish the kinds of plants.
3. Illustrate the process of photosynthesis.
4. Draw a poster to analyze relationship between plants and human beings.

Content Class Remember COGNITIVE LEVEL Evaluate Create Total Item Type of
Photosynthesis Session Understand Apply Analyze Items Distribution Test

1 2 1-2 Draw

Parts of plants 2 4 3-6 Multiple
Choice

Kinds of 2 4 7-10 Multiple
plants Choice

Plants & 3 6 11-16 Multiple
Human Body 3 6 17-22 Choice

Edible plants True –
False

Non-Edible 4 8 23-30 True-
plants False

TOTAL 15 30

Other Remarks:

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Ok. In this assignment, I will What do I want to
focus on thinking assess?

competence. But in next Emotional Thinking
assignment, I will focus on Competence Competence

socio-emotional Social
competence. Competence

2. Forms and Methods of Educational Assessment
One of the challenges in using an assessment is to choose the appropriate form

and type of assessment. To make it practical, before choosing any form and type of
assessment be mindful of the following:

1. Vision-Mission of the school.
2. Purpose of assessment
3. Subject learning outcome
4. Intended Learning Outcome and Performance Indicators
5. Lesson Plan
6. Personal Assessment Philosophy

Different authors of assessment books describe assessment in varied and
complex way. For the sake of practical understanding and application of concepts,
we classify assessment into two major categories: forms of assessment and
methods of assessment. We are doing this so that it will be easy for us to identify
which assessment process we are going to use.

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Forms of Educational Assessment
1. Summative Assessment Method

This method is the most common and easy to use. You are familiar with a
structured and timed test or quiz that contains multiple choice, fill-in-the-gap,
true-or-false, matching type, identification and enumeration. These are examples of
summative method that assess what students learned in a specific unit of a lesson
or curriculum.

2. Formative Assessment Method
This method is used to improve the learning of students and the teaching

process of teachers. It is a process, not a test. Common examples of this method
are: essay, experiment, role-play, group projects, and portfolio. There are popular
assessment frameworks that are very much connected to formative assessment.

a. Outcome-Based Assessment. This method focuses on meeting the target
learning goals. This is also quite related to formative assessment. The
teacher has to plan the assessment process to achieve the expected learning
outcome. University of Bahrain is using this framework.

b. Performance-Based Assessment. This method asks the students to perform
a specific task that is related to the lesson. For example, instead of using the
paper-and-pen to assess their knowledge of basic math operation, I will ask
the students to apply their learning by buying something in a cold store.
Again, this method relates to formative assessment.

c. Authentic Assessment. This method is another form of formative
assessment. Assessment is linked to a REAL-LIFE experience. This is the
reason why this method is called AUTHENTIC.

d. Differentiated Assessment. This method gives importance to the differences
of students. Assessment plan is specific to the needs and capacity of
students. This combines summative and formative processes. This is quite
ideal but you will need more resources and collaborative work among
stakeholders (students, teachers and principals). Multiple Intelligence and
VARK Model are related to this.

e. Integrative Assessment. This method combines all the methods to address
the needs of students. This focuses on the whole development of students:
cognitive, emotional, behavioral, physical, social and spiritual. The teacher
should be well-rounded and flexible in approaching teaching-learning and
assessment processes.

f. Evidence-Based Assessment. This method is research-based. Teachers use
assessment processes that are tested in view of validity and reliability.
Teachers regularly go into the process of planning and evaluation.
Assessment processes change depending on the data that they gather from
assessment results.

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Depending on the ILO & PI, a teacher can:
1. Use Summative Assessment only.
2. Use Formative Assessment only.
3. Combine Summative and Formative Assessment.
Can you give an example by which an assessment is both summative and

formative?

What form and
method of
assessment
will I use?

Traditional assessment appears to be like a punishment to and a
source of anxiety for students (do you agree?). We had sleepless night
because we need to memorize loads of information (most of which we did
not understand). But unfortunately, during the test, we had a mental-
block and our memory bank became a blank slate. In addition, we
seemed to be at the mercy of teachers whenever the results of the
assessment were disclosed to us. It was even more embarrassing when
the scores were announced in public and we were labeled as non-
performers in the class (directly or indirectly). The worst part was when
our parents dealt with our “deficiencies” as if we were born stupid with
a freebie of harsh verbal and corporal punishments. Among many other
stories, assessment was like a nightmare than an amusing fairy tale.

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Methods of Educational Assessment
1. Qualitative and Quantitative Assessment

a. When we ask students to use their five senses to observe a phenomenon,
this is considered Qualitative Assessment.

b. Quantitative Assessment is more objective. It uses scientific tools and
measurements such as rubrics and standard grading.

2. Formal and Informal Assessment
a. Paper & pencil activities, such as multiple choice and essay are considered
formal assessment. Presentations, portfolio, and group projects belong to
formal assessment.
b. Observing how students behave during an activity inside or outside the
classroom is Informal Assessment.

3. Objective and Subjective Assessment
a. Multiple choice questions, true-or-false, multiple response, fill-in-the blanks,
enumeration, identification, and matching are popular examples of objective
assessment.
b. Subjective assessment is asking about students’ personal opinion. More
often, we use this form in an essay type of test or with an open-ended
question.

4. Individual or Group Assessment
a. Students work on an assessment task individually. This is the most common
assessment process. Teacher look into the individual performance or
achievement of students.
b. Students could also work on an assessment task as a group. A group can
work together to accomplish a specific goal. Students are assessed as a
group.

5. Written, Oral, or Performance Assessment
a. Written-Response assessment includes objective tests (multiple choice, true-
false, matching or short answer) test, essays, examination, and checklist.
b. Teacher can also do oral assessment through a debate, oration, and group
report.
c. In performance assessment students demonstrate their learning by doing a
particular tasks such as writing an essay, doing an experiment,
dramatization, and presenting in a science fair.

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Activity No. __________

Educational Assessment Checklist

Instruction: Write your assessment objective and identify the form and
method of assessment you intend to use.

Intended Learning Outcome:_____________________________________________
Performance Indicators:

1._________________________________________________________________________

2._________________________________________________________________________

3._________________________________________________________________________

Take note that the form and method of assessment that you will choose is connected
to the assessment goal/s.

Summative True or False List other type of summative
Assessment Multiple assessment

Choice

Forms of Matching
Assessment Type

Essay

Formative Science List other type of formative
Assessment Exhibit assessment
(Authentic
Assessment) Essay

Field-Trip
Poster-

Making

Qualitative

Quantitative

Formal

Methods of Informal
Assessment Subjective
Objective

Individual

Group

Written
Oral
Performance

Notes:

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Module 2 How Do We Plan an Educational Assessment?

Topic 4 Developing Summative & Formative Assessment

In this section, we are going to construct a summative assessment and formative
assessment based on the Lesson Plan that we have developed.

Developing A Summative Assessment

Steps in Developing Assessment Tools
1. Examine the ILO & PI
2. Make the table of specifications (TOS)
3. Construct the test items
4. Assemble the test items
5. Check the assembled test items
6. Write the directions
7. Make the answer key
8. Analyze and improve the test items

Developing the Test Items
1. Provide ample time to develop the test.
2. Match items to intended learning outcome
3. Focus on the content and not the trivia.
4. The problem is clear.
5. The item is independent with other items
6. Each item has one or best answer.
7. Prevent clues
8. Do not copy from books
9. Avoid tricky questions
10.Try to write with higher order thinking.

Checklist for Constructing Test Items
1. The item is appropriate to measure a learning objective.
2. The item format is the most effective means of measuring the desired
outcome.
3. The item is clearly worded and can be easily understood by the target
student population.
4. The items of the same format are group together.
5. There are various item types included in the assessment.
6. The students have enough time to answer all the test items.
7. The test instructions are specific and clear.
8. The number of questions targeting each objective matches the weight of
importance of that objective
9. The scoring guidelines are discussed clearly and available to students.

43 | P a g e

Multiple Choice Test
Principle

1. Use ILO and PI and Lesson Plan as your guide.
2. Make the test practical.
Structure
1. Write a clear instruction. Provide example on how to answer.
2. List the choices vertically, not horizontally.
3. Do not leave the blank in the beginning or the middle of the stem when

using a completion form.
4. Arrange the options in logical order. Use capital letters to indicate each

option.
Stem

1. Avoid unimportant questions.
2. Use only one correct answer or best answer format.
3. The stem should be written in question or completion form. Experts said

that it is advisable to use the question form.
4. The stem should pose the problem completely.
5. Avoid excessive and meaningless words. Go straight to the point.
6. State the stem in positive form. Avoid phrase like “NOT” or “EXCEPT”.
7. Avoid clues.
Distracters
1. Use three to five options to discourage guessing.
2. Distracters are plausible and effective.
3. There should be one or best correct in each item.
4. The length of the option must be the same.
5. Increase the similarity of options to increase difficulty of the item.
6. Do not use “None of the Above” when asking for a best answer.
7. Avoid using “All of the Above” option.
8. No overlapping options; keep it independent.

Exercise:
Based on the above guideline and your Lesson Plan.
Develop your Multiple Choice Assessment

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Matching Type Test
It consist of two column. Column A contains the descriptions and must be

placed at the left side. While column B contains the options and placed at the right
side. The examinees are asked to match the options that are associated with
description/s.

1. The descriptions must be short and homogenous.
2. Description must be written at the left aside.
3. There should be more options than the descriptors.
4. Specify the instruction for matching.
5. Avoid too many correct answers.
6. When using names, write the complete name to avoid ambiguity.
7. Use numbers for descriptions and options and letters for the options.
8. Arrange the options in chronological or alphabetical order.
9. The descriptions and options must be written in the same page.
10.A minimum of 3-7 items for primary students and 20 items maximum for

the secondary and tertiary level.

Exercise:
Based on the above guideline and your Lesson Plan.
Develop your Matching Type Assessment

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True or False Test
The teacher determines whether the statement presented is true or false. True

or false item is an example of a “force-choice test” because there are only two
possible choices in this type of test. Correct or incorrect statement.

1. Avoid very long statement.
2. Avoid trivial questions.
3. It should contain only one idea in each item.

Exercise:
Based on the above guideline and your Lesson Plan.
Develop your True-or-False Assessment

Assignment:
Develop your summative assessment based on:

1. Lesson plan
2. Assessment plan
3. Assignment rubric
Output: Actual Test Paper
Take note: This is an individual work
Date of Submission: After 2 Weeks

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1. Developing A Formative Assessment
Any assessment that helps a student to learn and develop is formative

assessment (Black, 2001).
 Formative assessment is student-centered.
 Students should demonstrate what they know and can do.
 Students integrate their learning in realistic applications.
 Students are accountable for demonstrating learning.

How to Develop A Formative Assessment

1. Use ILO and PI and Lesson Plan as your guide.
2. Make the formative assessment practical, engaging, and meaningful.
3. Choose appropriate activity (You may use Table 1 & 2 in choosing an

activity)
4. Write a clear and east to understand step-by-step procedural instruction.
5. Develop a clear, simple, and easy-to-understand rubric. Any formative

assessment should have a rubric. This will be discussed in detail later.

Assignment:
Develop your formative assessment based on:

1. Lesson plan
2. Assessment plan
3. Assignment rubric
Output: Instructional guide for the formative assessment.
Take note: This is an individual work
Date of Submission: After 2 Weeks

It is exciting! We are enjoying this
science experiment.

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Formative Assessment Plan & Instruction Date:

SY: 2014-2015
Grade Level: 2

Subject Science

Topic Photosynthesis

Title of Activity Let us Discover How Plants Grow

Duration 1 Week

activity. This is what you need to do.

Objective/s 1

This is similar to ILO 2
and PI. You only have to 3
rewrite this within the 4
frame of students 5

Instruction

Write the step-by-step
procedure of the
activity.

Materials and
Resources
Needed

Rubrics

Attach your rubrics

48 | P a g e

Teaching and Assessment Activities

By being creative and reflective, teachers can come up with diverse ways to capture the
needs, interest, and attention of students. Assessment can be an exciting process both for

students and teachers.

Multiple Matching the Complete the Essay

Common Choice right answer sentence

Summative Types of

Assessment True-or-False Fill-in the Enumeration

Blank

Art works Animation Blogs Computer

Production Activity

Cosplay Creative Story Diorama Debate

Telling Contest

Diary Email Essay Writing Experiment

Contest

Facebook Games Math and Gallery Walk

Science Fair

Inside-School Newspaper/ News On-Line Oratorical
Activities Newsletter Anchoring Games contest
Photography Puppet Show
(used for Formative Poetry Writing Poster making
Assessment) Reality Contest contest Song Writing

Role Play Social Issue

games like Analysis

Amazing

Race

Stage Play/ Story Writing Tableau Video Analysis

Theater Contest Contest

Quran Read favorite Video Describe

Recitation books Production favorites/interest

Cleaning the Doing Charity Visit a post- Grocery with

house with work with office, mother with

Outside-School picture or family museum, or Picture or video

Activities video ministry of evidence
(used for Formative
Assessment) evidence health office,
zoo, or theme

park.

Watching a Visit Field Trips

movie government

offices

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