If the proof of the pudding is in the eating, then the proof of the learning is results obtained from assessing.

                The teaching cycle is not complete without the assessment of learning. Assessment is a sine qua non of teaching. What we do after we have taught is determined by the assessment results that we get after teaching. 

• Assessment of learning is an integral part of the teaching-learning process. We teach with a certain objective to attain. If our lesson objective has been attained then we proceed the next competency. The formative evaluation must be done frequently to determine learning that early for us to be able to make adjustments to our lesson in accordance with information gathered.
• Assessment tool should match with performance objective. A valid assessment tool matches with our lesson objective.
• The result of assessment must be fed to the learners. If the main purpose of assessment is to find out how well has attained a particular learning objectives, it goes without saying that the assessment process serves its purpose only when we return corrected quizzes, tests, seat works, assignments, and evaluated projects at the soonest time possible.
• In assessing learning, teachers must consider learners’, learning styles and multiple intelligences and so must come up with a variety of ways assessing learning. Considering multiple intelligences and varied learning style, assessment of learning must be done in a variety of ways.
• To contribute to the building of the culture of success in the school, it is pedagogically sound that in our assessment techniques we give some positive feedback along with not so good ones.
• Emphasize on self-assessment.  Our students’ self-assessment couple with our objective assessment may give a more complete and adequate picture of how far or close they are to the established criterion of success.
• If we believe that our task as teachers is to teach all pupils/students, and that it is possible that all students, even those from limited backgrounds, will access to opportunities and therefore can achieve, then the bell curve mentally must be abandoned. All learners can achieve. Therefore, it is not ‘’normal’’ that students fail.
• Assessment of learning should never be used as punishment or as a disciplinary measure. When we resort to this sort of practice, we veer away the true purpose of assessment, i.e. to validate learning.

Results of learning assessment must be communicated regularly and clearly to parents. Emphasize on real world application that favors realistic over out-of-context drill items. The choice is ours in consideration of our instructional objective, nature of our topic and intelligences and leaning styles of our students/pupils.

By: Sandra Boringot | Teacher III | Limay National High School