LECTURE #3 Nature of Assessment

NATURE OF
ASSESSMENT
MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

Instructor College of Teacher Education
MEASUREMENT
 comes from the Old French word
“mesure” which means “limit or
quantity”
 it is a QUANTITIVE description of
an object’s characteristic or
attribute
MEASUREMENT
 SCIENCE: a comparison of an
unknown quantity to a standard
 height, mass, time, temperature,
etc.
 meter stick, weighing scale,
clock/timer, thermometer…
MEASUREMENT
 EDUCATION: an instrument or device to
measure individual’s achievement, personality,
attitudes, intelligence and among others that
can be expressed quantitatively
 Process of determining the quantity of achievement
of learners by means of appropriate measuring
instrument. (Calderon and Gonzales, 1993)
MEASUREMENT
 EDUCATION:
 readiness to learn, recall of
facts, demonstration of specific
skills, ability to analyze and
solve applied problems
TESTING
 formal, systematic procedure for
gathering information (Russel & Airasian, 2012)
TEST
 a TOOL or INSTRUMENT used to
measure the learning progress of a
student
TYPES OF TEST
According to Mode of Response
 ORAL TEST
(viva – voce)
 answers are spoken
ADVANTAGES DISADVANTAGES
Minimize discrimination (dyslexic) Stressful (some students)
Favors to extrovert/eloquent students Not appropriate in abstract reasoning
Avoid Plagiarism

TYPES OF TEST
 WRITTEN TEST
 activities wherein students either
select or provide a response to
prompt
 it has its strong points
TYPES OF TEST
 WRITTEN TEST
 can be administered to a large group
at one time
 can also be used to assess lower
and higher levels of cognition
provided that questions are phrased
appropriately.
TYPES OF TEST
 PERFORMANCE TESTS
 activities that require students to
demonstrate their skills or ability to
perform specific actions
 tasks are designed to be authentic,
meaningful, in-depth and
multidimensional.
TYPES OF TEST
According to Ease of Quantification of
Response/Scoring
 OBJECTIVE TEST
 can be corrected and quantified
quite easily
 scores can be readily compared
 test items have a single or specific
convergent response
TYPES OF TEST
According to Ease of Quantification of
Response/Scoring
 SUBJECTIVE TEST
 elicits varied responses
 test questions may have more than one
answer
 scores are likely to be influenced by
personal opinion or judgment by the
person doing the checking
TYPES OF TEST
According to Mode of Administration
 INDIVIDUAL TEST
 given to one person at a time
 GROUP TEST
 administered to a class of students or
group of examinees simultaneously

TYPES OF TEST
According to Test Constructor
 STANDARDIZED TEST
 prepared by specialists who are versed
in the principles of assessment
 scoring procedures and interpretations
are consistent
 results serve as an indicator of
instructional effectiveness and a reflection
of the schools’ performance
TYPES OF TEST
According to Test Constructor
 NON – STANDARDIZED
TEST
 prepared by teachers who may not be
adept at the principles of test construction
 constructed haphazardly due to limited
time and lack of opportunity to pre-test the
items or pilot test
 used to measure subject or course
achievement
TYPES OF TEST
According to Mode of Interpreting Results
 NORM-REFERENCED TEST
 evaluative instruments that measure a
student’s performance in relation to the
performance of a group on the same test.
 comparisons are made and the student’s
relative position is determined.

TYPES OF TEST
According to Mode of Interpreting Results
 CRITERION-REFERENCED
TEST
 describe each student’s performance
against an agreed upon or pre-
established criterion or level of
performance
 criterion is the range of well – defined
instructional objectives or outcomes
TYPES OF TEST
According to Nature of Answer
 PERSONALITY TESTS
 it has no right or wrong answers
 it measures one’s personality and
behavioral style
 determine personality strengths and
weaknesses

TYPES OF TEST
 ACHIEVEMENT TESTS
 measures students’ learning as a result
of instruction and training experiences
 APTITUDE TESTS
 determine a student’s potential to learn
and do new tasks
TYPES OF TEST
 INTELLIGENCE TEST
 measures learners’ innate intelligence or
mental ability
 predictor of academic achievement
 SOCIOMETRIC TEST
 measures interpersonal relationships in
a social group
TYPES OF TEST
 TRADE OR VOCATIONAL
TEST
 assesses an individual’s knowledge,
skills and competence in a particular
occupation
 successful completion of the test, the
individual is given certification for
qualification
EVALUATION
 Process of determining the quality
or worth of achievement in terms of
certain standards.
 Process of summing up the results of
measurements or tests, giving them
some meaning based on value
judgements.
ASSESSMENT
 a vital element in the curriculum
development process.
used to determine students’ learning
need, monitor progress and examine their
performance against identified student
learning outcomes

 OBE begins with a clear-cut statement
of the learning outcomes – what the
students should know, understand and be
able to do.
 Assessment tasks should provide
evidences of how learners can use
acquired knowledge academically and
professionally in appropriate ways.
TRADITIONAL ASSESSMENT
 a conventional methods of testing
which usually produce a written
document, such as quiz, exam, or
paper.

AUTHENTIC ASSESSMENT
 a form of assessment in which
students are asked to perform real-
world tasks that demonstrate
meaningful application of essential
knowledge and skills

TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT
SELECTING A RESPONSE PERFORMING A TASK

Multiple - Choice Test about Rules in Basketball Let the students play basketball
CONTRIVED REAL – LIFE

Unrealistic Games (Basketball Game on Android Phones) Play Basketball in the Court
RECALL/RECOGNITION CONSTRUCTION/ APPLICATION

Write the steps in doing the different basketball skills Demonstrate the different basketball skills
TEACHER – STRUCTURED STUDENT – STRUCTURED
INDIRECT EVIDENCE DIRECT EVIDENCE

Written test Basketball Game

The process of A quantitative
judging the quality description of an
of a performance or object’s
characteristic or
MEASUREMENT
course of action.
attribute.
EVALUATION
2
TEST
3 A formal,
1 systematic
4 5 procedure for
gathering
data.

AREA 1
AREA 2
The use of qualitative
Non – Test measure for
descriptions to describe student’s
evaluation.
performance.
MEASUREMENT AREA 3
Convergence of the
three.
EVALUATION
2
TEST AREA 4
Non-evaluative Test
3 Measures
1 4 5
AREA 5
Non-evaluative
Non-Test Measures

ASSESSMENT
MEASUREMENT
EVALUATION TEST

PURPOSES OF ASSESSMENT
 Assessment FOR Learning (AfL) 
 Assessment AS Learning (AaL) 
 Assessment OF Learning (AoL) 

Assessment FOR Learning (AfL)
 pertains to diagnostic and formative
assessment tasks
 used to determine learning needs, monitor
academic progress of students DURING a unit or
block of instruction and guide instruction
 teachers can make adjustments when
necessary in their teaching methods and
strategies to support learning
Assessment FOR Learning (AfL)
EXAMPLES:
 Pre – test
 Written Assignments
 Quizzes
 Concept Maps
 Focused Questions
 Boardwork
 Recitation, etc.
Assessment AS Learning (AaL)
 employs tasks or activities that provide
students with an opportunity to monitor and
further their OWN – LEARNING – to think about
their personal learning habits and how they can
adjust their learning strategies to achieve their
goals.
 Students are responsible and accountable for
their own learning
Assessment AS Learning (AaL)
EXAMPLES:
 Self Assessment
 Peer Assessment
 Journal
 Solve and Check (Check your own paper)
 WIP (Work – in – Pair)
Assessment OF Learning (AoL)
 a summative and done at the END of a unit,
task, process or period.
 to provide evidence of a student’s level of
achievement in relation to curricular outcomes.
 use for grading, evaluation and reporting
purposes

Assessment OF Learning (AoL)
EXAMPLES:
 Midterm/Final Examination
 Portfolio
 Project/ Output
 Oral/ Group Presentation

THANK YOU...
GOD BLESS…
References:
 Pastor, G. and Santos Z. (2009) “Psychological Measurement and
Evaluation”. Rex Book Store, Manila
Santos, R. (2007). Advanced Methods in Educational Assessment and
Evaluation. Lorimar Publishing, Inc., Quezon City
Calmorin, P. (2004). Measurement and Evaluation. National Book
Store, Mandaluyong City
 De Guzman, E. and Adamos, J. (2015). Assessment of Learning 1.
Adriana Publishing Co., Inc., Quezon City


LECTURE #3 Nature of Assessment

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LECTURE #3 Nature of Assessment

Uploaded by

Copyright:

Available Formats

NATURE OF

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

SELECTING A RESPONSE PERFORMING A TASK

CONTRIVED REAL – LIFE

RECALL/RECOGNITION CONSTRUCTION/ APPLICATION

TEACHER – STRUCTURED STUDENT – STRUCTURED

INDIRECT EVIDENCE DIRECT EVIDENCE

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

MARY JOY AGNES BERNASOL-ALUNDAY QUIRINO STATE UNIVERSITY

You might also like