Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE

Sta. Maria, Ilocos Sur
GRADUATE SCHOOL
(1st Semester, 2017-2018)

Subject: ADMINISTRATIVE THEORY

Instructor/Professor: DR. WILMA M. PONCE
Student: JANICE G. CORDOVA, MARINA REYES, MARICEL CABRADILLA
Cousrse: MAED- Educational Management
TEST AND MEASUREMENT AS ADMINISTRATIVE AND SUPERVISORY FUNCTIONS
Definition of Terms:
 TEST is an instrument used to examine someone’s knowledge of something to
determine what he or she knows or has learned.
 MEASUREMENT is the process of obtaining numerical description of the degree
of individual possesses. Quantifying of how much does learner learned.
 EVALUATION is the process of making judgments based on criteria and evidence.

A. IMPORTANCE OF TEST MEASUREMENT IN SCHOOL ADMINISTRATION

The following are the importance of test measurement in school administration:

1. For getting knowledge about the progress of the students and the school.
2. For preparation of effective planning
3. For knowing the abilities and capacities of the students and the school the personnel.
4. For discovering the needs of the participants.
5. For giving motivation.
6. For knowing the achievements in future.
7. For research and experimentations.

B. TYPES OF TEST USEFUL IN ADMINISTRATION AND SUPERVISION

Whether you like them or not, tests are a way of checking your knowledge or
comprehension. They are the main instrument used to evaluate your learning by most
educational institutions. According to research studies, tests have another benefit: they make
you learn and remember more than you might have otherwise. Although it may seem that all
tests are the same, many different types of tests exist and each has a different purpose and style

The 4 major Different Types of Testing

There are four types of testing in schools today — diagnostic, formative, benchmark, and
summative. What purpose does each serve? How should parents use them and interpret the
feedback from them?
1. Diagnostic Testing
 This testing is used to “diagnose” what a student knows and does not know.
Diagnostic testing typically happens at the start of a new phase of education, like
when students will start learning a new unit. The test covers topics students will be
taught in the upcoming lessons.
 Teachers use diagnostic testing information to guide what and how they teach. For
example, they will plan to spend more time on the skills that students struggled with
most on the diagnostic test. If students did particularly well on a given section, on the
other hand, they may cover that content more quickly in class. Students are not
expected to have mastered all the information in a diagnostic test.
 Diagnostic testing can be a helpful tool for parents. The feedback children receive on
these tests let the parents know what kind of content they will be focusing in their
class and let the parents anticipate which skills or areas they may have trouble with.
2. Formative Testing
 This type of testing is used to gauge student learning during the lesson. It is used
throughout a lecture and designed to give students the opportunity to demonstrate that
they have understood the material, like in the example of the clock activity mentioned
 above. This informal, low-stakes testing happens in an ongoing manner, and student
performance on formative testing tends to get better as a lesson progresses.
 Schools normally do not send home reports on formative testing, but it is an important
part of teaching and learning. If you help your children with their homework, you are
likely using a version of formative testing as you work together.
3. Benchmark Testing
 This testing is used to check whether students have mastered a unit of content.
Benchmark testing is given during or after a classroom focuses on a section of
material, and covers either a part or all of the content has been taught up to that time.
The assessments are designed to let teachers know whether students have understood
the material that’s been covered.
 Unlike diagnostic testing, students are expected to have mastered material on
benchmark tests, since they cover what the children have been focusing on in the
classroom. Parents will often receive feedback about how their children have grasped
each skill assessed on a benchmark test. This feedback is very important to parent,
since it gives them insight into exactly which concepts their children did not master.
4. Summative Testing
 This testing is used as a checkpoint at the end of the year or course to assess how
many content students’ learned overall. This type of testing is similar to benchmark
testing, but instead of only covering one unit, it cumulatively covers everything
students have been spending time on throughout the year.
 These tests are given — using the same process — to all students in a classroom,
school, or state, so that everyone has an equal opportunity to demonstrate what they
know and what they can do. Students are expected to demonstrate their ability to
perform at a level prescribed as the proficiency standard for the test.
 Since summative tests cover the full range of concepts for a given grade level, they
are not able to assess any one concept deeply. So, the feedback is not nearly as rich or
constructive as feedback from a diagnostic or formative test. Instead, these tests serve
as a final check that students learned what was expected of them in a given unit.
Combining Test Results
We need a balance of the four different types of testing in order to get a holistic view of our
children’s academic performance. Each type of test differs according to its purpose, timing, skill
coverage, and expectations of students.
Though each type offers important feedback, the real value is in putting all that data
together. First, using a diagnostic test, you can gauge what a student already knows and what she
will need to learn in the upcoming unit. Next, formative tests help teachers and parents monitor the
progress a student is making on a daily basis. Then, a benchmark test can be used as an early
indicator of whether students have met the lesson’s goals, allowing parents and teachers to re-teach
concepts that the student may be struggling with. Ideally, when heading into the summative testing,
teachers and parents should already know the extent to which a student has learned the material.
The summative testing provides that final confirmation.

Other types of Tests

Placement Tests
These tests are used to place students in the appropriate class or level. For example, in language
schools, placement tests are used to check a student’s language level through grammar, vocabulary,
reading comprehension, writing, and speaking questions. After establishing the student’s level, the
student is placed in the appropriate class to suit his/her needs.
Progress or Achievement Tests
Achievement or progress tests measure the student’s improvement in relation to their syllabus.
These tests only contain items which the students have been taught in class. There are two types of
progress tests: short-term and long-term.
 Short-term progress tests check how well students have understood or learned material
covered in specific units or chapters. They enable the teacher to decide if remedial or
consolidation work is required.
 Long-term progress tests are also called Course Tests because they check the learner’s
progress over the entire course. They enable the students to judge how well they have
 progressed. Administratively, they are often the sole basis of decisions to promote to a
higher level.

Proficiency Tests
These tests check learner levels in relation to general standards. They provide a broad picture of
knowledge and ability.
Internal Tests
Internal tests are those given by the institution where the learner is taking the course. They are often
given at the end of a course in the form of a final exam.
External Tests
External tests are those given by an outside body. The exams themselves are the basis for admission
to university, job recruitment, or promotion.
Objective Tests
Objective tests are those that have clear right or wrong answers. Multiple-choice tests fall into this
group. Students have to select a pre-determined correct answer from three or four possibilities.
Subjective Tests
Subjective tests require the marker or examiner to make a subjective judgment regarding the marks
deserved. Examples are essay questions and oral interviews. For such tests, it is especially important
that both examiner and student are aware of the grading criteria in order to increase their validity.

C. ADMINISTRATIVE AND SUPERVISORY USES OF THE DIFFERENT TYPES OF TESTS

Administration use different tests to:
 To maintain standards –
 To classify or select for special purposes –
 To determine teachers efficiency, effectiveness of methods, strategies used (strengths,
weaknesses, needs); standards of instruction –
 To serve as basis or guide for curriculum making and developing
 To serve as guide in educational planning of administrators and supervisors - to set up
norms of performance –
 To inform parents of their children’s progress in school - to serve as basis for research

D. FACTORS INFLUENCING THE PUPIL’S PERFORMANCE

Here are some of the factors that may affect the pupil’s performance:
 The support and availability of the parents.
 Financial situation and standard of living. Sometimes it is observed that students in
socioeconomically disadvantaged areas get lower marks.
 The geographical location of the educational institution.
 The diversity of student profiles in the same class
 The grouping together, in certain schools, of students with severe learning difficulties, or
with problems associated with psychosocial integration in special education classes 
 The various practices pertaining to the student admission requirements. Some
educational institutions admit students indiscriminately, whereas other selects them on
the basis of previous academic achievement or their results on aptitude tests.

E. GRADING SYSTEM
Grading in education is the process of applying standardized measurements of varying levels of
achievement in a course.
Grades are earned in each course and are recorded on the student’s permanent record. Evaluation of
student achievement will be made in relation to the attainment of the specific objectives of the
course. At the beginning of a course, the instructor will explain these objectives and the basis upon
which grades are determined.
In some countries, all grades from all current classes are averaged to create a grade point
average (GPA) for the marking period. The GPA is calculated by taking the number of grade points
a student earned in a given period of time divided by the total number of credits taken.
The GPA can be used by potential employers or educational institutions to assess and compare
applicants. A Cumulative Grade Point Average is a calculation of the average of all of a student's
grades for all courses completed so far.
 The educational system of the Philippines was patterned both from the educational systems of
Spain and the United States. However, after the liberation of the Philippines in 1946, the system
changed radically.

F. MISUSES OF TEST RESULTS

Test misuse is neither isolated nor recent. It is a problem that cannot be easily solved. While test
misuse may be reduced or managed, it cannot be eliminated. Test misuse has cut across America's
social, economic, and political institutions, including schools.
Much test misuse stems from media-induced hypersensitivity to student performance. Historic
and social factors explain why policymakers and administrators under pressure from public officials
and angry citizens slipped into using tests improperly.
Two negative consequences have been the use of tests by policymakers as remote-control
devices to alter instruction and the spread of test-score pollution, the growing meaninglessness of
test scores.

G. IN-BASKET TESTS
An in Basket test or an in-basket exercise is a test used by companies and governments in hiring
and promoting employees. During the test, job applicants receive a number of mails, telephone
calls, document and memos.