Group 2

Members: Glenda Datahan

Doreen Lugo
Josie Bitero
Manny Rollin
Charise Bersamina
Aaron Alorro
Reymart Casusula

Topics:

1) Principles of High Quality Assessment

2) Kinds of test
Intelligence test, personality test, aptitude test….
3) Teacher-Made Test and Standardized Test
Criterion and Norm-Reference Test

1) Principles of High Quality Assessment

a. Clarity of Learning Targets - Assessments are made precise, accurate and

dependable if what are to be achieved are clearly stated and feasible

Cognitive Targets Hierarchy

1. Knowledge – acquisition of facts
2. Comprehension – understanding
3. Application – transfer of knowledge to another form
4. Analysis – breaking down of concept
5. Synthesis – putting together components to summarize concept
6. Evaluation and Reasoning – putting “worth” of concept

Cognitive Objectives Affective objectives Psychomotor Objectives

Knowledge Receiving Perception
Comprehensive Responding Set Readiness
Application Valuing Guided response
Analysis Organizing a value system Mechanism
Synthesis Characterization by a learner’s Complex overt response
value complex Adaptation
Origination

b. Appropriateness of assessment method - method of assessment must match

the learning target
 c. Balance – assessment method should be able to assess all domains of
learning
Bloom 1956 (Noun) Anderson 2001 (Verb)
Evaluation Create
Synthesis Evaluate
Analysis Analyze
Application Apply
Comprehension Understand
Knowledge Remember

- Assessment method should be able to assess all hierarchy of

objectives:
Types of objectives: Cognitive, Psychomotor and Affective

d. Validity – the degree to which a score-based inference is appropriate,

reasonable and useful. The following should be established: Content, face,
concurrent, predictive, discriminant and construct.
e. Reliability – should show consistent and stable result and can be measured
using some method.
f. Fairness – should give equal opportunity for every student
g. Authenticity – should touch real life situations and should emphasized
practicability
h. Practicality and efficiency – assessment should save time, money, etc.
encourages resourcefulness
i. Continuity – as integral part of teaching-learning process, it should be
continuous.
Assessment forms:
Placement – Done before instruction to assess needs of the learners to
determine their capacity and capability
Formative – Done during instruction to monitor students’ progress and
reinforce learning
Diagnostic – done to see problems and learning difficulties of the students
Summative – Done after instruction to assess students achievement and
to see the result of the teaching-learning progress

j. Ethics – should not be used to derogate students. Confidentiality is a given

right
k. Clear communication – should be communicated to all people involved
through pretest and posttest review
l. Positive consequences – should have positive effect, motivate student to
learn and do more. This should also give way to improve teacher’s instruction
2) Kinds of Test

a. Intelligence Test – Measures multiple intelligence. Series of tasks designed

to measure the capacity to make abstraction, to learn and to deal with novel situation.
Most widely used includes Stanford-Binet Intelligence scale and Wechsler Scale.

Stanford-Binet Intelligence scale – measures five factors of cognitive ability with

age group from 2-23, 30-90mins.

Fluid reasoning
Knowledge
Quantitative reasoning
Visual-spatial processing and
Working memory

Wechsler Scale – 3 age group: 1) WAIS adult 16-74, 2) WISC children 7-16, 3)
preschool primary 4-6
Verbal Scale Performance Scale
Information Digital symbol
Comprehension Picture completion
Arithmetic Block design
Similarities Picture arrangement
Digit Span Object Assembly
Vocabulary Matrix reasoning
Word reasoning Mazes

Cattell’s Culture fair Intelligence test – created to avoid environmental and

genetic factor. Cattell argued that general intelligence exist and it consist fluid and
crystalized intelligence. This is based on highly scientifically validated progressive
matrices test of Dr. John Raven. This non-verbal test is culture fair because it avoids
cultural and language biases and focuses on logical reasoning only.
Crystalized intelligence refers to the aspect of cognition I which initial
intelligence judgment became crystalized as habit
Fluid intelligence is more fundamental and shows in test requiring
responses to entirely new situation

Types: Individual and group – based on number of individual

Verbal (Pencil paper) and non-verbal (Performance test) – based
on form

Reven’s progressive matrices – multiple choice intelligence test of abstract

reasoning. Subject has to identify the missing pattern
Version Age Group Total Items Time
Standard 12 and above 60 items in 5 sets of 12 60mins
Coloured below 11 36 items in 3 sets of 12 15-30mins
Advanced High Intel 12 practice & 36 test items 40-60mins
 b. Personality Test measure 16 types of personality created by Isabela Brig
Mayers and Katharine Brigs based on the work of psychologist Carl Jung. They suggest
that there are 4 key dimensions that could be used to categorize people

-Introversion vs extroversion
-Sensing vs intuition
-thinking vs feeling
-judging vs perceiving

The sum of the four preferred styles becomes their personality

INFP (Healer) INTJ (The Mastermind)
INFJ (The Counselor) INTP (The architect)
ENFP (The Champion) ENTJ (The commander)
ENTP (The Visionary) ENFJ (The Teacher)
ISFJ (The Protector) ISFP (The Composer)
ISTJ (The Inspector) ISTP (The Craftman)
ESFJ (The provider) ESFP (The performer)
ESTJ (The Supervisor) ESTP (The Dynamo)

c. Aptitude Test – test designed to determine a person’s ability in a particular

skill or field of knowledge. It measures the person’s level of competency to perform
certain type of task. It is often used to assess academic potential or career suitability.
May be used to assess mental or physical talent in a variety of domains
Unlike achievement test, which are concerned with looking on a
person’s level or skill or knowledge at any given time, aptitude test are instead focused
on determining how capable a person might be performing a certain task.
Special Aptitude test – designed to look at individual’s capacity in a
particular area- examples are test for specific job
Multiple aptitude test – designed to measure two or more different abilities.

d. Prognostic Test – This test predicts how well a person is likely to do in a

certain school subject or task

e. Performance test. It is a measure, often time making use of manipulative

material which involves no or minimum of verbal instructions.

f. Diagnostic test – a measure that identifies the weakness of an individual’s

achievement in any given field and which serves as basis for remedial instruction.

g. Achievement test – measures what has been learned by the student on

subject matter taught in school

h. Accomplishment test – it measures the achievement which is usually for

individual subject in the curriculum or sampling of the curriculum as a whole
 i. Scale test. This test is a series of items arranged in the order of difficulty. For
instance, Binet-Simon Scale.

j. Speed test – measures the speed and accuracy of the examinee within the
time limits imposed. It is also called as alertness test, this consist of items of uniform
difficulty.

k. Power test – made up to a series of test items graded in difficulty, from easiest
to the most difficult the examinee is able to cope with

l. Verbal test – it requires words in written or oral form

m. Non-verbal test – a test that make use of pictures or symbols.

n. Objective test – a test that is not influenced by the personal biases of the
person doing the judgment.

o. Subjective test - test that is affected by the personal biases of the person
doing the judgment

p. Standard test – this test provides exact procedures in controlling the method
of administration and scoring and with norms and data concerning the reliability and
validity of the test.

q. Teacher made test. This test is constructed by teachers but not as carefully
prepared as the standardized test.

r. Placement test – use to measure the type of job an applicant should fill or test
used to determine the grade of year level the pupil or student be enrolled after ceasing
from school.

3) Teacher Made test and Standardized test.

Classroom tests, also referred to as teacher-made tests, play a vital role in classroom
assessments. These types of assessments are considered non-standardized tests.
Classroom assessments help determine if students mastered content. For most
students, the grade on the test is important because it may determine if they pass or
fail. Doing well on classroom assessments indicates mastery of content and also helps
build student confidence along the way. Classroom assessments also give important
insights to the instructor. For example, if a large majority of students miss a question or
questions on a test, this signals to the instructor that students possibly needed more
time or more clarification on that topic.

Classroom tests, or teacher-made tests, may be a combination of multiple choice,

true/false, short answer or essay questions. The content of the test should be directly
related to the content delivered and discussed in the class. It may also cover the
content in textbook readings or articles shared with the class. The content for classroom
assessments is directly related to the specific content taught in the class. The
assessment may also require students to apply or explain what they have learned, as in
an essay question or performance assessment.

However, there are differences between teacher-made tests and standardized tests.
When you think of teacher-made tests versus standardized tests, it's important to
understand the differences between the type of assessment and what they each
measure. Classroom, or teacher-made tests, are not standardized and therefore may be
open to broader interpretation. Additionally, teacher-made tests often assess very
specific content or skills often associated with a unit of study. It is important to
understand that there are advantages and disadvantages of non-standardized tests.

In contrast to classroom tests, a standardized test is by definition standardized. A

standardized test includes the same format, the same types of questions and the same
content no matter when or where the test is administered and no matter who is taking
the test. Questions may be multiple choice, true/false or short answer, and it is
administered either by paper and pencil or on a computer. Additionally, standardized
tests tend to measure a broader range of knowledge and skills. Examples of
standardized tests used for undergraduate acceptance include the SAT and ACT.
Standardized tests often used for acceptance into graduate school include the LSAT,
MCAT and GRE.

Difference between Standard Test and Teacher-made Test

Standard test Teacher-Made Test

1. Generally Prepared by specialist who
know very well the principles of test
construction
2. Prepared very carefully following
accepted principles of test construction
3. Given to a large portion of population
for which they are intended for the
computation of norms
4. Generally correlated with other test of
known validity and reliability or with
measure such as school marks to
determine their validity and reliability
5. Generally are highly objective
6. Test have their norms computed for
purposes of comparison and interpretation
Made by Teacher who may not know very
well the principles of test construction
Often prepared hurriedly and haphazardly
to be able to meet the deadline for
administration.
Usually given to a class or classes for
which the test are intended. Usually,
norms are not computed
They are not subjected to statistical
procedures to determine the validity and
reliability
May be objective and case scoring may be
subjective
Have no norms unless the teacher
computed the median, mean or other
measures for comparison and
interpretation
7. Measures innate capacity and
characteristics as well as achievement
8. Intended to be used for a long period of
time and for all people of same class in the
culture where they are validated
9. Accompanied by manuals of instruction
on how to administer and score the test
and how to interpret the result
10. Generally copyrighted
Generally measures subjective
achievements only
Intended to be used only once or twice to
measure achievement in a certain period
Do not have manuals of instructions only
the direction for the different types of test
which may be given orally or in writing
Not copy righted

Criterion and Norm-reference test

Within the set of standardized tests, it is important to understand that there is a

difference between norm-referenced and criterion-referenced tests. While both are still
standardized, norm-referenced tests measure and rank test takers to each other. A test
taker’s score is compared to the norm of similar test takers and may be expressed as a
percentile, grade equivalent or stanine. Criterion-referenced tests measure the number
of correct responses based on a specific criterion of what is expected to pass the exam
or what is acceptable achievement. A criterion-referenced test score may be expressed
in a percentage correct out of the total.

The two types of tests each serve a different purpose and the scores are used
differently. Schools and teachers may use norm-referenced test scores to rank student
achievement across broad areas of knowledge. Criterion-referenced scores may be
used to determine if a student has mastered specific skills or concepts in specific areas
of study.

Comparison Between Criterion and Norm-Reference Test

Similarities Criterion-Reference Test Norm-Reference Test
Both Typically require the The objective tend to be Objective may be stated in
specification of objectives highly specific and detailed general or specific terms
(Intended Learning
Outcome) as a basis for
test construction
Both are typically designed Usually a limited domain of Usually broad range of
to measure a outcome is covered with outcome is covered with
representative sample of a several items per outcome few items per outcome
specified learning outcome
(by use of the table of
specification)
Both use of variety of test There is less dependence Selection type items highly
items on selection-type items favored
Both require the application The ability of items to The ability of the items to
of common set of rules for describe learner’s discriminate among
effective item writing performance on specific learners is emphasized
 learning task is emphasized
Both are constructed to fit a Used primarily in readiness, Used primarily in advanced
particular use formative and diagnostic placement and summative
testing testing

Sources:
https://www.assessment-training.com/blogs/what-is-a-personality-test
https://www.slideshare.net/PALASHMEHAR/intelligence-tests-01
https://www.verywellmind.com/what-is-an-aptitude-test-2794806
https://www.slideshare.net/RonaldQuileste/12-principles-of-high-quality-assessments-
reuploaded
https://www.theclassroom.com/similarities-difference-classroom-test-standardized-
achievement-test-15626.html
https://iqtestprep.com/nine-types-intelligence/
Assessment of Student Leaning text book

Proposed Test Questions:

1. What is a principle of assessment that also refers to the quality of being

trustworthy?
Answer: Reliability
2. What are the techniques in establishing validity and reliability?
3. In your own words, what is Practicality and Efficiency as a Principle of High
Quality Assessment?
4. It is a kind of test that is designed to measure a capacity to make abstraction, to
learn and to deal with different situation.
Answer: Intelligence test
5. A test designed to determine a person’s ability in a certain skill or field of
knowledge.
Answer: Aptitude test
6. True or False: Verbal test requires words in written or oral form.
Answer: True
7. True or False: Non-Verbal test is a s test that don’t use pictures or symbols.
Answer: False
8. True or False: The result of a Teacher-Made test may be used to know if there
is a need for more time or more clarification on a certain topic.
Answer: True
9. True or False: Standard test includes the same format, type of questions and
content no matter when or where the test is administered and no matter who is
taking the test
Answer: True
10. True or False: Does cognitive domain involves the factual knowledge, idea and
intellectual abilities?
Answer: True