1.

 LET REVIEW On Assessment

2. 2. Four concepts associated with assessment Test MeasurementAssessment Evaluation
3. 3. TestAn instrument designed to measure any characteristic, ability or
knowledgeComprised of test items on the area it intends to measure
4. 4. MeasurementA process of quantifying the degree to which someone or something
possesses a given trait.A broader term than test because there are other ways of
measuring other than through test, like observation, use of checklist and rating scales.
5. 5. AssessmentA process of gathering and organizing quantitative or qualitative data into an
interpretable form to have a basis for judgment or decision-makingA broader term than
measurement and involves interpreting or placing such information in contextA prerequisite
to evaluation as it provides the information which enables evaluation to take place
6. 6. EvaluationA process of systematic collection and analysis of both qualitative and
quantitative data in order to make some judgment or decisionInvolves judgment about the
desirability of changes in students
7. 7. Modes of assessment Assessment Traditional Alternative Authentic Click on the
rectangles with this image Performance- based Portfolio
8. 8. Modes of assessment Assessment Traditional Alternative Authentic ADVANTAGES
Performance- AND DISADVANTAGES: DESCRIPTION: based EXAMPLES: objective of
Scoring is Pen and paper mode Administration is easy as students Standardized and
assessingtest at the same timeor take the any quality, skill teacher-made tests knowledge
Portfolio Time-consuming to prepare Prone to guessing and cheating
9. 9. Modes of assessment Assessment Traditional Alternative Authentic Performance- based
Portfolio
10. 10. ADVANTAGES AND DISADVANTAGES: Modes of assessmentDESCRIPTION: to
prepare Relatively easy Assessment EXAMPLES: students to Measures behavior that
cannot be Requires the Projects, practical test, perform a faked significant and Scoring tends
to be subjective oralrelevant task Alternative and aural tests Traditional without rubrics
Authentic Time-consuming to administer Performance- based Portfolio
11. 11. Modes of assessment Assessment Traditional Alternative Authentic Performance- based
Portfolio
12. 12. Modes of assessment AssessmentADVANTAGES AND
DISADVANTAGES:DESCRIPTION: EXAMPLES: Measures students’ growth and
Dynamically and development Traditional Authentic Working Portfolios,Alternative
showcollaboratively gathers multiple Intelligence-fair indicators of isdocumentary portfolios,
time-consuming Development student progressRating tendsportfolios goals to support
course without to be subjective Performance- rubrics based Portfolio
13. 13. Modes of assessment Assessment Traditional Alternative Authentic Performance- based
Portfolio
14. 14. Modes of assessment AssessmentEXAMPLES: Traditional Alternative Authentic Could
be objective tests thatDESCRIPTION: reflect real life situations or Assessment methods that
Performance- alternative methods that are simulate true-to-life situations basedclose to what
we experience in real life Portfolio
15. 15. Purposes of Assessment FOR Learning Purposes of assessment AS OF Learning
Learning
16. 16. Purposes of Assessment FOR Learning  PLACEMENT -Done before instruction
Purposes of -Determines mastery of prerequisites  FORMATIVE assessment -Done before
instruction AS -Reinforce successful learning OF Learning  DIAGNOSTIC Learning -Done
before instruction -Determines persistent difficulties
17. 17. Purposes of Assessment FOR Learning Purposes of assessment AS OF Learning
Learning
18. 18. Purposes of Assessment FOR For teachers to Learning understand and perform well
their role in assessment Purposes of assessment AS OF Learning Learning
19. 19. Purposes of Assessment FOR Learning Purposes of assessment AS OF Learning
Learning
20. 20. Purposes of Assessment Summative FOR Learning -Done after instruction -Certifies
mastery oflearning outcomes Purposes of assessment AS OF Learning Learning
21. 21. PRINCIPLES OF HIGH QUALITY ASSESSMENTContinuous process Takes place prior,
during and after instructionAppropriate methods Good match between learning targets and
assessment methodPracticality and efficiency The information should be worth the resources
and time required to obtain itAppropriate and clear learning Learning targets should be
clearlytargets stated and centers on what is importantBalance Should set targets in all
learning and intelligence domainsFairness Should provide students with equal opportunity to
demonstrate achievement
22. 22. PRINCIPLES OF HIGH QUALITY ASSESSMENTCommunication Targets, standards
and results should be communicated to studentsAuthenticity Meaningful task, clear
standards, transferable learningPositive consequences Should motivate both students and
teachers to improveEthics Should free students from misuse of assessment
proceduresReliabilityValidity
23. 23. PERFORMANCE-BASED ASSESSMENT Description Reasons for Types Methodology
Others usingProcess of -Dissatisfaction Demonstra- 1. Identify the Criteria ingathering info
with limited tion type competenc selecting aabout learning info obtained y to be task:through
actual from certain demonstratdemonstration tests Creation ed -Generalizabilityof skills
and/or -Negative type 2. Describe -Authenticitycreation of impact of the task to
-Feasibilityproducts conventional be -Scorability tests performed -Fairness Appropriatene- 3.
Develop a -teachability ss in certain scoring approaches rubric like PBL reflecting the criteria
and the scores
24. 24. PORTFOLIO-BASED ASSESSMENT Description Reasons for Types Methodology
Others usingPurposeful, Offers multiple Working 1. set goals Underlyingongoing, indicators
of principles: portfolio(da 2. Collect Content (shoulddynamic, and students’collaborative
progress; y-to-day); 3. Select reflect Show 4. Organize importantprocess of Offers subject
matter)gathering opportunities portfolio 5. Reflect Learning (shouldmultiple for students to
(best works) 6. Evaluate enable studentsindicators of document Documentar 7. exhibit
become activethe learner’s reflections of learners)growth and theirs; y Equity
(shoulddevelopment Offers (combinatio allow students teachers new n) to demonstrate their
learning roles in the styles assessment process
25. 25. Assessment Methods OBJECTIVE-Multiple choice-true or false-matching-short answer-
completion test
26. 26. Assessment Methods ESSAY--restricted response-extended response ORAL
QUESTION-Oral examination-Interview
27. 27. Assessment Methods PERFORMANCE-BASED-Projects-Presentations-Portfolios
28. 28. Assessment Methods OBSERVATION-Informal observation-Formal observation SELF-
REPORT-Questionnaires-Attitude survey-Sociometric devices
29. 29. What is a rubric?Contains characteristics of a desirable trait Measure the degree to
which a performance or product work or has been satisfied by one’sRater checks the ones
observe in one’s performance performanceat least 3 levels or product -is a measuring
instrument usually Uses used in rating performance-based tasks-is a cross between a
checklist and a rating scale
30. 30. Types of rubricHolistic Rubric-describes the overall quality of aperformance or product;
there isonly one rating given to the entire work or performance
31. 31. Holistic Rubric -allows fast assessment-provides one score to describe the overall
performance or quality of work-can indicate the general strengths and weaknesses of the
work or performance
32. 32. Holistic Rubric -does not clearly describe thedegree of the criterion satisfied ornot
satisfied by the performance or product -does not permit differential weighting of he qualities
of a product or performance
33. 33. Types of rubricAnalytic Rubric -describes the quality of aperformance or product in terms
of the identified dimensions and/or criteria which are rated independently to give a better
picture of the quality of work or performance
34. 34. Analytic rubric-Clearly describes the degree of thecriterion satisfied or not satisfied by the
performance or product -permits differential weighting of the qualities of a product or a
performance-helps raters pinpoint specific areas of strengths and weaknesses
35. 35. Analytic rubric--more time consuming to use -more difficult to construct
36. 36. Important elements found in a rubric -competency to be tested (requires either a
demonstration or creation of products of learning -performance task (should be authentic and
feasible) -evaluative criteria and their indicators (should be made clear using observable
traits)
37. 37. Important elements found in a rubric -performance levels (at least 3) -qualitative and
quantitative descriptions of each performance level (must be observable)
38. 38. What is a test? -a test is an instrument or systematic procedure, whichtypically consists a
set of questions for measuring any characteristic, quality, ability, skill or knowledge
39. 39. Different types of tests scope & purpose interpretation contentTime limit & level
According language of difficulty to mode manner of Manner of Effect ofadministration
construction biases
40. 40. According to purpose What the test measuresEducational test-aims to measure the
results ofinstruction; administered after theinstructional process Achievement test-what the
studenthas achieved at the end of instruction;what has been learned
41. 41. According to purpose What the test measuresEx:Aptitude test-areas where the student
will likelysucceed; specifically measures different mentalprocesses like verbal, numerical,
spatial, andmechanical reasoning; also judgment, analysis & logicPersonality test- student’s
personal traitsIntelligence test- student’s mental ability;innate/inherent capacity of the mind
without anybackground training
42. 42. According to purpose What the test measuresPsychological test-aims to measure
students’ intelligence ormental ability in a large degree withoutreference to what the student
has learned;intangible aspects of an individual;administered before the instructional process
43. 43. According to interpretation How the test is interpretedNorm-referenced test-result is
interpreted by comparing onestudent with other students-some will really pass-there is
competition for a limited percentageof high score-describes student’s performance
comparedto others
44. 44. According to interpretation How the test is interpretedCriterion-referenced test-result is
interpreted by comparing a studentagainst a set of criteria-all or none may pass-there is NO
competition for a limitedpercentage of high score-describes student’s mastery of the
courseobjective
45. 45. According to the scope and contentSurvey-covers a broad range of objectives-measures
general achievement in certainsubjects-is constructed by trained professionalMastery Test-
covers a specific learning objective-measures fundamental skills and abilities-is typically
constructed by the teacher
46. 46. According to time limit and level of difficultyPower-consists of items of increasing level of
difficultybut taken with ample time-measures a student’s ability to answer more andmore
difficult itemsMastery Test-covers a specific learning objective-measures fundamental skills
and abilities-is typically constructed by the teacher