UM Panabo College

Department of Teachers Education

P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Big Picture in Focus: ULOb. Explicate the difference between measurement,

assessment and evaluation.

Metalanguage

For you to demonstrate ULOb, you will have to understand the difference between
these three terms: measurement, assessment and evaluation. Somehow, these three are
synonymous but holds a ground that differentiates one from the other. Explore the
meaning of each and as you go forward, start thinking how you will have this three in your
field of specialization.

Essential Knowledge
A. Measurement
This is the process of determining or describing the attributes or characteristics of
physical objects generally in terms of quantity. When we measure, we use some standard
instrument to find out how long, heavy, hot voluminous, cold, fast or straight some things are.
Such instruments may be ruler, scale, thermometer or pressure gauge. When we measure, we are
actually collecting quantitative information relative to some established standards. To measure is
to apply a standard measuring device to an object, group of objects, events or situations
according to procedure determined by one who is skilled in the use of such devise.
Sometimes, we can measure physical quantities by combining directly measureable
quantities to form derived quantities. For example, to find the area of a rectangular paper, all you
have to do is multiply the length and width. In the field of education, however, the quantities and
qualities are abstract, unseen and cannot be touched and so the measurement process becomes
difficult; hence, the need to specify the learning outcomes to be measured.
For instance, knowledge of the subject matter is often measured through standardized
test results. In this case, the measurement procedure is testing. The same concept can be
measured in another way. We can ask a group of experts to rate a student’s (or a teacher’s)
knowledge of the subject matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest. In
this procedure, knowledge of the subject matter is measured through perceptions (*Navarro and
Santos, 2012).

Types of Measurement: Objective or Subjective

Testing is an example of objective measurement while rating is an example of
subjective measurement. Objective measurements are considered to be more stable than
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

subjective measurements. Recall that subjective measurements rely on an individual’s perception

whereas objective measurement.
Objective measurements are more preferred because repeated measurements of the
same quantity or quality of interest will produce more or less the same outcome. However, there
are some things that cannot be fully captured by objective measurement, so subjective
measurements are preferred such as aesthetic appeal of a product, student’s performance in
drama, flavor, taste and texture of food, etc. It follows that when time and resources permits, it is
best to use the two types of measurement to holistically measure something.
Whether you use objective or subjective measurement procedure, the principal is the
same for the two in educational measurement:
Measurement of Quantity or Quality of Interest=True value plus random error.
Each measurement of the quantity of interest has two components: a true value of the
quantity and a random error component. The objective in educational measurement is to estimate
or approximate, as closely as possible, the true value of the quantity of interest, e.g. true
knowledge of the subject matter. This is a tall order an done which will occupy most of our time
in this particular course.
Objective measurements are measurements that do not depend on the person or
individual taking the measurements. Regardless of who is taking the measurement, the same
measurement values should be obtained when using an objective assessment procedure. In
contrast, subjective measurements often differ from one assessor to the next even if the same
quantity or quality is being measured.
Measuring Indicators, Variables and Factors
An educational variable (denoted by and English alphabet, like X) is a measureable
characteristic of a student. Variables may be directly measureable as in X=age or X=height of a
student. However, many times, a variable cannot be directly measured like when we want to
measure ―class participation‖ of a student. For those variables where direct measurements are
not feasible, we introduce the concept of indicators.
An indicator, I, denotes the presence or absence of a measured characteristic. Thus:
I = 1, if the characteristic is present
I = 0, if the characteristic is absent.
For the variable X= class participation, we can let be participation of a student in a class
and let X be the sum of all Is divided by n recitations, where n stands for the number of
recitations conducted. Say, n=10 and a student was able to participate in 5 out of these 10, then
X= 5/10 = 50%.
Indicators are the building blocks of educational measurement upon which all other
forms of measurement are built. A group of indicators constitute a variable. A group of variables
forma construct or a factor. The variables which form a factor correlate highly with each other
but have low correlations with variables in another group.
Example:
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Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

- computational skills
– reading skills
– vocabulary
– logic and reasoning
– sequences and series
– manual dexterity
These variables can be grouped as follows:
Group 1: ( ) = mathematical ability factor
Group 2: ( ) = language ability factor
Group 3: ( ) = psychomotor ability
In educational measurement, we shall be concerned with indicators, variables and
factors of interest in the field of education (*Navarro and Santos, 2012).

B. Differences between Testing, Assessment, and Evaluation

What Do We Mean by Testing, Assessment, and Evaluation?

When defined within an educational setting, assessment, evaluation, and testing are all
used to measure how much of the assigned materials students are mastering, how well student
are learning the materials, and how well student are meeting the stated goals and objectives.
Although you may believe that assessments only provide instructors with information on which
to base a score or grade, assessments also help you to assess your own learning.

Education professionals make distinctions between assessment, evaluation, and testing.

However, for the purposes of this tutorial, all you really need to understand is that these are three
different terms for referring to the process of figuring out how much you know about a given
topic and that each term has a different meaning. To simplify things, we will use the term
"assessment" throughout this tutorial to refer to this process of measuring what you know and
have learned.

In case you are curious, here are some definitions:

 A test or quiz is used to examine someone's knowledge of something to determine what

he or she knows or has learned. Testing measures the level of skill or knowledge that has been
reached.

 Evaluation is the process of making judgments based on criteria and evidence.

 Assessment is the process of documenting knowledge, skills, attitudes and beliefs,

usually in measurable terms. The goal of assessment is to make improvements, as
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

opposed to simply being judged. In an educational context, assessment is the process of

describing, collecting, recording, scoring, and interpreting information about learning.

Why is Assessment Important?

Hopefully by this point in your life you have discovered that learning can be fun! You
have probably also realized that you are constantly learning, whether you are in a classroom, a
car, or a kitchen.

Assessment helps you build confidence in your ability to learn.

Perhaps you have heard that the global work culture is changing. Unlike your
grandfather, you will probably have a number of different jobs and careers during your lifetime.
In order to be successful, you will need to have confidence in your ability to learn and you will
need to become a lifelong learner. Assessment plays a key role in developing your confidence in
your ability to learn, as well as in developing your lifelong learning skills.

Student Dialog - Learning to Bake Cookies

Jose: Hi, Brian. What's in the bag?

Brian: These are my world famous chocolate chip cookies. Here, try one.

Sage: Hey guys! What'cha doing?

Jose: Brian made some cookies. Here, try one.

Sage: Wow, Brian! These are great. How did you learn to make these?

Brian: I used to help my mom bake cookies when I was a kid. Then, when I came to college, I
brought the recipe with me and started making them for myself. At first they didn't turn out very
well, but the more I practiced, the better I got. I have even made some changes to the recipe that
I think have improved the taste.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

You may be thinking that learning to bake cookies and learning something like chemistry aren't
the same at all, and, in a way, you are right. But, the information you get from assessing what
you have learned is the same. Brian used what he learned from each batch of cookies to improve
the next batch. You learn from every homework assignment you complete and every quiz you
take what you still need to study in order to know the material.

Another really good way to understand the importance of assessment is to think about learning
skills. When playing basketball, for example, you get immediate feedback about how well you
are doing, and this tells you how to adjust to get the ball in the hoop next time. When you are
learning a skill, feedback (assessment) is automatic. When you are learning chemistry, the
feedback process needs to be made visible through assessment.

Assessment doesn't have to be a written exam. You can determine if you have successfully
learned something in a number of different ways, depending on what you are trying to learn.
Recognizing that there are many different ways to assess learning and becoming skillful at self-
assessment are important lifelong learning skills.

What Should You Know Prior to a Test?

In classes, assessment determines if you are learning what your instructor thinks is
important.

When you are taking a course and the instructor announces that there will be a test or quiz,
what's the first thing you ask? If you are like most students, you want to know what will be on
the test. You determine what's important to study and learn from knowing what is on the test.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Your instructor uses assessment to guide your learning and to communicate and reinforce what is
important to learn. However, any test is limited in its ability to assess all important information.
Thus, the questions on a test are a sample of the information that the instructor wants you to
know. If you study effectively, you will be prepared to answer most questions on the subject and
therefore answer most questions from the subset that makes up the test.

Tips on What to Ask About a Test

 Ask what content will be covered on the test

 Ask what types of questions will be on the test

 Ask if each question will have just one correct answer or if you will need to select all
answers that apply

 Ask how many questions there will be and how much time you will have to complete the
test

 Ask about the criteria the instructor will be using to grade the exam. Will the instructor
take off points for spelling and grammatical errors? If the test will contain essay questions, how
much prior knowledge is assumed? Will the instructor allow you to turn in whatever prewriting
or drafts you do, as well as the revised version of the essay?

Student Dialog - Assessment is Just Part of The Learning Process

Heather: Look at this syllabus, Sage! I have a quiz EVERY DAY in Spanish! I think this
instructor has really lost it!

Sage: Calm down, Heather. Why does it bother you to have to complete a quiz every day? At
least she's telling you in advance what to expect instead of giving pop quizzes.

Heather: It bothers me because…. Well, because…. OK, I can see this is going to sound really
stupid. It bothers me because it means I will have to study every day to prepare for the quiz the
next day.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Research has confirmed that the act of testing actually improves learning. For example, let's say
that after a lecture one day the instructor gives a test to half the class and no test to the other half.
Then the instructor tests the entire class the next week. The half who was given the first test will
score higher than the other half of the class that was not. Research has also shown that frequent
testing improves learning because it allows students to focus on smaller amounts of information
at a time.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Testing is for

-- assessing the attainment of teaching objectives;

-- getting feedback about where the students are;
-- helping the students review what has been learned;
-- identifying areas of difficulty and problem;
-- giving the students a sense of progress and achievement;
-- motivating the students;

Testing is not for

-- punishing students;
-- replacing instruction;
-- encouraging competition among students;
-- increasing pressure for learning;

What is a good test?

Validity -- the degree to which a test measures what it is supposed to measure.

Reliability -- the degree to which a test gives consistent results. (test and scorer reliability)
Discrimination -- the degree to which a test can distinguish testees of different proficiency or
achievement levels. Practicality (feasibility) -- the degree to which a test can be designed and
administered within the means of available resources, such as financial limitations and time
constraints.

Types of Tests in English Context

Achievement test -- a test which measures how much of a language someone has learned with
reference to a particular course of study or program of instruction. Proficiency test -- a test
which measures someone's general level of language mastery. Standardized test -- a test (a)
which has been developed from tryouts and experimentation to ensure that it is reliable and valid,
(b) for which norms have been established, and (c) which provides uniform procedures for
administering and for scoring the test. Diagnostic test -- a test which is designed to show what
skills or knowledge a learner knows and
doesn't know. Prognostic test -- a test which is designed to predict how well one is likely to do
in a language course.

Placement test -- a test which is designed to place students at an appropriate level in a program
or course. Discrete-point test -- a language test which measures knowledge of individual
language items, such as a grammar test which has different sections on tenses, adverbs, and
prepositions. Integrative test -- is a test which requires a learner to use several language skills at
the same time, such as a dictation test, because it requires the learner to use knowledge of
grammar,
vocabulary, and listening comprehension.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Criterion referenced test -- a test which measures a student's performance according to a

particular standard or criterion which has been agreed upon. Norm referenced test -- a test
which is designed to measure how the performance of a particular student or group of students
compares with the performance of another student or group of students whose scores are given as
the norm.

Types of Test Items

Alternate response item -- one in which a correct response must be chosen from two
alternatives, e.g., True/False. Fixed response item -- one in which the correct answer must be
chosen from among several
alternatives, e.g., multiple-choice. Free response item -- one in which the student is free to
answer a question as he or she wishes without having to choose from among alternative
provided, e.g., composition. Structured response item -- one in which some control or guidance
is given for the answer, but the students must contribute something of their own. e.g., I (go) ____
to the market for some
fruit.

Kinds of Tests

There are different kinds of test: (1) Intelligence, (2) personality, (3) Aptitude, (4) Prognostic, (5)
performance, (6) diagnostic, (7) achievement, (8) preference, (9) accomplishment, (10) scale,
(11) speed, (12) standardized, (13) teacher-made, and (14) Placement.

1. Intelligence Test. This test measures the intelligence quotient (IQ) of an individual as
genius, very superior, high average, and average, low average, borderline or mentally defective.
Its function is to establish the ability to think abstractly or to organize parts of a situation into a
coherent whole.
2. Personality Test. This test measures the ways in which the individual’s interest with other
individuals or in terms of the roles an individual has assigned to himself and how he adopts in
the society.
3. Aptitude Test. This kind of test is a predictive measure of a person’s likelihood of benefit
from instruction or experience in a given field such as the arts, music, clerical work, mechanical
tasks, or academic studies (Calmorin, 2004).
4. Prognostic Test. This test forecast how well a person may do in a certain school subject
or work.
5. Performance Test. It is a measure which often makes use of accomplishing the learning
task involving minimum accomplishment or none at all.
6. Diagnostic Test. This test identifies the weaknesses of an individual’s achievement in any
field which serves as basis for remedial instruction. Example: UM Pre-Test in Mock Exam
7. Achievement Test. This test measures how much the students attain the learning task.
Example: NAT(National Achievement Test)
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

8. Preference Test. This test is a measure of vocational or academic interest of an individual

or aesthetic decision by forcing the examinee to make force options between members of paired
or group items.
9. Scale Test. This test is a series of items arranged in order of difficulty.
10. Speed Test. This test measures the speed and accuracy of the examinee within the time
imposed. It is also called the alertness test. It consists of items of uniform difficulty.
11. Power Test. This test is made up of series of items arranged from easiest to the most
difficult.
12. Standardized Test. This test provides exact procedures in controlling the method of
administration and scoring with norms and data concerning the reliability and validity of the test.
13. Teacher-made Test. This test is prepared by classroom teachers based on the contents
stated in the syllabi and the lessons taken by the students.
14. Placement Test. This test is used to measure the job an applicant should fill in the school
setting and the grade or year

What's the purpose of different types of assessment?

Different types of assessments help you understand student progress in various ways and adapt
your teaching strategies accordingly.
In your classroom, assessments generally have one of three purposes:
1. Assessment of learning
2. Assessment for learning
3. Assessment as learning
Assessment of learning
Assessments are a way to find out what students have learned and if they’re aligning to
curriculum or grade-level standards.
Assessments of learning are usually grade-based, and can include:
 Exams
 Portfolios
 Final projects
 Standardized tests
They have a concrete grade attached to them that communicates student achievement to teachers,
parents, students, school-level administrators and district leaders.
Common types of assessment of learning
include:  Summative assessments
 Norm-referenced assessments
 Criterion-referenced assessments
Assessment for learning
Assessments for learning provide you with a clear snapshot of student learning and
understanding as you teach -- allowing you to adjust everything from your classroom
management strategies to your lesson plans as you go.
Assessments for learning should always be ongoing and actionable. When you’re creating
assessments, keep these key questions in mind:
 What do students still need to know?
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Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

 What did students take away from the lesson?

 Did students find this lesson too easy? Too difficult?
 Did my teaching strategies reach students effectively?
 What are students most commonly misunderstanding?
 What did I most want students to learn from this lesson? Did I succeed?
There are lots of ways you can deliver assessments for learning, even in a busy classroom. We’ll
cover some of them soon!
For now, just remember these assessments aren’t only for students -- they’re to provide you with
actionable feedback to improve your instruction.
Common types of assessment for learning include formative assessments and diagnostic
assessments.
Assessment as learning
Assessment as learning actively involves students in the learning process. It teaches critical
thinking skills, problem-solving and encourages students to set achievable goals for themselves
and objectively measure their progress.
They can help engage students in the learning process, too! One study found:
“Students develop an interest in mathematical tasks that they understand, see as relevant to their
own concerns, and can manage. Recent studies of students’ emotional responses to mathematics
suggest that both their positive and their negative responses diminish as tasks become familiar
and increase when tasks are novel”
Some examples of assessment as learning include ipsative assessments, self-assessments and
peer assessments.

6 Types of assessment to use in your classroom

1. Diagnostic assessment
Let’s say you’re starting a lesson on two-digit multiplication. To make sure the unit goes
smoothly, you want to know if your students have mastered fact families, place value and one-
digit multiplication before you move on to more complicated questions.
When you structure diagnostic assessments around your lesson, you’ll get the information you
need to understand student knowledge and engage your whole classroom.
Some examples to try include:
 Mind maps
 Flow charts
 KWL charts
 Short quizzes
 Journal entries
 Student interviews
 Student reflections
 Graphic organizers
 Classroom discussions
Diagnostic assessments can also help benchmark student progress. Consider giving the
same assessment at the end of the unit so students can see how far they’ve come! Using Prodigy
for diagnostic assessments. One unique way of delivering diagnostic assessments is to use a
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

game-based learning platform that engages your students. Prodigy’s assessments tool helps you
align the math questions your students see in-game with the lessons you want to cover.
2. Formative assessment
Just because students made it to the end-of-unit test, doesn’t mean they’ve mastered the
skill. Formative assessments help teachers understand student learning while they teach, and
adjust their teaching strategies accordingly. Meaningful learning involves processing new facts,
adjusting assumptions and drawing nuanced conclusions. Or, as researchers Thomas Romberg
and Thomas Carpenter describe it: Formative assessments help you track how student
knowledge is growing and changing in your classroom in real-time. While it requires a bit of a
time investment — especially at first — the gains are more than worth it.
Some examples of formative assessments include:
 Portfolios
 Group projects
 Progress reports
 Class discussions
 Entry and exit tickets
 Short, regular quizzes
 Virtual classroom tools like Socrative or Kahoot!
When running formative assessments in your classroom, it’s best to keep them short, easy to
grade and consistent. Introducing students to formative assessments in a low-stakes way can help
you benchmark their progress and reduce math anxiety when a big test day rolls around.

3. Summative assessment
Summative assessments measure student progress as an assessment of learning and
provide data for you, school leaders and district leaders.
They're cost-efficient and valuable when it comes to communicating student progress, but they
don’t always give clear feedback on the learning process and can foster a ―teach to the test‖
mindset if you’re not careful. Plus, they’re stressful for teachers. One Harvard survey found 60%
of teachers said ―preparing students to pass mandated standardized tests‖ ―dictates most of‖ or
―substantially affects‖ their teaching. Sound familiar?
But just because it’s a summative assessment, doesn’t mean it can’t be engaging for students and
useful for your teaching. Try creating assessments that deviate from the standard multiple-choice
test, like:
 Recording a podcast
 Writing a script for a short play
 Producing an independent study project
No matter what type of summative assessment you give your students, keep some best
practices in mind:
 Keep it real-world relevant where you can
 Make questions clear and instructions easy to follow
 Give a rubric so students know what’s expected of them
 Create your final test after, not before, teaching the lesson
 Try blind grading: don’t look at the name on the assignment before you mark it
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

4. Ipsative assessments

How many of your students get a bad grade on a test and get so discouraged they stop
trying? Ipsative assessments are one of the types of assessment as learning that compares
previous results with a second try, motivating students to set goals and improve their skills.

When a student hands in a piece of creative writing, it’s just the first draft. They practice
athletic skills and musical talents to improve, but don’t always get the same chance when it
comes to other subjects like math. A two-stage assessment framework helps students learn from
their mistakes and motivates them to do better. Plus, it removes the instant gratification of goals
and teaches students learning is a process. You can incorporate ipsative assessments into your
classroom with:

 Portfolios
 A two-stage testing process
 Project-based learning activities

One study on ipsative learning techniques found that when it was used with higher education
distance learners, it helped motivate students and encouraged them to act on feedback to improve
their grades.

5. Norm-referenced assessments
Norm-referenced assessments are tests designed to compare an individual to a group of their
peers, usually based on national standards and occasionally adjusted for age, ethnicity or other
demographics. Unlike ipsative assessments, where the student is only competing against
themselves, norm-referenced assessments draw from a wide range of data points to make
conclusions about student achievement. Types of norm-referenced assessments include:

 IQ tests
 Physical assessments
 Standardized college admissions tests like the SAT and GRE

Proponents of norm-referenced assessments point out that they accentuate differences among
test-takers and make it easy to analyze large-scale trends. Critics argue they don’t encourage
complex thinking and can inadvertently discriminate against low-income students and minorities.

Norm-referenced assessments are most useful when measuring student achievement to

determine:

 Language ability
 Grade readiness
 Physical development
 College admission decisions
 Need for additional learning support
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Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

While they’re not usually the type of assessment you deliver in your classroom, chances are
you have access to data from past tests that can give you valuable insights into student
performance.

6. Criterion-referenced assessments
Criterion-referenced assessments compare the score of an individual student to a learning
standard and performance level, independent of other students around them.
In the classroom, this means measuring student performance against grade-level standards and
can include end-of-unit or final tests to assess student understanding.
Outside of the classroom, criterion-referenced assessments appear in professional licensing
exams, high school exit exams and citizenship tests, where the student must answer a certain
percentage of questions correctly to pass. Criterion-referenced assessments are most often
compared with norm-referenced assessments. While they’re both valuable types of assessments
of learning, criterion-referenced assessments don’t measure students against their peers. Instead,
each student is graded on their own strengths and weaknesses.
*https://www.prodigygame.com/main-en/blog/types-of-assessment

Types of Assessments
Assessments can be delivered in a variety of ways. Don't assume one is easier than
another, although the way you study might differ depending on the type of assessment. You need
to prepare for all assessments, no matter what the delivery method is.

Conventional Exams
Typical exams are delivered in a proctored classroom setting with a specific period of time to
complete a variety of questions and question types. This type of exam is usually "paper and
pencil" but could also be delivered via an electronic device like a computer.

Open Book Exams (completed in class)

Open book exams may consist of many different question types. Because you are given the
opportunity to consult print resources, expectations may be higher for answers to contain more
detail and be more complex in their analysis of the question or statement. It is very important to
pay special attention to directives in open book exams. If the exam is an open book math
assessment, you will be expected to show detailed work as to how they reached their solution to
the problem. If the exam is primarily or completely essay, you may be expected to use quotes,
cite sources, and provide more details.
In an open book exam you will likely be evaluated more on understanding than on recall and
memorization. Open book exams test your ability to find and use information for problem
solving and to deliver well-structured and well-presented arguments and solutions. You may be
expected to apply material to new situations, analyze elements and relationships, and
demonstrate that you have synthesized the material through the structure of your answer and how
well you have provided supporting evidence for your answer.
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Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Tips for Preparing for Open Book Exams

 Stay current on readings and class assignments.
 Prepare brief, concise notes on ideas and concepts being tested.
 Carefully select what you intend to bring with you to the exam.
 Challenge yourself with how you would answer questions, and what options and
resources you may need to consider.
 Pre-write answers to questions you anticipate might be on the exam and include your own
commentary on the information that will provide fuel for your arguments and demonstrate that
you have thought through the materials.
 Organize your reference materials:
- Make your reference materials as user-friendly as possible so that you don't lose time
locating what you need.
- Familiarize yourself with the format, layout and structure of your textbooks and
source materials.
- Organize textbooks and source materials with your class notes for speedy retrieval
and index ideas and concepts with pointers and/or page numbers in the source material.
- Develop a system of tabs or sticky notes, color coding, concept maps, etc. to mark
important summaries, headings, and sections.
- Write short, manageable summaries of content for each grouping.
- List data and formulas separately for easy access.

Tips for Taking Open Book Exams

 Read the questions carefully to understand what is expected.
 Quickly review the number of questions and note how much time each could take.
 First answer the questions that you are confident about and/or that will not require much
time to check the resources.
 Leave more complex and difficult questions for later.
 Aim for concise, accurate, and thoughtful answers that are based on evidence.
 Use quotations
- to illustrate a point or act as a discussion point.
- to draw on the authority of the source.
- when you can not say it better in your own words.
 Quotations can be short.
 A reference to a quote may be as effective as the quote itself.
 Guard against overquoting – extensive quoting may detract from your point or argument.

Open Book Exams (Take-Home)

When you are given a take-home exam, you will have more time to complete it compared
to an in-class exam, but you still need to study and prepare by organizing your materials and
resources. Take-home exams are often graded more stringently than in-class exams because
you do have more time to complete your work. You will need to pay special attention to
details and organization, as well as to directives.
 UM Panabo College
Department of Teachers Education
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Telefax # (084) 628-6437

If your instructor doesn't specifically address it, ask if you are allowed to work on the exam
with others or if you are to work alone. Working together on an exam that you are expected to
complete individually is cheating.

Tips
To prepare for and complete an open book take-home exam, you will need to follow the
same tips as for the in-class open book exam. Since you will have more time to complete the
take-home exam than you would for an in-class open book exam, here are some additional
tips for completing the exam:
 Take notes as you look through your materials for information about each question, then
summarize what you find, writing down precisely where you found it.
 Use index cards for taking notes just as you would for a research paper.
 Make an outline for each answer.
 Write your answer by following the outline and looking up materials as you go.

Interviews and Oral Examinations

A formal assessment conducted through an interview or oral exam consists of a series of
questions, which may include having you perform tasks or solve problems. You demonstrate
your understanding of the concepts by answering questions and performing the requested tasks.
Oral exams give you an opportunity to practice your speaking and communication, both of which
are needed during job interviews. Oral exams can include both prepared presentations where you
are assigned a topic in advance, and more informal question-and-answer sessions where you
need to know the content but don't need to prepare a formal presentation.

Preparation Tips
 Write out questions you anticipate will be asked.
 Write out possible follow up questions to your answers. Although content is typically set
before the exam, questions asked during the exam are usually dynamic, based on your answers.
 Practice answering questions with classmates. Encourage classmates to ask follow up
questions.
 Practice in front of a mirror to evaluate your delivery.
 Make a video recording of your practice session. When reviewing the recording, look for
things in your delivery that you could improve.
 Avoid "verbal tics" like the phrases, "you know" or "OK, so" in the content of your
answers.
 If you are using some form of technology during your exam, practice with the equipment
the day before. If possible, test the equipment in the setting where it will be used.
 If you are using technology equipment during your exam, arrive early to the exam site to
set up and test the equipment.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

During the Exam

 Dress, look, and act professionally.
 Turn off your cell phone.
 Arrive at the location early so you have a chance to collect your thoughts before
beginning.
 Carefully follow any directions you have been given for the exam, such as begin by
introducing yourself, bring handouts, etc.
 Maintain good posture and make eye contact with the audience.
 Listen carefully to the questions you are asked. If you don't understand, ask for
clarification.
 Stay focused. Pause and think about your answer before you start to speak. Don't ramble.
 Speak in complete sentences and elaborate on your answers. Avoid one- and two-word
answers.
 When you are finished, thank your audience.

Math Exams
Math exams usually require students to complete math problems. Expect to be asked to
show your work. Question types can vary from matching, to multiple-choice, to completion.

Preparation Tips
 Attend class and stay current with homework problems.
 As you work practice problems, be sure you understand the process.
 Work practice problems on your own first before checking the answer.
 If available, study a copy of the same instructor's previous exams.
 Form a study group to meet weekly to discuss homework problems.
 Carefully read the instructions for the exam.
 Read through the exam questions.
 If you are asked to show your work, write neatly and show each step clearly.
 Complete the easiest problems first.
 Read each question carefully and make sure you are answering the actual question.
 If you get stuck on a problem, move on and come back to it.
 If you are using a calculator, recheck your math immediately.
 If you aren't using a calculator, recheck your math if you have time.

Research Papers
Research papers are often assessed. Here's a good definition [by the Department of English
at Purdue University] of a research paper:
"A research paper is a piece of academic writing that requires a more abstract, critical, and
thoughtful level of inquiry than you might be used to…….Writing a research paper
involves (1) first familiarizing yourself with the works of "experts"--for example, on the
page, in cyberspace, or in the flesh through personal interviews--to build upon what you
know about a subject and then (2) comparing their thoughts on the topic with your own."
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

(*Research Papers: What is a Research Paper? (n.d.). Retrieved September 3, 2012, from
http://owl.english.purdue.edu/workshops/hypertext/ResearchW/what.html)
In a research paper you combine what you know with what you learn, integrating your
personal thoughts and insights.
There are several different types of research papers:
 A review of the literature in a field: research information and then summarize and
paraphrase it.
 A paper that analyzes a perspective: break a topic or concept down into its parts and then
restructure those parts in a way that makes sense to you.
 A paper that argues a point: use information to support your stance on an issue.

Perparation Tips
 Read the assignment carefully. Ask for clarification if there is something you don't
understand.
 Ask for the grading criteria.
 Create a timeline for completing the paper by working backwards from the due date.
Allow adequate time for each step of the writing process.
 Follow any directions you have been give about how to cite your sources. If you haven't
been given directions, ask if there is a specific format you are to follow.
 There are many helpful guides for writing research papers available on the Internet. For
example, A Research Guide for Students Website contains information about the different steps
you can follow as well as a plethora of additional helpful information. If you instructor doesn't
give you specific resources to use or steps to follow, consider using this site as a guide or find a
different site that meets your needs.

Class Projects
Class projects can take a variety of forms. They are also a way to assess what you have learned.
Usually, instead of writing answers to questions, you have to produce something that will be
graded based on specific criteria. The grading criteria are often organized in a rubric. You can
visit the University of Wisconsin's Rubric Website for exemplar rubrics.

Working in Class Projects Tips

Because the term "class project" is so broad, it's hard to give specific tips, but here are a few that
apply to projects in general:
 Make sure you understand the assignment. Ask for clarification if necessary.
 Make sure you understand the grading criteria. Ask for clarification if necessary.
 Don't procrastinate. Get started as quickly as possible.
 Make a plan by sequencing the tasks on a timeline, starting at the due date and working
backwards.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

 If you are working in a group, make sure everyone understands what the project is, what
his or her role in completing the project is, and when his or her deliverable is due.
 Don't let your team members down – do your part and complete it on time.

Types of Questions

In order to prepare properly for a test, you will need to ask not only what the content for
the test will be, but also which types of questions the test will contain. Different question types
require different study strategies. Listed below are descriptions of a number of different question
types as well as study and preparation strategies for each.

Multiple-choice tests usually consist of a question or statement to which you respond by

selecting the best answer from among a number of choices. Multiple-choice tests typically test
what you know, whether or not you understand (comprehension), and your ability to apply what
you have learned (application). Some questions might assess your ability to analyze or evaluate
information, but these kinds of questions are difficult to write so they aren't common on
multiple-choice exams.

Tips for Taking Multiple-choice Exams

 Read the question or statement carefully.

 Try to answer the question in your head before reading the answer choices.

 Read all of the answer choices carefully.

 Eliminate answers you know are incorrect

 If you know more than on answer is correct, consider if "all of the above" is possibly the
correct choice.

 If "all of the above" isn't a choice, or isn't the correct choice, then select the BEST answer
from those you think are correct.

 Never leave a multiple-choice question blank unless you are penalized for guessing. If
you don't know the answer, eliminate the ones you know are not correct and then make an
educated guess.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

True-false tests contain statements that the student marks as being either true or false. In
order to qualify as true, all parts of the statement must be true. In general, true-false tests check
your knowledge of facts. Again, general study skills and best practices apply to studying for true-
false tests.

Tips for Responding to True-false Questions:

 Every part of a true sentence must be "true."

 Read each statement carefully and pay close attention to negatives, qualifiers, absolutes,
and long strings of statements.

 Qualifiers like "never," "always," and "every" mean that the statement must be true all of
the time. Usually these types of qualifiers lead to a false answer.

 Qualifiers like "usually, sometimes, and generally" mean that if the statement can be
considered true or false depending on the circumstances. Usually these types of qualifiers lead to
a true answer.

 If any part of the question is false, then the entire statement is false, but just because part
of a statement is true doesn't necessarily make the entire statement true.

Essay questions require students to write answers to statements or questions. To complete

a successful essay exam, you need to be able to recall relevant information and to organize it in a
clear way, generating a thesis and building to a conclusion. Instructors give essay tests to
determine whether or not students can make connections among various ideas, apply course
information to new situations, and (most importantly) demonstrate that they have made the
information their own.

Essay exams are a useful tool for finding out if you are able to sort through a large body
of information, figure out what is important, and explain why it is important. Essay exams
challenge you to come up with key course ideas and put them into your own words using the
 UM Panabo College
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Telefax # (084) 628-6437

interpretive or analytical skills you've practiced in the course. Essay questions are typically used
to assess your ability to analyze or evaluate material, as well as to create (synthesize) new
material based on your knowledge.

You should pay close attention to the words in the question or statement, called directives,
which tell you exactly what is expected in your answer.

Tips for Preparing for an Essay Exam

 List all topics you expect to be on the test, including key topics covered in class and in
the readings. List important subtopics for each.
 Organize your notes and readings around the list of topics and review all the materials to
be covered.
 For each topic and subtopic, specify who, what, where, when, how, and why.

Tips for Taking Essay Exams

 Read through the questions once and note if you have any choice in answering questions
or if you are to answer only some of the questions

- Pay attention to how the question is phrased and to the "directives," words such as
"compare," "contrast," "criticize," etc.
- Answers will come to mind immediately for some questions.
- Jot down thoughts, ideas, and keywords as you read each question.

 Set up a time schedule to answer, review, and edit all questions.

- If six questions are to be answered in sixty minutes and are all of equal difficulty and
value, allow yourself only seven minutes for each.
- If questions are "weighted," prioritize that into your time allocation for each question.
When the time is up for one question, stop writing, leave space below your answer (if it is a
pencil and paper exam), and begin the next question. Incomplete answers can be completed
during the review time.

 Before attempting to answer a question, put it in your own words then compare your
version with the original. Do they mean the same thing? If they don't, you've misread the
question. You'll be surprised how often they don't agree.
 Think before you write:

- Focus on what you DO know about the question, not on what you don't know.
- Make a brief outline for each question.
- Number the items in the order you will discuss them to be sure you don't miss any part
of the question.
- Get right to the point.
 UM Panabo College
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Telefax # (084) 628-6437

- Use words from the question in your answer.

- Begin with a strong first sentence that states the main idea of your essay.
- Use your first paragraph to provide an overview of your essay and present your key
points.
- Use the rest of your essay to discuss these points in more detail.
- Back up your points with specific information, examples, or quotations from your
readings and notes.
- Make sure you answer everything the question is asking.
- Instructors/graders are positively influenced by compactness, completeness, and
clarity of an organized answer.
- Writing in the hope that the right answer will somehow turn up is time-consuming and
usually futile.
- To know a little and to present that little well is, by and large, superior to knowing
much and presenting it poorly – the former will generally earn you a better grade.

 Develop your argument:

- Begin each paragraph with a key point from the introduction.

- Develop each point in a complete paragraph.
- Use transitions, or enumerations, to connect your points.
- Keeep your time limit in mind.
- It is better to write "toward the end of the 19th century" than to say "in 1894" when
you can't remember, whether it's 1884 or 1894. In many cases, the approximate time is all that is
wanted; unfortunately 1894, though approximate, may be incorrect, and will usually be marked
accordingly.

 Summarize in your last paragraph:

- Restate your central idea and indicate why it is important.

 Review your answers:

- Complete any questions left incomplete.

- Allow time to review all questions.
- Edit and correct misspellings, incomplete words and sentences, and miswritten dates
and numbers.

 Not enough time?

- Outline the answers to the questions you don't have time to finish.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Short-answer questions or statements are similar to essay questions, except they can be
answered with just a few words or sentences. They test foundational knowledge which is usually
factual. When completing short-answer questions, it's important to pay attention to the directive
words in each item.

Tips for Preparing for Short-answer Exams

 Create flash cards with key terms, dates, and concepts on the front and definitions,
events, and explanations on the back.
 Develop summary sheets of the course materials.
 Focus on key words, events, vocabulary, and concepts.
 Organize your notes and materials around the key words, events, vocabulary, and
concepts you have identified.

Tips for Taking Short-answer Exams

 Read the question carefully and make sure you answer everything that is requested.

 When answering questions, respond directly to the question or directive focusing on

keywords and ideas.

 Write concise answers presenting key facts in short sentences according to the test
instructions.

Fill-in-the-blank items, also known as completion questions, provide students with a

partial sentence or question and then require them to write the word (or words) in the blank that
best completes the statement or question. Fill-in-the-blank and short-answer questions test your
ability to recollect facts you have learned.

Tips for Preparing for Fill-in-the-blank Exams

 As you organize and review your class notes, underline new terms, important dates,
noteworthy phrases, and the names of key people.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

 Review readings and other materials in the same manner; underline important
information and put parenthesis around key sentences.

 Make lists or flash cards of the information you have identified to study.

Tips for Taking Fill-in-the-blank Exams

 Read each question or statement carefully, picking up clues about the answer from the
wording of the question.

 Completion questions test facts and basic knowledge, so don't overanalyze the question.

To complete a matching assessment activity, you must select one item from each of two
columns. The two items must fit together correctly based on the assessment directions.

Tips for Taking Matching Exams

 Read the directions to see if only one match is allowed per item.
 Carefully read all of the choices.
 Determine if what is being asked for is a person, place, thing, etc.
 Answer the items you are sure of first.
 If necessary, check off items as you use them.

*http://tutorials.istudy.psu.edu/testing/testing6.html

Assessment literacy involves understanding how assessments are made, what type of
assessments answer what questions, and how the data from assessments can be used to help
teachers, students, parents, and other stakeholders make decisions about teaching and learning.
Assessment designers strive to create assessments that show a high degree of fidelity to the
following five traits:
1. Content validity
2. Reliability
3. Practicability
4. Justness

1. Understanding content validity

One of the most important characteristics of any quality assessment is content validity.
Simply put, content validity means that the assessment measures what it is intended to measure
 UM Panabo College
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Telefax # (084) 628-6437

for its intended purpose, and nothing more. For example, if an assessment is designed to measure
Algebra I performance, then reading comprehension issues should not interfere with a student’s
ability to demonstrate what they know, understand, and can do in Algebra I.
Content validity is evidenced at three levels: assessment design, assessment experience,
and assessment questions, or items. The assessment design is guided by a content blueprint, a
document that clearly articulates the content that will be included in the assessment and the
cognitive rigor of that content. The content standards the test is designed to assess determine
what content makes it into the test’s item pool.
The next level where content validity matters is the assessment experience itself,
meaning, when the student sits down to take the assessment, what items do they see? In a fixed-
form, grade-level test, most or all students at a given grade level see the same item set, namely
those assessing the grade-level standards to which the student is assigned. In a cross-grade,
computer-adaptive test, an item selection algorithm presents each student with items sampled
from a broad range of standards and adapts to the in-the-moment performance of the test taker.
Each student sees items at the difficulty level that’s appropriate for them, based on their previous
responses. This adaptively enables test developers to provide very precise information about a
student’s learning and performance in a domain area.
2. Reliability

Reliability refers to the consistency of the assessment results. It is the degree to which
student results are the same when they take the same test on different occasions, when different
scorers score the same task, and when different but equivalent tests are taken at the same time or
at different times. Reliability is about making sure that different test forms in a single
administration are equivalent; that retests of a given test are equivalent to the original test; and
that test difficulty remains constant year to year, administration to administration.
Reliability of measurement is important. Case in point: yesterday, my 9-month old son
had a fever. I need to be able to trust the measurement given by my thermometer in order to track
whether his fever is getting worse or better. Similarly, when we use assessment data to help us
make strategic instructional decisions, and track progress over time, we need to have a high-
degree of confidence in the consistency or reliability of that measurement.
Whether its high-stakes assessments measuring end-of-course achievement or
assessments that measure growth – reliability is critical for any assessment that will be used to
make decisions about the educational paths and opportunities of students. Reliability is a trait
achieved through statistical analysis in a process called equating. Equating is one of the many
behind-the-scenes functions performed by psychometricians, folks trained in the statistical
measurement of knowledge.
In general, the informal, classroom based, teacher-created assessments do not directly
engage with the concept of reliability, as these types of assessments do not require advanced
statistical analysis; however, they do informally engage with the concept. When a student has to
take a make-up test, for example, the test should be approximately as difficult as the original test.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

There are many such informal assessment examples where reliability is a desired trait. In fact, it
is hard to conceive of a situation where reliability would not be a desired trait. The main
difference is how it is tracked. For informal assessments, professional judgment is often called
upon; for large-scale assessments, reliability is tracked and demonstrated statistically.
In our third post on characteristics of quality educational assessments, we will explore the
need for fairness. In the meantime, please feel free to share your thoughts on what qualities a
good educational assessment should have by dropping a comment below.
3. Practicability
Practicability is the third characteristics of assessment method. It means the test can be
satisfactory used by teachers and researchers without undue expenditure of time, money and
effort. In other words, practicability means usability.

Factors that Determine Practicability

 Ease of Administration
To facilitate ease of administration of the test, instruction must be complete and precise, As
a rule, group tests are easier to administer than individual tests. The former is easier to
administer because direction is given only once to group of examinees thus, saves time
and effort on the part of the examiner or teacher.

 Ease of Scoring
Ease of scoring depends upon the following such as (1) construction of the test is objective,
(2) answer keys are adequately prepared, and (3) scoring directions are fully
understood. Likewise, it is easier if examinees are instructed to write their answer a s letter or
number or word in one column at the right. It is obsolete and imperical to let the examinees write
their response column before the item of left column.

 Ease of Interpretation and Application

Results of test are easy to interpret and apply if tables are presented. All scores must be
given equivalent from tables without necessity of computation. As a rule, norms must
be based on age and grade/year level as in the case of school achievement tests.

 Low cost
It is more practical if the test is low cost material-wise. It is also economical if test can be
reused by future teacher.

 Proper Mechanical Make-Up

A good test must be printed clearly in an appropriate font size for the grade or year level
the test is intended to be given. Careful attention to the picture and illustrations must be
given to lower grades.

4. Justness
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

th
Justness is the 4 characteristics of assessment methods. It is degree to which the teacher
is fair in assessing the grades of the learners. The learner must be informed on the criteria they
are being assessed. If learner’s assessed fairly and justly by teachers, they are inspired and their
interest to study hard is aroused.

5. Morality in Assessment
th
It is the 5 characteristic of assessment method. It is the degree of secrecy of grades of the
learners. Morality or Ethics in assessment of test result or grades must be confidential to avoid
slow learners from embarrassment. Learners who passed the test with flying colors or the honor
students or the top ten students in the class must be published at the Dean’s office Bulletin Board
as incentive. But learners with low scores or grades must be kept confidential. Only learners
concerned and the teacher should be aware of the test results or grades. Parents whose children
are low achievers must be informed in order that they can advise their children to study hard or
hire a tutor to assist their children in their studies.
*http://tutorials.istudy.psu.edu/testing/testing6.html

To summarize, we measure height, distance, weight; we assess learning outcome; we

evaluate results in terms of some criteria or objectives.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

Informal classroom assessment (n.d.). retrieved from

http://tutorials.istudy.psu.edu/testing/testing6.html
Navarro, R. & Santos, R. (2012). Assessment of Learning Outcomes 1 (Assessment 1).
Second Edition. Metro Manila: LORIMAR Publishing, Inc.