Concepts of Testing and Assessment
 Testing and Assessment are not
synonymous with each other, but they are
partners in the teaching-learning process.
Meaning of Testing and Assessment
Testing is defined as the administration of test and
use of test results to determine whether the learners
can be promoted to the next grade/year level or must
be retained in the same grade/year level and will
undergo a restudy of the same lesson.
Assessment refers to the collecting of data based
on the performance, analyzing and interpreting the
data of Rubric evaluation by using statistical
techniques to arrive at valid results.
Scope of Assessment
1. Assessment of curricular offerings
 The course offerings must be assessed to
determine if they are relevant, realistic and
responsive to the changing needs and
problems of the society.
2. Assessment of school programs
 The school programs must be appraised to
determine if teachers are not overloaded or
under loaded.
3. Assessment of instructional materials
 The instructional materials like books,
reference books, visual aids and devices
must be evaluated to ascertain if they are
adequate and updated. Books and reference
books beyond ten years must be revised.
4. Assessment of instructional facilities
 The instructional facilities like classrooms,
computers, projectors, audio-visual
equipment, laboratory equipment, laboratory
equipment, chemicals, physical plant, library
holdings and many others must be assessed
if they are adequate.
5. Assessment of teachers and professors
 The teachers and professors must be
evaluated if they are qualified, competent,
and can deliver efficient services to the
students effectively and excellently.
6. Assessment of student/s
 The student/s must be assessed if they have
not reached the goals of the learning tasks.
Each student/s must have an individual
portfolio for easy reference about their
achievements.
7. Assessment of graduates
 Graduates must be evaluated if they have
passed the PRC Licensure Examination for
Teachers (LET) and if they are employed,
underemployed or unemployed.
8. Assessment of school managers
 School managers must be assessed if they
are democratic leaders to their subordinates
and are approachable; understands the
problems and needs of the
teachers/professors and students; and are
not corrupt but honest.
9. Assessment of research
 Research activities must be evaluated to
determine if all teachers/professors have
conducted research efficiently and
effectively.
 There are three functions of teachers in the
department of education (DepEd) and private
institutions, namely, Instruction, Research,
and Extension.
 For State Universities and Colleges (SUCs)
professors perform (4) mandated functions
such as Instruction, Research, Extension,
and Production.
 The SUCs are evaluated yearly by DBM
about their performance of the four
mandated functions.
10. Assessment of extension
 Extension activities must be assessed to
determine if all teachers/professors have
extension classes to different adopted
barangays.
Functions of Assessment
1. Measures Students’ Achievements
 By giving test to students and assessing
the test results, students’ achievement
can be determined whether they have
reached the goals of the learning tasks or
not.
2. Evaluates Instruction and Teaching
Strategies
 For instance, the teacher uses
unstructured approach in teaching
Statistics to Grade 10 students and gives
achievement test after presenting the
lesson.
3. Assesses Lesson to be Re-taught
 If teaching is ineffective as evidenced by the
poor test results, item analysis comes in.
Items with 49% and below difficulty need to
be re-taught.
4. Evaluates School’s Program
 Assessment evaluates school’s programs if
they are relevant, realistic, and responsive to
the needs of the society.
5. Motivates Learning
 Upon knowing the results of achievement
test, the student’s enthusiasm is aroused if
he gets high score. Otherwise, if his score is
low, he strives hard to get higher score in the
next examination.
6. Predicts Success or Failure
 Success or failure of students is predicted
through assessment of their learning.
7. Diagnoses the Nature of Difficulties
 The weaknesses of the students can be
detected through assessment of their
learning.
8. Evaluates Teachers’ Performance
  The performance of the teachers are
determined through assessment of students’
learning.
9. Evaluates School’s Facilities and Resources
 Adequacy and inadequacy of school’s
facilities and resources are determined
through assessment of students’ learning.
10. Evaluates School Managers Performance
 Assessment evaluates school managers
performance.
 The result of accreditation lies on the
performance of school managers.
Kinds of Tests
Intelligence test
 Test which measures the intelligence
quotient (IQ) of an individual as genius, very
superior, high average, average, low
average, borderline or mentally defective.
Personality test
 This test measures the ways in which the
individual’s interest with other individuals or
items of the roles an individual has assigned
to himself and how he adopts in the society.
Aptitude test
 This kind of test is a predictive measure of a
person’s likelihood of benefits from
instruction or experience in a given field such
as the arts, music, clerical work, mechanical
tasks, or academic studies.
Prognostic test
 This kind forecasts how well a person may
do in a certain school subject or work.
Performance test
 It is a measure which often makes use of
accomplishing the learning task involving
minimum accomplishment or none at all.
Diagnostic test
 This test identifies the weaknesses of an
individual’s achievement in any field which
serves as basis for remedial instruction. Ex.
Iowa Silent Reading Test
Achievement test
 This test measures how much the students
attain the learning tasks. Ex. NAT
Preference test
 This test measures 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. Ex. Kuder Preference Record
Scale test
 This test is a series of items arranged in the
order of difficulty. Ex. Binet-Simon Scale
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.
Power test
 This test is made up of series of items
arranged from easiest to the most difficulty.
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.
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.
Placement test
 This test is used to measure the job an
applicant should fill in the school setting and
the grade or year level the student/s should
be enrolled after quitting from school.
Characteristics of Assessment Methods
1. VALIDITY
 means the degree to which a test measures
what it intends to measure or the
truthfulness of the response
 validity of a test concerns what the test
measures and how well it does so
 validity of the test must always be
considered in relation to the purpose it is to
serve
 validity is always specific in relation to some
definite situation
 a valid test, is always valid
Types of Validity
1. Content Validity
 This means the content or topic is truly the
representative of the course
 Is described by the relevance of a test to
different types of criteria
 depends on the relevance of the individual’s
responses to the behavior area in
consideration rather than on the apparent
relevance of item content
 is commonly used in assessing
achievement test
 is particularly appropriate for the criterion-
referenced measure
2. Concurrent Validity
  it is the degree to which the test agrees or
correlates with a criterion set up as an
acceptable measure
3. Predictive Validity
⮚ this validity determines by showing how well
predictions made from the test are proven
by proof collected at some succeeding time
4. Construct Validity
⮚ this is the extent to which the test measures
a theoretical trait
⮚ Ex. Intelligence and Aptitude test
2. RELIABILITY
 means the extent to which a test is
consistent and dependable
 the test agrees with itself
 it is concern with the consistency of
responses from moment to moment
 however, reliable test may not always be
valid
Techniques in Testing the Reliability of
Assessment method
Test-retest Method
 the same test is administered twice to the
same group of students and the correlation
coefficient is determined
Disadvantages of Test-retest Method
 When the time is short, the respondents
may recall their previous responses and this
tends to make the correlation high
 When the time interval is long, factors such
as unlearning, forgetting, among others may
occur and may result in low correlation of
the test
 Regardless of the time interval separating
the two administrations, other varying
environmental conditions such as noise,
temperature, lighting and other factors may
affect the correlation coefficient of the test
Spearman rank correlation coefficient (t-retest
method formula)
 Is the statistical tool used to measure the
relationship between paired ranks assigned
to individual scores on two variables, X and
Y of the first administration (X) and second
administration (Y)
To substitute formula, the steps are as follows;
Step 1. Rank the scores of respondents from
highest to lowest in the first set of administration (X)
and mark this rank as Rx. The highest scores
receives rank 1, second highest, 2; third highest, 3
and so on…….
Step 2. Rank the second set of scores in the
second administration (Y) in the same manner as in
step 1 and mark as Ry.
Step 3. Find the difference for every pair of ranks to
get D.
Step 4. Multiply the difference by itself to get D2
Step 5. Add or total D2 to get ƩD2
Step 6. Compute Spearman rho (rs) by using the
formula.
Interpretation of Correlation Value
ren
Bear in mind, the perfect correlation is 1.0. If
correlation is more than 1.0, there is something
gg in the computation.
wrong
Parallel Forms Method
 this test is administered to a group of
students and the paired observation is
correlated
 In constructing parallel forms, the two forms
of the test must be constructed that the
content, type of test item, difficulty, and
instruction of administration are similar but
not identical
 Pearson product moment correlation
coefficient is the statistical tool used to
determine the correlation of parallel forms
Parallel Forms Method formula:
Split-Half Method
 is administered once, but the test items are
divided into two halves
 the two halves of the test must be similar but
not identical in content, number of items,
difficulty, means and standard deviations
 each student obtains two scores, one on the
odd and the other even items in the same test
 the scores obtained in the two halves are
correlated
 the result is reliability coefficient for a half
test
  since the reliability holds only for a half test,
the reliability coefficient for a whole test is
estimated by using the Spearman-Brown
formula
Split-Half Method formula:
The Spearman-Brown formula
Internal Consistency Method
 is used in psychological test that consists of
dichotomous scored items
 the examinee either passes or fails in an
item
 a rating 1(one) is assigned for correct
answer and 0 (zero) for incorrect responses
 this method is obtained by using Kuder-
Richardson Formula 20.
Internal Consistency formula:
Kuder-Richardson Formula
Formula to get the mean:
Formula to get Standard Deviation:
3. PRACTICABILITY
 is the third characteristics of assessment
method
 it means the test can be satisfactorily
used by teachers and researchers
without undue expenditure of time,
money, and effort
 in other words, practicability means
usability
Factors that Determine Practicability
1. Ease of Administration
 to facilitate ease of administration of the
test, instruction must be complete and
precise
2. 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
3. Ease of Interpretation and Application
 results of the test are easy to interpret and
apply if tables are presented
 As a rule, norms must be based on age and
grade/year level as in the case of school
achievement tests.
 It is also desirable if all achievement tests
must be provided with separate norms for
rural and urban learners and various degrees
of mental ability
4. 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 teachers
5. 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
4. JUSTNESS
 is the fourth characteristics of assessment
method
 it is the degree to which the teacher is fair in
assessing the grades of the learners
 the learners must be informed on the criteria
they are being assessed
Morality in Assessment
 it is the degree of secrecy of grades of the
learners
Morality or ethics in assessment of test results or
grades must be confidential to avoid slow learners
from embarrassment.
 Assessment Tools
The assessment tools of teacher-made tests are
divided into (1) objective tests and (2) essay tests.
Objective Tests
There are two main types of objective tests. The
recall type and recognition type.
Recall Type
a. Simple-recall Type
 This type of test is the easiest to construct
among the objective type of tests because
the item appears as a direct question, a
sentence, word, or phrase or even a specific
direction
 The response requires the examinee to recall
previously learned lessons and the answer
are usually short consisting of either a word
or phrase
 This test is applicable in Mathematics and
Natural Sciences subjects like Biology,
Chemistry, and Physics where the stimulus
appears in a form of a problem that requires
computation.
Rules and Suggestions for the Construction
of Simple-recall Type
1. This test items must be so worded that the
response is brief as possible, preferably a single
word, number, symbol, or a brief phrase. This
objectifies and facilitates scoring
2. The direct question is preferable than the
statement form. It is easier to phrase and more
natural to the examinees
3. The blanks for their responses must be in a
column preferably at the right column of the
items. This arrangement facilitates scoring and is
more convenient to the examinees because they
do not have to turn their neck to go back to the
left column to write their answer before the item.
It is obsolete, though, this arrangement has been
practiced for more than a century. The right
column response arrangement is more
convenient because the examinees write their
response directly to the right column.
4. The question must be so worded that there is
only one correct response. Whenever this is
impossible, all acceptable answers must be
included in the scoring
5. Make a minimum use of textbook language in
wording the question. Unfamiliar phrasing
reduces the possibility of correct responses that
represent more meaningless verbal associations
Completion Test
 This test consists of a series of items that
requires the examinee to fill the blank
with the missing word of phrase to
complete a statement.
 a test item may contain one or more
blanks
 this type of test is also called Fill in the
blank
Rules and Suggestions for the Construction
of Completion Test
1. Give the student a reasonable basis for the
responses desired. Avoid indefinite statements.
2. Avoid giving the examinee unwarranted clues
to the desired response.
 There are several ways in which clues
are often carelessly given. The following
suggestions may help prevent common
errors in constructing completion test.
a. Avoid lifting statements directly
from the book.
b. Omit only key words or phrases
rather than trivial details.
c. Whenever possible avoid “a” or
“an” before a blank. These
articles give a clue of whether a
response start with a consonant
or a vowel.
d. Do not indicate the expected
response by varying the length of
blank or by using a dot for each
letter in the correct answer
e. Guard against the possibility that
one item or part of the test may
suggest the correct response to
another item
f. Avoid giving grammatical clues to
the expected answer.
3. Arrange the test so as to facilitate scoring.
a. Allow one point for each blank correctly filled.
Avoid fractional credits or unequal weighing
of items in a test.
b. Select the items to which only one correct
response is possible.
c. Arrange the items in a way that the
examinees’ responses are in the right
column of the sentence.
d. Scoring is more rapid if the blanks are
numbered and the examinee is directed to
write in the appropriate number blanks
e. Prepare a scoring key by writing on another
sheet of test paper all acceptable answer.
Recognition Type
Alternative Responses
 This test consists of a series of items
where it admits only one correct
response for each item from two or three
constant options to be chosen. This type
is commonly used in classroom testing,
particularly, the two-constant alternative
type, namely, true-false type or yes-no
type
  Other types of constant alternative- Suggestions for the Construction of Multiple-
response tests are: three constant Choice Test
alternative type, i.e., true-false, doubtful;
1. Statements borrowed from the textbook or
and constant alternative with correction,
reference book must be avoided. Use
i.e., modified true-false type
unfamiliar phrasing to test the
Suggestions for the Construction of True-False comprehension of students
Test 2. All options must be plausible with each other
to let the students attract the distractors or
1. The test items must be arranged in groups of
incorrect responses where only those with
five to facilitate scoring. The groups must be
high intellectual level can get the correct
separated by two single spaces and the
answer.
items within a group by a single space.
3. All options must be grammatically consistent.
2. In indicating response, it must be as simple
For instance, if the stem is singular, the
as possible where single letter is enough to
options are also singular
facilitate scoring, for instance, T for True and
4. Articles “a” and “an” are avoided as last word
F for False, or X for True and O for False. It
in an incomplete sentence. These articles
would be better if responses be placed in one
give students clues that the probable answer
column at the right margin to facilitate
starts with a consonant or vowel.
scoring.
5. Four or more options must be included in
3. The use of similar statements from the book
each item to minimize guessing.
must be avoided to minimize rote memory in
6. The order of correct answer in all items must
studying
be randomly arranged rather than following a
4. The items must be carefully constructed so
regular pattern
that the language is within the level of the
7. A uniform number of options must be used in
examinees, hence, flowery statements
all items. For instance, if there are four
should be avoided.
options in Item 1, the rest of the items must
5. Specific determiners like “all,” “always,”
also have four options
“none,” “never,” “not,” “nothing,” and “no” are
8. The correct option must be of the same
more likely to be false and should be avoided
length with the distractors or wrong answers.
6. Determiners such as “may,” “some,”
9. Homogeneity of the options must be
“seldom,” “sometimes,” “usually,” and “often”
increased in order for the examinee to
are more likely to be true, hence, the said
choose the correct option by using logical
determiners must be avoided because they
elimination
give indirect suggestion to probable answers
10. The simplest method of indicating a
7. Qualitative terms like “few,” “many,” “great,”
response must be used to facilitate scoring.
“frequent,” and “large,” are vague and
For instance, the options in each item are
indefinite and they must be avoided
numbered or lettered. Hence, the choice is
8. Statements which are partly right and partly either a number or a letter.
wrong must be avoided.
9. Statements must be strong considered that Kinds of Multiple-Choice Test
they represent either true or false.
Stem-and-option variety
10. Ambiguous and double negative statements
must be avoided.  This variety is most commonly used in
classroom testing, board examination,
Multiple-choice Test
civil service examination, and many
 This test is made up of items which consists others. The stem serves as the problem
of three or more plausible options for each and followed by four or more plausible
item. The choices are multiple so that the options in which examinees choose the
examinees may choose only one correct or best option or correct answer
best option for each item.
Setting-and-options variety
 The multiple-choice is regarded as one of
the best test forms in testing outcomes. This  The optional responses to this type of
test form is most valuable and widely used multiple-choice test is dependent upon a
in standardized test due to its flexibility and setting or foundation of some sort. A
objectivity in terms of scoring. setting can be a form of sentence,
 For teacher-made test it is applicable in paragraph, graph, equation, picture or
testing the vocabulary, reading some forms of representation.
comprehension, relationship. Interpretation
of graphs, formulate tables, and in drawing Group-term variety
of inferences from a set of data.  This variety consists of group of words
or terms in which one does not belong to
the group.
Structured-response variety
 This variety makes use of structured
response which are commonly used in
natural science classroom testing. For
instance, directly, indirectly, and no way.
This is to test how good the examinees
in determining statements which are
related to each other.
Contained-options variety
 This variety is designed to identify errors
in a word, phrase, or sentence in a
paragraph.