Assessment

A method for acquiring, evaluating, and applying data concerning student learning, and its emphasized the academic
curriculum of a particular educational institution.

It entails tasks such as offering various types of written examinations, observing behavior or performance, examining
work samples, using checklists, and conducting interviews.

Purpose of Assessment

 To provide feedback to students

 To serve as diagnostic tool for instruction

Test

One of the various sorts of assessment procedures used to collect data on students’ performance. A set of questions
having a presumptive correct set of responses that are used to obtain information about particular personal qualities.

Testing

Procedures for obtaining information on the extent of a student's performance are administered, scored, and
interpreted.

A test administration process that includes test preparation, administration, and collecting of test papers for an
individual or a group of students.

Measurement

From the word measure. It answers the query "how much" by expressing the assessment data in numerical terms.
For example, I often ask my students if they wanted to determine the temperature of the classroom, they would
need to get a thermometer and take several readings.

Evaluation

Data is compared to a set of standards or learning criteria in order to determine its worth or quality.

example of evaluate is when a teacher reviews a paper as student been working in order to give it a grade.

The Curriculum states.

The predominant kind of assessment in schools is Assessment of Learning. Its purpose is
summative, intended to certify learning and report to parents and students about students’ progress in
school, usually by signaling students’ relative position compared to other students.
Assessment for Learning shifts the emphasis from summative to formative assessment, from making
judgments to creating descriptions that can be used in the service of the next stage of learning.
Marking is not designed to make comparative judgments among the students but to highlight each
students’ strengths and weaknesses and provide them with feedback that will further their learning.

Assessment as Learning extends the role of formative assessment for learning by emphasizing the role of the
student, not only as a contributor to the assessment and learning process, but also as the critical connector
between them. The student is the link. Students, as active, engaged, and critical assessors, can make sense of
information, relate it to prior knowledge, and master the skills involved. Students personally monitor what they
are learning and use the feedback from this monitoring to make adjustments, adaptations, and even major
changes in what they understand. Assessment as Learning is the ultimate goal, where students are their own
best assessors.

Other Types of Assessment

Nature of Assessment
Typical performance tests are concerned with assessing how people act in their day-to-day jobs. They can
be contrasted with maximum performance tests, which look at how an individual can perform when they are
exerting maximum effort.
Form of Assessment

Complex -Performance Assessment :

Fixed-Choice Tests & Complex-Performance Assessments
Fixed-Choice Test
Multiple-choice test
Matching
True-false

example:

essay question

open-ended mathematics problems

laboratory experiment

creation of art

oral presentation

Responses can be machine scored

Used in Classroom Instruction
PLACEMENT ASSESSMENT • placement assessments provide a convenient starting place for determining a
student’s level of academic skill mastery within a specific domain.

FORMATIVE ASSESSMENT Formative assessment - Formative assessment is generally carried out throughout a
course or project. Formative assessment, also referred to as "educative assessment," is used to aid learning.  The
formative assessments aim to see if the students understand the instruction before doing a summative assessment.

DIAGNOSTIC ASSESSMENT • it.measures a student's current knowledge and skills for the purpose of identifying a
suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students
assessing themselves

SUMMATIVE ASSESSMENT Summative assessment - Summative assessment is generally carried out at the end
of a course or project. In an educational setting, typically used to assign students a course grade. 

Formative
 used during the learning process
 provides feedback on learning-in-process
 dialogue-based, ungraded

Summative
 used at the end of the learning process
 evaluates student learning against some standard or benchmark
 graded

Methods of Interpreting
Norm referenced tests may measure the acquisition of skills and knowledge from multiple sources such as
notes, texts and syllabi. Criterion referenced tests measure performance on specific concepts and are often
used in a pre-test / post-test format.

Criterion Is where the performance of other student doent affect the score of the student

While the norm ref test. Compare the student performance aginst the performance of their peer.

 Non-standardized Test is a type of test developed by the classroom teachers

 Standardized Test is a type of test developed by test specialists. It is administered, scored, and interpreted
using a certain standard condition

Objective vs Subjective Test

 Objective Test is a type of test in which two or more evaluators give an examinee the same score.
 Subjective Test is a type of test in which the scores are influenced by the judgment of the evaluators,
meaning there is no one correct answer.

Supply vs Fixed-response Test

 Supply test is a type of test that requires the examinees to supply an answer such as an essay test item or
completion or short answer test item.

 Fixed-response test is a type of test that requires the examinees to select an answer from a given option
such as multiple-choice test, matching type of test, or True/False test.
Individual vs Group Test

 Individual Test is a type of test administered to student on a one-on-one basis using oral questioning.
 Group Test is a type of test administered to a group of individuals or group of students

Mastery vs Survey Test

MASTERY TESTS -Achievement tests which measure the degree to which an individual has mastered certain
instructional objectives or specific learning outcomes. ... SURVEY TESTS -Measure a student's general level
of the achievement regarding a broad range of learning outcomes.

Speed Test versus Power Test

 Speed Test is designed to measure number of items an individual can complete over a certain period of
time
 Power Test is designed to measure the level of performance rather than speed of response. It contains test
items that are arranged according to increasing degree of difficulty

Modes of Assessment
 Traditional Assessment – it is a type of assessment in which the students choose their answer from a
given
list of choices
Traditional assessments usually produce a written document, such as a paper, test, or quiz.

Ex. Multiple-choice test, Standard true/false test, matching type test, and fill-in-the-blanks
 Alternative Assessment – an assessment in which students create an original response to answer a
certain
question. Students respond to a question using their own ideas, in their own words.
Portfolio assessment is a purposeful developing student skill in self-reflection, critical thinking, responsibility for
learning, and content area skills and knowledge.
Ex. Short-answer questions, essays, oral presentations, exhibitions, demonstrations, performance
assessment, and portfolios.
Performance assessment, Performance-based assessment is similar to summative assessment, as it focuses on
achievement. It is often aligned with the standards-based education reform and outcomes-based education
movement. Performed real world task

Guiding Principles of Testing

 Measure all instructional Objectives. When a teacher constructs test items to measure the learning
progress
of the students, they should match all the learning objects posed during instruction.
An instructional objective is an explicit statement of what the learner will be able to do after instruction, and
it must always be measurable and observable. 
 Cover all the learning tasks. The teacher should construct a test that contains a wide range of sampling of
items.
 Use appropriate test items. The test items constructed must be appropriate to measure learning outcomes
of the student.
 Make test valid and reliable. The teacher must construct a test that is valid so that it can measure what it is
supposed to measure from the students
 Use test to improve learning. The test measures what is supposed to be measured from the student

 Principle of Clarity of Learning. Evaluation should be based on clearly stated objectives.

The learning target must be focus on the student learning outcomes.
The performance task and criteria should be clearly presented and discussed.
 Principle of Appropriateness of Assessment. Evaluation procedures and techniques should be selected
terms of the clearly stated objectives.
And must use appropriate assessment method such objectives, summative, and performance
 Principle of Validity. Evaluation should utilize appropriate and efficient assessment instruments.

Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended
learning outcomes at the appropriate level.

 Principle of Reliability Assessment should be reliable and consistent

 Principle of Fairness. Evaluation should be used judiciously.

 Principle of Positive Consequences. Evaluation should develop positive behavior among students and
teachers.
 Principle of Practicality and Efficiency. Evaluation should be finished in a specific period of time and
applicable in a particular educational setting.
 Principle of Ethics. Evaluation should be used judiciously.

Principles of High-Quality Assessment

 Clarity of the Learning Target
Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated
and feasible.  The learning outcomes must be SMARTER: Specific; Measurable; Achievable; Relevant;
Timely; Extending; and rewarding.
 Appropriateness of Assessment
The type of exam employed should always correspond to the subject matter's instructional objectives or
learning outcomes posed throughout the delivery of the teaching.
o Objective Test.
It is a form of test in which students must choose the proper response from a list of options or provide a word
or brief phrase to answer a question or finish a statement.
o Subjective Test.
It's a form of test that allows students to organize and present their own responses.
o Performance Assessment.
It's a type of test in which students are required to complete real-world tasks that demonstrate the application
of key information and skills.
o Portfolio Assessment.
It's a type of evaluation that's based on a systematic, long-term collection of student work produced in
response to specified, well-defined educational objectives and evaluated against the same set of criteria.
o Oral Questioning. This method is used to collect assessment data by asking oral questions.
By asking oral questions, this strategy is utilized to acquire assessment data
Observation techniques.
There are two types of observation techniques: formal and informal.
o Formal observations are arranged ahead of time, such as when a teacher evaluates a student's oral report
or presentation in class, whereas informal observations are made on the fly, such as observing a student's
working behavior while performing a laboratory experiment.
o Self-report.
Student responses are used to assess both performance and attitude.\

 Different Qualities of Assessment Tools

o Validity – refers to the appropriateness of score-based inferences; or decisions made based on the
students’ test results.
o Reliability – refers to the consistency of measurement; that is, how consistent test results or other
assessment results from one measurement to another.
o Fairness – the test item should not have any biases. It should not be offensive to any examinee subgroup.
o Objectivity – refers to the agreement of two or more raters or test administrators concerning the score of
a student.
o Scorability – means that the test should be easy to score, direction for scoring should be clearly stated
in the instructions.
o Adequacy – means that the test should contain a wide range of sampling of items to determine the
educational outcomes or abilities so that the resulting scores are representatives of the total performance
in the areas measured.
o Administrability – means that the test should be administered uniformly to all students so that the scores
obtained will not vary due to factors other than differences of the students’ knowledge and skills.
o Practicality and Efficiency – refers to the teacher’s familiarity with the methods used, time required for
the assessment, complexity of the administration, ease of scoring, ease of interpretation of the test results
and the materials used must be at the lowest cost.