Different

Classifications of
Assessment
Prepare by:
Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you

should be able to demonstrate
your knowledge and skills in
illustrating and selecting the
appropriate kind of assessment
given the purpose of what you
need to determine among
learners.
Significant Culminating Performance Task and Success Indicators
Contents of the illustrative Scenario
Rationalized the kind of
assessment used
Provided the procedure on how
to conduct the assessment
Provided the purpose of the
assessment
Success Indicators
All the possible justifications to help the
teacher identify student learning and how
learners will benefit from the information
are provided
All the necessary procedures that are
appropriate in conducting the assessment
are describes.
All the possible purposes of conducting
the assessment clearly indicated
 Classification of Assessments
Classification Type
Educational
Purpose
Psychological
Paper and Pencil
Form
Performance-Based
Teacher-Made
Function Standardized
Achievement
Kind of Learning
Aptitude
Speed
Ability
Power
 Classification of Assessments
Classification Type
Norm-Referenced
Interpretation of Learning
Criterion-Referenced
When do we use educational and psychological assessments?

• Educational assessments are used in

the school setting for the purpose of
tracking the growth of learners and
grading their performance.
• This assessment in the educational
setting comes in the form of formative
and summative assessment.
• These work hand-in-hand to provide
information about student learning.
When do we use educational and psychological assessments?

• Formative assessment is a continuous process of

gathering information about student learning at the
beginning, during, and after instruction so that
teachers can decide how to improve their
instruction until learners are able to meet the
learning targets.
• When the learners are provided with enough
scaffold as indicated by the formative assessment,
then the summative assessment is conducted.
• The purpose of summative assessment is to
determine and record what the learners have
learned.
 When do we use educational and psychological assessments?

• On the other hand, the purpose of formative

assessment is to track and monitor student
learning and their progress toward the learning
target.
• Formative assessment can be any form of
assessment (paper-and-pencil or performance
based) that is conducted before, during, and after
instruction.
• Before instruction begins, formative assessment
serves as a diagnostic tool to determine whether
learners already know about the learning target.
When do we use educational and psychological assessments?

More specifically, formative assessment given at the

start of the lesson determines the following:
1. What learners know and do not know so that instruction
can supplement what learners do not know.
2. Misconceptions of learners so that they can be
corrected.
3. Confusion of learners so that they can be clarified.
4. What learners can and cannot do so that enough
practice can be given to perform the task.
 When do we use educational and psychological assessments?

• The information from educational assessment at the beginning of the lesson is used
by the teacher to prepare relevant instruction for learners.
• For example, if the learning target is for learners to determine the by-product of
photosynthesis, then the teacher can ask learners if they know what the food of
plants is. If incorrect answers are provided, then the teacher can recommend
references for them to study. If the learning target is for learners to divide a three-
digit number by a two-digit number, then the teacher can start with a three-item
exercise on the task to identify who can, and cannot perform the task. For those who
can do the task, the teacher can provide more exercises; for those who cannot,
necessary direct instruction can be provided. At this point of instruction, the results
of the assessment are not graded because the information is used by the teacher to
prepare relevant ways to teach.
 When do we use educational and psychological assessments?

• Educational assessment during instruction is done where the teacher stops at certain parts
of the teaching episodes to ask learners questions, assign exercises, short essays, board
work, and other tasks.
• If the majority of the learners are still unable to accomplish the task, then the teacher
realizes that further instruction is needed by learners. The teacher continuously provides a
series of practice drills and exercises until the learners are able meet the learning target.
These drills and exercises are meant to make learners consolidate the skill until they can
execute it with ease. At this point of the instruction, the teacher should be able to see the
progress of the learners in accomplishing the task. The teacher can require the learners to
collect the results of their drills and exercises so that learners can track their own progress
as well. This procedure allows learners to become active participants in their own learning.
At this point of the instruction, the results of assessment are not yet graded because the
learners are still in the process of reaching the learning target; and some learners do not
progress at the same rate as the others.
 When do we use educational and psychological assessments?

• When the teacher observes that majority or all of the learners are able to demonstrate the learning
target, then the teacher can now conduct the summative assessment. It is best to have a
summative assessment for each learning target so that there is an evidence that learning has taken
place.
• Both the summative and formative assessments should be aligned to the same learning target; in
this case, there should be parallelism between the tasks provided in the formative and summative
assessments. When the learners are provided with word problem-solving tasks in the summative
assessment, word problem-solving should have also be given during the formative assessment.
When the learners are asked to identify the parts of the book during the summative assessment,
the same exercises should have been provided during the formative assessment. For physical
education, if the final performance is a folk dance, then learners are given time to practice and a
pre-final performance is scheduled to give feedback. The final dance performance is the
summative assessment, and the time for practice and pre-final performance is the formative
assessment.
When do we use educational and psychological assessments?

• Psychological assessments, such as tests and scales, are

measures that determine the learner's cognitive and
non-cognitive characteristics. Examples of cognitive
tests are those that measure ability, aptitude,
intelligence, and critical thinking. Affective measures are
for personality, motivation, attitude, interest, and
disposition. The results of these assessments are used
by the school's guidance counselor to perform
interventions on the learners' academic, career, and
social and emotional development.
 When do we use paper-and-pencil and
performance-based type of assessments?

• Paper-and-pencil type of assessments are

cognitive tasks that require a single
correct answer. They usually come in the
form of test types, such as binary (true or
false), short answer (identification),
matching type, and multiple choice. The
items usually pertain to a specific
cognitive skill, such as recalling,
understanding, applying, analyzing,
evaluating, and creating.
 When do we use paper-and-pencil and
performance-based type of assessments?

• On the other hand, performance-based type of

assessments require learners to perform tasks,
such as demonstrations, arrive at a product, show
strategies, and present information. The skills
applied are usually complex and require integrated
skills to arrive at the target response. Examples
include writing an essay, reporting in front of the
class, reciting a poem, demonstrating how a
problem was solved, creating a word problem,
reporting the results of an experiment, dance and
song performance, painting and drawing, playing a
musical instrument, etc. Performance-based tasks
are usually open-ended, and each learner arrives
with various possible responses.
 When do we use paper-and-pencil and
performance-based type of assessments?
The use of paper-and-pencil and performance-based tasks depends on the nature
and content of the learning target. Below are examples of learning targets that
require a paper-and-pencil type of assessment:

• Identify the parts of the plants

• Label the parts of the microscope
• Compute the compound interest
• Classify the phase of a given matter
• Provide the appropriate verb in the sentence
• Identify the type of sentence
 When do we use paper-and-pencil and
performance-based type of assessments?

Below are learning targets that require performance-based assessment:

• Varnish a wooden cabinet

• Draw a landscape using paintbrush in the computer
• Write a word problem involving multiplication of
polynomials
• Deliver a speech convincing your classmates that
you are a good candidate for the student council
• Write an essay explaining how humans and plants
benefit from each other
• Mount a plant specimen on a glass slide
 How do we distinguish teacher-made from standardized test?

Standardized test have fixed directions for administering and scoring. They can
be purchased with test manuals, booklets, and answer sheets.

Category Specific Examples Visit the site for their description

Intelligence Test Wechsler Adult https://wechsiertest.com/

Intelligence Scale

Achievement Test Metropolitan

https://www.tests.com/MAT-8-Testing
Achievement Test
http://www.pearsonclinical.co.uk/psychology/AdultCognition
Raven’s Progressive
Aptitude Test NeuropsychologyandLanguage/Adult GeneralAbilities/Ravens-
Matrices progressive-Matrices/Ravens-progressive-Matrices.aspx
 How do we distinguish teacher-made from standardized test?

Standardized test have fixed directions for administering and scoring. They can
be purchased with test manuals, booklets, and answer sheets.

Category Specific Examples Visit the site for their description

Critical Thinking Watson Glaser Critical https://www.assessmentday.couk/watso
Test Thinking Appraisal nglaser-critical-thinking.htm

Interest Test RIASEC Markers https://openpsychometrics.org/tests/RIASEC/

Scale

Personality NEO Personality https://www.hogrefe.co.uk/neopir/html

Test Inventory
 How do we distinguish teacher-made from standardized test?

Non-standardized or teacher-made tests are usually intended for classroom assessment. They are used for
classroom purposes, such as determining whether learners have reached the learning target.

Examples:
1. Quizzes
2. Long test
3. Exams
 What information is sought from achievement and aptitude test?

Achievement Test
• Achievement test measure what learners have
learned after instruction or after going through a
specific curricular program.
• Achievement test provide information on what
learners can do and have acquired after training and
instruction
• Achievement can be measured by a variety of
means.
 What information is sought from achievement and aptitude test?

Aptitude Test
• According to loghman (2005), aptituds are the
characteristics that influence a person’s behavior
that aid goal attainment in a particular situation.
• An aptitude test is an exam used to determine an
individual's skill or propensity to succeed in a given
activity.
 Taxonomy of Aptitude test items

Verbal Non- Verbal

Topology
Visual Discrimination
Verbal Analogy Progressive series
Visualization
Syllogism Orientation
Number/letter series Figure perception
Surface development
Object Assembly
Picture Completion
 How do we differentiate speed from power test?
Power test assesses the underlying ability of the individuals by
allowing them sufficient time. These tests do not have any
time limit. The items are generally arranged in an increasing
order of difficulty. Speed tests consist of easy items that need
to be completed within a time limit. Power tests consist of
items with increasing level of difficulty, but time is sufficient to
complete the whole test. An example of a power test was the
one developed by the National Council of Teachers of
Mathematics that determines the ability of the examinees to
utilize data to reason and become ( creative, formulate, solve
and reflect critically on the problems provided . An example of
a speed test is a typing test in which examinees are required to
correctly type as many words as possible given a limited
amount of time.
How do we differentiate norm referenced from criterion referenced test?
There are two types of test based on how the scores
are interpreted: norm- referenced and criterion -
referenced test has a given set of standards , and the
scores are compared to the given criterion for
example , ( in a 50 item test and 40-50 is very high 30-
39 is high which means 20-29 is the average and 10-19
is low and 0-9 is very low ) One approach in criterion-
referenced Interpretation is that the score is
compared to a specific cut off. Norm-referenced
tests make comparisons between individuals, and
criterion-referenced tests measure a test taker's
performance compared to a specific set of standards
or criteria
 How do we differentiate norm referenced from criterion referenced test?

An example is the grading in schools , where the range of grades are 96-
100 is highly proficient 90-95 is proficient , 80-89 is nearly proficient and
below 80 is beginning
 Why are norm-referenced tests used?
Scores from norm-referenced tests are
used to compare students' progress to
others in their peer group. This group may
contain students in the same grade across
the nation, or other categories such as
special education, disability status, English
learners, gifted students, and more.
 How important is the norm and criterion in the interpretation of test scores?

Norm- and criterion-referencing provide

two different frames of reference with
which to interpret test scores. Norm-
referenced scores give information about
how a student did compared to other
students taking the test but isn't specific
about the student's strengths or
weaknesses in terms of content.
Thank you for
listening!