Lesson 3 Different Classifications of Assessment 1

ALEXANDER R. DELA CRUZ BSED-FILIPINO 3A

DEVELOP

To know more about the different kinds of assessment, complete the table by providing other specific
examples of each kind of assessment. You may use other references.

TYPE EXAMPLE

Educational Quizzes, Quarterly Test

Psychological Intelligence Test, Projective Test, Word Association Test (WAT)
Paper-and-Pencil Completion Test/ Fill in the blanks, Essay
Performance-based Laboratory Investigation, Role Playing, Debate, Public Speaking
Teacher-made Quizzes, Long Tests, Exams
Standardized Licensure Examination, Civil Service Exam
Achievement National Achievement Test
Aptitude National Career Assessment Examination
Speed Bell ringer exam
Power English Language Proficiency Test
Norm-referenced College Admission Test (CSUCAT, UPCAT, USTET)
Criterion- Competency test in Mathematics, Board Examination
referenced

APPLY

Chapter 1 Introduction to Assessment in Learning

 Lesson 3 Different Classifications of Assessment 2

The following guide questions could help you to decide on which type of assessment you need to
conduct in your classroom. The following are illustrative scenarios. Provide your answers to the questions
based on the information presented.

Case A
A teacher in mathematics wanted to determine how well the learners have learned their lesson on
fractions. After two weeks of drills and exercises, the teacher wanted to record how well the learners have
learned about fractions. The specific learning competencies taught by the teacher are (1) adding similar
fractions and (2) solving word problems involving the addition of similar fractions. The school has an
available standardized test on mathematics, but it covers many topics aside from fraction.

What information does the math teacher want
to determine among the learners?
What is the specific learning target that the
math teacher wants to assess?
Is the math teacher assessing learning progress
or what learners have learned?
Given your specific learning target, which
form of assessment is appropriate?
How will the math teacher interpret the results
if the learners have learned?
 The teacher wanted to determine how well
learners have learned their lesson on fractions.
 The teacher wants to assess the students
competencies in adding similar fractions and
solving word problems involving the addition
of similar fractions.
 The teacher is assessing what learners have
learned.



Chapter 1 Introduction to Assessment in Learning

 Lesson 3 Different Classifications of Assessment 3

Case B
A school principal wanted to determine who among a group of applicants will be admitted to the
school. The principal wanted to determine if the learners have leaned well in their present grade level.
The learners come from different schools, and it is assumed that they all learned the common standards as
indicated in the national curriculum. There is an available instrument in the school that determines the
important learning competencies based on the national curriculum.

What information does the principal want to 

determine about the learners?
What are the specific learning targets that the
principal intends to assess?
Is there an available instrument to determine the
information that the principal wants to know
among the learners?
Given the available standardized instrument,
does the principal want to determine what the
learners have learned or their potential for future
learning?
Is the principal after the learners’ maximum
performance?
Given that there is an available instrument, how
will the scores be interpreted? How will the
school principal decide who will be accepted in
the school?

Chapter 1 Introduction to Assessment in Learning

 Lesson 3 Different Classifications of Assessment 4

TRANSFER

Create your own case illustrating how you decided to use a particular kind of assessment. Provide the
plan by using the guide questions given and deduce the kind of assessment that is appropriate to use. The
kind of assessment is given but create an illustrative scenario for it. Include the following in the
illustrative scenario: (1) purpose of the assessment, (2) possible learning target, (3) description of the
characteristics of the tool to be used and kind of items or tasks that will be included, (4) justification for
the appropriate kind of assessment used, and (5) description of how the scores/marks will be interpreted
and used.

Example:

Given: A teacher in English in a Grade 3 class wanted to use a summative assessment to determine if the
learners have learned enough on a lesson on vocabulary.

Illustrative scenario: The purpose of the English teacher is to determine if the Grade 3 learners have
learned their lesson on vocabulary (purpose of assessment). The learning target based on the curriculum
guide for Grade 3 English is to provide the synonyms of words found in a sentence (learning target). The
teacher will create a vocabulary test composed of 10 items. Each item is composed of sentences with one
word underlined. The learners will provide the synonym of the underlined word in each sentence
(characteristic of the tool). The type of assessment is a teacher-made summative assessment because the
task was devised by the teacher based on the competency learned. It is summative because the teacher
wanted to determine how well learners can provide synonyms of words as part of their vocabulary skills
(type of assessment and justification). The teacher will use the grading system in the school for a 10-item
test. The school grading system indicates that the passing score is 5 (scoring).

A. Create an illustrative scenario using a formative assessment on problem solving involving converting
fractions to decimals and vice versa.

B. Create an illustrative scenario on using an achievement test for reading for kindergarten pupils.

Chapter 1 Introduction to Assessment in Learning

 Lesson 3 Different Classifications of Assessment 5

C. Create an illustrative scenario using a summative assessment for a performance-based task on table-
setting for a Technology and Livelihood Education (TLE) class.

D. Create an illustrative scenario on using a standardized achievement test to decide on the sectioning of
learners.

Chapter 1 Introduction to Assessment in Learning