Eastern Visayas State University

Tacloban City
College of Education

Prof Ed 223
Assessment in Learning I
Second Semester/AY 2020-2021

Chapter I
Introduction to Assessment in Learning I

Module 3
Different Classifications of Assessment

Self-Assessment
Below are ideas relating to the different classifications of assessment. Kindly check the
box that matches your response using the scale given below.

4 - I totally understand this and I could explain it.

3 - I understand this but I need to have more readings with it.
2 - I’m close to understanding this, but still need some help.
1 - I don’t understand this at all.

Statements 4 3 2 1
I can independently decide on the appropriate assessment to /
be used given its purpose.
I can decide when is paper-and-pencil and performance task /
appropriate to be used.
I can interpret scores using norm and criterion reference. /
I can distinguish teacher-made from standardized test. /
I can describe speed and power tests. /
I can cite examples of achievement and aptitude tests. /

Practice Exercise

A. For each item, highlight the option that corresponds to what you think is the best answer.

1. What are the two kinds of assessment based on the kind of learning?
A. Teacher-made and Standardized
B. Educational and Psychological
 C. Formative and Summative
D. Achievement and Aptitude

2. Which best describes a paper-and-pencil type of assessment?

A. It determines whether students have attained the learning target.
B. It provides a cognitive task that requires a single correct answer.
C. It is used to measure what students have learned after instruction.
D. It determines students’ cognitive and non-cognitive characteristics.

3. When are educational and psychological assessments used?

A. When tracking the growth of students and marking their performance
B. When designing objectives that match with the content of instruction
C. When giving feedback on how well students understand the lesson
D. When gathering information at any point of instruction

4. What is the difference between speed test and power test?

A. Speed test is the ability to type fast in a limited time, while power test contains items that
vary in difficulty.
B. Speed test consists of a few pre-calculated difficult items, and time is also limited; power test
consists of easy items, but time is limited.
C. Speed test consists of easy items, but time is limited; power test consists of a few pre-
calculated difficult items, and time is also limited.
D. Power test contains items that vary in difficulty to the point that no subject is expected to get
all items right even with unlimited time, while speed test is the ability to type fast in a limited
time.

5. Can a teacher-made test become a standardized test?

A. Yes, as long as it is valid and reliable with standard procedure for administering, scoring, and
interpreting results.
B. Yes, because the test is not developed by the teacher to ascertain the student’s achievement
and proficiency in a given subject.
C. No, because it cannot determine the purpose and objectives of the test as to what to
measure and why to measure.
D. No, because this test cannot be used as a tool for formative, diagnostic, and summative
evaluation.

B. Check your learning by writing on the blank if the task requires paper-and-pencil or
performance-based assessment.

___________________1. Observe the chemicals in the laboratory and list their hazards.
___________________2. Draw the slope of the given equation.
___________________3. Deliver a speech to convince people to donate for the orphanage.
___________________4. Simplify complex fractions.
___________________5. Name the type of assessments based on interpretation of learning.
Online Activity
Four (4) students will be chosen to explain in their own words the questions below. Each will be
assigned to one question. The explanations will be posted in the group chat for Assessment in Learning I.
Each explanation should be in own words and is limited to 10 sentences only. The activity is credited as a
recitation to which perfect score is 10.
1. Why are the different kinds of assessment classified?
2. How does the knowledge of the classifications of assessment help improve teaching?
3. How does the knowledge of the classifications of assessment help improve learning?
4. Which classification of assessment is commonly used in the classroom setting and why?

Main Task
A. Read each case and identify what kind of assessment is referred to. (5 points)

Type of Assessment Situations

1. The science teacher at the end of the lesson on the phase of matter
1. ________________ provided a 20-item test to record how much learners have learned. What
kind of assessment is used?
2. The teacher in Music required learners to demonstrate how the ¾ beat is
2._________________ conducted. What kind of assessment is used?
3. A teacher used the Jackson’s Vocational Interest to determine which
3._________________ track in senior high school the learners can select. What assessment is used
according to function?
4. A guidance counselor, as part of the career orientation of Grade 12
4. _________________ learners, administered a test to evaluate their abstract reasoning, logic, and
identification of missing parts. What kind of test is used?
5. A teacher made a 10-item spelling test where the word is pronounced
5. _________________ and the learners will write the correct spelling. What kind of assessment is
used?

B. The following are illustrative scenarios. Provide your answers to the questions based on the
information presented. (10 points)

Situation:

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 the specific learning target, which form of

assessment is appropriate?

How will the Math teacher interpret the results if

the learners have learned?