PAMANTASAN NG LUNGSOD NG MAYNILA

UNIVERSITY OF THE CITY OF MANILA

EDN 2104 – 15 ASSESSMENTS IN LEARNING 1

GROUP 5 MEMBERS

 ARCANSALIN, KYLIE
 DELEON, ROSSEL
 SAGUID, GLAECY MAE

V. CLASSIFICATION OF ASSESTMENT

A. Educational Assessments

An educational psychology assessment involves a series of different activities to

help identify a child’s or a young person’s specific learning style, strengths, and areas of
need. This knowledge helps to generate suitable recommendations for teachers, parents
and other professionals that are used to meet those learning needs of school aged children
and teenagers.

The one-on-one assessment setting provides an opportunity to gather information about a

child’s behavior's, attitudes, attention, concentration, all of which are likely to impact on
and influence learning. (CareQuality Commission, 2022)

Psychological Assessments

Psychology refers to the overall study of human condition and behaviour.

Psychology helps to understand the complexities of human behaviour and mental wellbeing
and to overcome these issues. Psychology, therefore, consists of several branches that
assist in paying more attention and analysis to the specific fields accordingly. (Upen, 2019)

B. Paper-and-Pencil assessment

Traditional student assessment formats such as written tests and to standardized

tests that ask students to use pencils to fill in bubbles on a scannable answer sheet. In
the classroom, paper-and-pencil assessment frequently refers to tests scored
objectively, which are meant to measure memorized knowledge and lower levels of
understanding, as compared with performance-based assessment, which is meant to
 measure deeper understanding through skills and ability. (Dan He & Hong ling Lao) (Not
stated in the book)

Performance -based assessment

Measures students' ability to apply the skills and knowledge learned from a
unit or units of study. Typically, the task challenges students to use their higher-order
thinking skills to create a product or complete a process. the most genuine assessments
require students to complete a task that closely mirrors the responsibilities of a
professional, e.g., artist, engineer, laboratory technician, financial analyst, or consumer
advocate. Although performance-based assessments vary, most of them share key
characteristics. First and foremost, the assessment accurately measures one or more
specific course standards. (Chun, 2010)

C. Teacher-made Tests

Carefully constructed teacher-made tests and standardized tests are similar in many
ways. Both are constructed based on carefully planned table of specifications, both have
the same type of test items, and both provide clear directions to the students.
Still the two differ. They differ in the quality of test items, the reliability of test
measures, the procedures for administering and scoring and the interpretation of
scores. No doubt, standardized tests are good and better in quality, more reliable and
valid.

Teacher-made tests are normally prepared and administered for testing class-
room achievement of students, evaluating the method of teaching adopted by the
teacher and other curricular programmers of the school. (M, 2007)

A teacher-made test is one of the most useful tools at its disposal for accomplishing its
goals. It is created to address the issue or specifications of the class for which it is
created. It is prepared to measure the outcomes and content of local curriculum. It is
very much flexible so that, it can be adopted to any procedure and material. It does not
require any sophisticated technique for preparation. (Not stated in the book)

Standardized Tests

A standardized test is any form of test that requires all test takers to answer the
same questions, or a selection of questions from common bank of questions, in the
same way, and that is scored in a “standard” or consistent manner, which makes it
possible to compare the relative performance of individual students or groups of
 students. (Partnership, 2015)

While different types of tests and assessments may be “standardized” in this way, the
term is primarily associated with large-scale tests administered to large populations of
students, such as a multiple-choice test given to all the eighth-grade public-school
students in a particular state, for example. In addition to the familiar multiple-choice
format, standardized tests can include true-false questions, short-answer questions,
essay questions, or a mix of question types. While standardized tests were traditionally
presented on paper and completed using pencils, and many still are, they are
increasingly being administered on computers connected to online programs. While
standardized tests may come in a variety of forms, multiple-choice and true-false
formats are widely used for large-scale testing situations because computers can score
them quickly, consistently, and inexpensively. In contrast, open-ended essay questions
need to be scored by humans using a common set of guidelines or rubrics to promote
consistent evaluations from essay to essay—a less efficient and more time-intensive and
costly option that is also considered to be more subjective. (Not stated in the book)

MOST COMMON FORMS OF STANDARDIZED TEST:

ACHIEVEMENTS TESTS - are designed to measure the knowledge and skills students
learned in school or to determine the academic
progress they have made over a period

APTITUDE TESTS - attempt to predict a student’s ability to succeed in an intellectual or

physical endeavor by, for example, evaluating mathematical ability, language
proficiency, abstract reasoning, motor coordination, or musical talent.

COLLEGE ADMISSIONS TESTS - are used in the process of deciding which students will be
admitted to a collegiate program.

INTERNATIONAL COMPARISON TESTS - are administered periodically to representative

samples of students in several countries, including the United States, for the purposes of
monitoring achievement trends in individual countries and comparing educational
performance across countries.

PSYCHOLOGICAL TESTS - including IQ tests, are used to measure a person’s cognitive

abilities and mental, emotional, developmental, and social characteristics. Trained
professionals, such as school psychologists, typically administer the tests, which may
require students to perform a series of tasks or solve a set of problems. Psychological
tests are often used to identify students with learning disabilities or other special needs
that would qualify them for specialized services.
D. Achievement test
 An achievement test is a test of developed skill or knowledge. The most common
type of achievement test is a standardized test developed to measure skills and
knowledge learned in each grade level, usually through planned instruction, such as
training or classroom instruction. Achievement tests are often contrasted with tests that
measure aptitude, a more general and stable cognitive trait. (Education, 1999)

Achievement test scores are often used in an educational system to determine the level
of instruction for which a student is prepared. High achievement scores usually indicate
a mastery of grade-level material, and the readiness for advanced instruction. Low
achievement scores can indicate the need for remediation or repeating a course grade.
(Education, 1999)

Under No Child Left Behind, achievement tests have taken on an additional role of
assessing proficiency of students. Proficiency is defined as the amount of grade-
appropriate knowledge and skills a student has acquired up to the point of testing.
Better teaching practices are expected to increase the amount learned in a school year,
and therefore to increase achievement scores, and yield more "proficient" students
than before. (Education, 1999)

Aptitude Tests

An aptitude test is an exam used to determine an individual's skill or propensity

to succeed in each activity. Aptitude tests assume that individuals have inherent
strengths and weaknesses and have a natural inclination toward success or failure in
specific areas based on their innate characteristics. (KAGAN, 2022)

Aptitude tests are generally used for job placement, college program entry, and to help
people to get an idea of where their interests and aptitudes can take them regarding
careers. (Not stated in the book)

Aptitude tests can be used to determine your capabilities in a variety of subjects. For
example, individuals may take an aptitude test to determine the careers that are a good
match for their skills and interests. Similarly, high school students may take an aptitude
test when thinking about what an appropriate college would be major or whether
college is the best choice for them.

In general, aptitude tests measure one's competence in logical reasoning, numerical

skills, or verbal ability; competency can be evaluated through problem-solving tasks and
testing one's critical thinking across various contexts.
 Types of Aptitude Tests
Many types of aptitude tests are taken for educational or career discovery and ability
purposes. The most common aptitude tests are:

 Mechanical reasoning: These types test your knowledge of physical concepts

and are generally used to evaluate you for technical positions.
 Situational judgment: These tests gauge your reactions to situations and your
decision-making.
 Diagrammatic/spatial reasoning: These tests see how well you can reach a
conclusion based on processes contained in diagrams.
 Abstract reasoning: These measure problem-solving abilities and identify
relationships between abstract arrays.
 Numerical reasoning: In these tests, your abilities with numbers, math, and data
are tested.
 Verbal reasoning: Your language, reading comprehension, and vocabulary are
tested in these types.
 Inductive reasoning: Under the pressure of time, these tests see how well you
analyze patterns and data.
 Logical reasoning: Logical reasoning tests measure how well you recognize
patterns and sequences and identify relationships between objects.
 Clerical aptitude: Clerical tests measure how fast and accurate you can be,
seeing how well you can concentrate

E. Speed test

In the context of educational measurement, the term speeded test (or

speed test) refers to a measuring tool composed of a list of relatively easy items,
intended to be answered in a very limited time. When applying a speeded test, it is
common to ask (or even force) the test takers to solve the items sequentially from
the first to the last one. If the difficulty level and time limit are correctly set, none of
the test takers will be able to reach the last item before the time limit is reached.
The total score is usually computed as the number of items correctly answered
when the time limit is met, and the differences in the scores are mainly attributed to
individual differences in speed. (Eduardo Estrada, 2000)

Speed tests are designed to assess how quickly a test taker can complete the items
within a set time period. The primary objective of speed tests is to measure the
person's ability to process information quickly and accurately, while under duress.
Speed tests contain more items than most applicants will be able to answer in the
 time allotted, and the items are usually not high in difficulty. Scoring is based on how
many questions are answered by the applicant within the time limit. Often these
tests are used by human resource professionals and I/O Psychologists during the
hiring process. (Not stated in the book)

Power Test

In the context of educational measurement, a power test usually refers to

a measurement tool composed of several items and applied without a relevant time
limit. The respondents have a very long time, or even unlimited time, to solve each
of the items, so they can usually attempt all of them. The total score is often
computed as the number of items correctly answered, and individual differences in
the scores are attributed to differences in the ability under assessment, not to
differences in basic cognitive abilities such as processing speed or reaction time. This
entry describes what a power test is and how it should be applied, provides some
examples of power tests, and explains how it is related to the concept of test
speediness. (Eduardo Estrada, 2000)

A Power Test is a statistical calculation performed before a study to determine the

minimum sample size needed for the study to have enough power. In other words,
the minimum numbers of participants you need to have in your study. To make this
more understandable, let's discuss "Power". Power is the probability that a
statistically significant effect can be found when it exists. Without adequate power
you might commit a Type II error, meaning that you fail to reject the null hypothesis
when it is false. (not stated in the book)

F. Norm-Referenced test

Norm-referenced refers to standardized tests that are designed to

compare and rank test takers in relation to one another. Norm-referenced tests
report whether test takers performed better or worse than a hypothetical average
student, which is determined by comparing scores against the performance results
of a statistically selected group of test takers, typically of the same age or grade
level, who have already taken the exam. Calculating norm-referenced scores is called
the “norming process,” and the comparison group is known as the “norming group.”
Norming groups typically comprise only a small subset of previous test takers, not all
or even most previous test takers. Test developers use a variety of statistical
methods to select norming groups, interpret raw scores, and determine
performance levels. (Not stated in the book)

A norm-referenced test is a type of assessment used in education that allows

 teachers to compare a student’s results to someone else in their peer group. Often
used in conjunction with a criterion-referenced test, which assesses student
progress compared to some predetermined standard, a norm-referenced test allows
an educator to see how a student measures up against someone in a similar cohort.
(Not stated in the book)

Criterion-Referenced tests

Criterion-referenced tests and assessments are designed to measure student

performance against a fixed set of predetermined criteria or learning standards—
i.e., concise, written descriptions of what students are expected to know and be able
to do at a specific stage of their education. In elementary and secondary education,
criterion-referenced tests are used to evaluate whether students have learned a
specific body of knowledge or acquired a specific skill set. For example, the
curriculum taught in a course, academic program, or content area.
If students perform at or above the established expectations—for example, by
answering a certain percentage of questions correctly—they will pass the test, meet
the expected standards, or be deemed “proficient.” On a criterion-referenced test,
every student taking the exam could theoretically fail if they don’t meet the
expected standard; alternatively, every student could earn the highest possible
score. On criterion-referenced tests, it is not only possible, but desirable, for every
student to pass the test or earn a perfect score. Criterion-referenced tests have
been compared to driver’s-license exams, which require would-be drivers to achieve
a minimum passing score to earn a license. (Not stated in the book)

References
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hilliard

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