Learning Task No.

3 Different Classification of Assessment

Name: Nathaniel Mingo

Date Accomplished:
Course/Year: AB Classical Philosophy
Rating:

DEVELOP
Create a graphic organizer for the different kinds of tests. You may represent
your ideas inside a circle and make connections among the ideas. Explain your
graphic organizer.
Check the ideas you have acquired about the classifications of assessment.
1. Why are different kinds of assessment classified?
Answer:
 Diagnostic Assessment (as Pre-Assessment)
 Formative Assessment
 Summative Assessment
 Norm-Referenced Assessment
 Criterion-Referenced Assessment
 Interim/Benchmark Assessment
2. How does the knowledge of the classifications of assessment help improve
teaching?
Answer: Using assessment results for formative and summative purposes.
Teachers who are skilled at using assessment results for formative purposes are
able to provide helpful feedback to students on their learning and adjust their
teaching to address students' needs.
3. How does the knowledge of the classifications of assessment help improve
learning?
Answer: Just as assessment helps students, assessment helps teachers.
Frequent assessment allows teachers to see if their teaching has been effective.
Assessment also allows teachers to ensure students learn what they need to
know in order to meet the course's learning objectives.
4. Which classification of assessment is commonly used in the classroom setting
and why?
Answer: In education, process assessment focuses on the creation of lesson
plans and timelines for classroom activities and expected outcomes in the
classroom. Teachers use lesson plans to make goals and possible activities that
will incorporate several learning styles.

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 Learning in a classroom.
School grading/certification, college, and university
degrees.
Planned education of different subjects having a proper
syllabus acquired by attending the institution.
Psychological The five major perspectives in psychology are biological,
psychodynamic, behavioral, cognitive and humanistic.
Paper-and-Pencil Paper-and-pencil assessment refers to traditional student
assessment formats such as written tests and also to
standardized tests that ask students to use pencils to fill in
bubbles on a scannable answer sheet.
Performance- Examples of performance assessments include: Group
based projects enabling a number of students to work together
on a complex problem that requires planning, research,
internal discussion, and group presentation.
Teacher-made These include anything the teacher creates, like handouts,
worksheets, tests, quizzes, and projects. Many of these are
used for assessment in the classroom, which is
determining the level of learning on any given topic.
Standardized A standardized test is any form of test that (1) 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 (2) is scored in a “standard” or consistent
manner, which makes it possible to compare the relative
performance of individual.
Achievement There are five types of achievement tests: diagnostic tests,
prognostic tests, accuracy tests, power tests, and speed
tests.
Aptitude Abstract Reasoning Test.
Numerical Reasoning Test.
Verbal Reasoning Test.
General Aptitude Test.
Spatial Reasoning Test.
Psychometric Test.
Logical Reasoning Test.
Speed Thus, speed test measures the power when all the items
are correctly responded in a given time. Similarly, power
test becomes a speed test when easy items are correctly
responded in lesser time and saved more time for
attempting difficult items. Once a time limit is fixed for
power test, it becomes speed test.
Power The power of the test is the probability that the test will
reject Ho when in fact it is false. Conventionally, a test
with a power of 0.8 is considered good.
Norm-referenced Examples of norm-referenced tests include the SAT, IQ
tests, and tests that are graded on a curve.
Criterion- Well-known examples of criterion-referenced tests include
referenced Advanced Placement exams and the National Assessment
of Educational Progress.

APPLY
The following guide questions are used when deciding the purpose, form, and
interpretation of assessment.
 What information do you want to obtain from your learner?
ANSWER: One really helpful way to gather background information is to
be more informal in parent-teacher conferences and provide
opportunities to interact with students and their families in other ways.
Many parents and students can become intimidated and nervous in the
presence of a teacher. Reduce this anxiety and get to know the family for
who they really are by interacting authentically.
 What is the specific learning target that you want to assess?
ANSWER: Learning targets are concrete goals written in student-friendly
language that clearly describe what students will learn and be able to do
by the end of a class, unit, project, or even a course.
 Are you assessing learning progress or what learners have learned?
ANSWER: Well-designed assessment methods provide valuable
information about student learning. They tell us what students learned,
how well they learned it, and where they struggled.
 Given your specific learning target, which form of assessment is
appropriate?
ANSWER: Formative Assessment this occurs in the short term, as learners
are in the process of making meaning of new content and of integrating it
into what they already know. Feedback to the learner is immediate (or
nearly so), to enable the learner to change his/her behavior and
understandings right away. Formative Assessment also enables the
teacher to "turn on a dime" and rethink instructional strategies,
activities, and content based on student understanding and performance.
His/her role here is comparable to that of a coach.
 How will you interpret the results if you do not have a set of norms?
ANSWER: Norms provide a way for teachers to know what scores are
typical (or average) for students in a given grade. Norms also show the
range of all possible scores on the test at each grade level and the
percentile ranks matched to each score.
 The following guide questions are used when deciding on the function,
kind of learning, and ability to be assessed.
ANSWER: Assessment for learning (AFL) is an approach to teaching and
learning that creates feedback which is then used to improve students'
performance. Students become more involved in the learning process
 and from this gain confidence in what they are expected to learn and to
what standard.
 What information do you want to obtain from your learners?
ANSWER: Background – personally I consider that at first, it is very
important to understand potential students' backgrounds, which can and
do tell a lot about them. Because some of us come directly right from
colleges or universities, thus have ambitions, achievements, goals and
honors. Others can have no education at all.
 What is the specific learning target that you want to assess?
ANSWER: Most important, teachers use learning targets to determine
what behavior they should be looking for as students demonstrate their
level of knowledge and skill. Therefore, teachers need to write learning
targets in clear and measurable ways.
 Is there an available instrument to determine the information you want
to know about your learners?
ANSWER: There are several different methods to assess pre-existing
knowledge and skills in students. Some are direct measures, such as tests,
concept maps, portfolios, auditions, etc., and others are more indirect,
such as self-reports, inventory of prior courses and experiences, etc.
 If f you have an available standardized instrument, do you want to
determine what the learners have learned or their potential future
learning?
ANSWER: To identify gaps in student learning and academic progress. In
this case, test scores may be used, along with other information about
students, to diagnose learning needs so that educators can provide
appropriate services, instruction, or academic support.
 If you have an available instrument, are you after their maximum
performance?
ANSWER: Formal tests, quizzes, and exams are the traditional methods
for assessing student achievement. Surveys are the traditional method to
solicit feedback from students about the course and the instructor.
Survey questions are not assigned a point value and Surveys are not
graded.
 If you are using a standardized instrument, do you have a copy of the test
manual with available norms to interpret the score?
 ANSWER: For standardized tests, the way in which the test is
administered is equally important. By carefully adhering to
administration practices, a test user can contribute to the validity and
reliability of each student's results.
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 Assessment of learning (often known
teacher want to determine among the as summative assessment) is the
learners? process of testing individuals in order
to determine their understanding of
math. It can be used to grade a child's
rank in class and as a comparison to
peers.
What is the specific learning target Mathematics assessments can help
that the math? teacher wants to both students and teachers improve
assess? the work the students are doing in
mathematics. Students need to learn
to monitor and evaluate their
progress.
Is the math teacher assessing learning Information about student learning
progress? or what learners have can be assessed through both direct
learned? and indirect measures. Direct
measures may include homework,
quizzes, exams, reports, essays,

Given your specific learning target,
which form of assessment is
appropriate?
How will the math teacher interpret
the results if? the learners have
learned?
research projects, case study analysis,
and rubrics for oral and other
performances.
Summative assessment. Summative
assessments measure student
progress as an assessment of learning.
Standardized tests are a type of
summative assessment and provide
data for you, school leaders and
district leaders.
Effective teaching of mathematics
establishes clear goals for the
mathematics that students are
learning, situates goals within
learning progressions, and uses the
goals to guide instructional decisions.
Implement tasks that promote
reasoning and problem solving.

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 The role of the Principal is to provide
want to determine about the leadership, direction and co-
learners? ordination within the school. The
Principal's main focus should be to
develop and maintain effective
educational programs within his/her
school and to promote the
improvement of teaching and

What are the specific learning targets
that the principal intends to assess?
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?
learning with his/her school.
Most important, teachers use learning
targets to determine what behavior
they should be looking for as students
demonstrate their level of knowledge
and skill. Therefore, teachers need to
write learning targets in clear and
measurable ways.
Most important, teachers use learning
targets to determine what behavior
they should be looking for as students
demonstrate their level of knowledge
and skill. Therefore, teachers need to
write learning targets in clear and
measurable ways.
Pre-course assessments, graded
assignments, examinations, pharmacy
experience evaluations, scoring
rubrics, portfolios, progress testing,
self-assessments, and classroom
assessment techniques are potential
sources of assessment data. Course
evaluations and grades may also be
useful.
Assessing students' prior knowledge
allows an instructor to focus and
adapt their teaching plan. For
students, it helps them to construct
connections between old and new
knowledge.
The principal's role in instructional
leadership has traditionally been
thought of as communicating high
expectations for teachers and
students, supervising instruction,
monitoring assessment and student
progress, coordinating the school's

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?
curriculum, promoting a climate for
learning and creating a supportive
work.
Three measures of central tendency
commonly used to interpret test
scores are the mode, median, and
mean. The simplest measure of
variability is the range, the difference
between the highest and lowest
scores in the distribution. The
standard deviation is the most
common and useful measure of
variability.

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
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.
C. Create an illustrative scenario using a summative assessment for a
performance-based task of the 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.

EVALUATE
A. Multiple-Choice
Read carefully each item. Choose the letter of the correct and best answer in
every item.
1. What are the two kinds of assessment based on form?
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. Speed 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. Read the illustrative scenarios that you have made and self-assess your
work using the checklist.
YES NO CRITERIA
 1 All five parts of the illustrative scenario are
complete.
 2 The purpose of assessment is clearly indicated.
 3 The learning target is observable and feasible for the
target group.
 4 There is an adequate information on the kind of
items or task that will be answered or responded by
the learners.
 5 The appropriate kind of assessment tool is deduced.
 6 The selected kind of assessment is justified.
 7 Scoring is appropriate.

C. Read each case and identify what kind of assessment is referred to.
TYPE OF SITUATIONS
ASSESSTMENT
Summative 1. The science teacher at the end of the lesson on
assessments the phases of matter provided a 20-item test to
record how much learners have learned. What
kind of assessment is used?
Diagnostic 2. The teacher in music required learners to
assessment demonstrate how the 3/4 beat is conducted. What
kind of assessment is used?
Formative 3. A student got a score of 25 in a mathematics
Assessment achievement test, which is considered low
compared with the scores found in the test
manual. What kind of interpretation is used?
Norm-Referenced 4. A teacher in English raised three questions to
Assessment determine if learners understood the story read.
The learners who could not answer the questions
will be further helped on the skill needed. What
kind of assessment is used?
Criterion- 5. A teacher made a 10-item spelling test where
Referenced the word is pronounced and the learners will write
Assessment the correct spelling. What form of assessment is
used?
Interim/ 6. A teacher in science tested learners'
Benchmark familiarity with the parts of the heart. An
Assessment illustration of a heart is provided and they need to
label the parts. What is the function of
assessment?