Concepts of Testing and Assessment 1

LECTURE 1
CONCEPTS OF TESTING AND ASSESSMENT
Testing and assessment are not synonymous with each other, but they are partners in the
teaching-learning process. A teacher gives test to the learners to determine if the level of understanding
achieved the specific learning task. Learner’s achievements or performance can be determined through
assessment of test results or when the raw scores are evaluated with the use of statistical techniques to
arrive at meaningful results.

Meaning of Testing and Assessment

Testing is defined as the administration of test and use test results to determine
whether the learners can be promoted to the next grade/year level or must be retained in the
same grade/year level and will undergo a re-study of the same lesson.

Assessment refers to the collection of data based on the performance, analysis and
interpretation of the data using rubric evaluation by using statistical techniques to arrive at valid
results.

Scope of Assessment
Assessment designates a more comprehensive concept in which the emphasis is based
upon broad personality change and the major objective in the educational program. This
includes values, attitudes, interest, models, ways of thinking, work habits, personal, spiritual,
and social adaptability.

1. Assessment of Curricular Offerings. The course offerings must be assessed to determine if

they are relevant, realistic, and responsive to the changing needs and problems of the
society.

2. Assessment of school program. The school programs must be appraised to determine if

teachers are not overloaded or under loaded.

3. Assessment of instructional materials. The instructional materials like books, reference

books, visual aids and devices must be evaluated to ascertain if they are adequate and
updated. Books and reference books beyond ten years must be revised.

4. Assessment of instructional facilities. The instructional facilities like classrooms, computers,

projectors, audio-visual equipment, laboratory equipment, chemicals, physical plant, library
holdings and many others must be assessed if they are adequate.

5. Assessment of teachers and professors. The teachers and professors must be evaluated if
they are qualified, competent, and can deliver efficient services to the students effectively
and excellently. They are also evaluated if they are research-oriented and they have an
updated portfolio.

6. Assessment of students. The students must be assessed if they have or have not reached
the goals of the learning tasks. Each student must have an individual portfolio for easy
reference about their achievements.

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7. Assessment of graduates. Graduates must be evaluated if they have passed the PRC
Licensure Examination for Teachers (LET) and if they are employed, underemployed or
unemployed.

8. Assessment of school managers. School managers must be assessed if they are democratic
leaders to their subordinates and are approachable; understands the problems and needs of
the teachers/professors and students; and are not corrupt but honest.

9. Assessment of research. Research activities must be evaluated to determine if all

teachers/professors have conducted research efficiently and effectively. There are three
functions of teachers/professors in the Department of Education (DepEd) and private
institutions, namely, Instruction, Research, and Extension. For State Universities and
Colleges (SUCs), professors perform four mandated functions such as Instruction, Research,
Extension, and Production. The SUCs are evaluated yearly by DBM (department of Budget
and Management) about their performance of the four mandated functions.

10. Assessment of extension. Extension activities must be assessed to determine if all

teachers/professors have extension classes to different adopted barangays.

Functions of Assessment
1. Measures students’ achievements. By giving test to students and assessing test results,
students’ achievements can be determined whether they have reached the goals of the
learning tasks or not.

2. Evaluates instruction and teaching strategies. For instance, the teacher uses unstructured
approach in teaching Statistics to fourth year high school students and gives achievement
test after presenting the lesson. If the result of the test is high, this means unstructured
approach is appropriate in teaching Statistics; if low, then it is inappropriate. The results of
the test determine whether instruction and teaching strategies are effective or ineffective.
If the test results are high, it means the instructions and teaching strategies are effective;
but if low, it means the teaching strategies are ineffective.

3. Assesses lessons to be re-taught. If teaching is ineffective as evidenced by the poor test

results, item analysis comes in. Items with 49% and below difficulty need to be re-taught.

4. Evaluates school programs. Assessment evaluates school’s programs if they are relevant,
realistic, and responsive to the needs of the society. For instance, graduates of teacher
education program passed the Licensure Examination for Teachers (LET) and they were
employed as teachers. Hence, teacher education program is relevant, realistic and
responsive to the needs of the society. On the other hand, if graduates of other school’s
program are underemployed or unemployed, thus, this program is not relevant, realistic and
responsive to the needs of the society and this program must be revised.

5. Motivates learning. Upon knowing the results of achievement test, the student’s
enthusiasm is aroused if he gets high score. Otherwise, if his score is low, he strives hard to
get higher score in the next examination.

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6. Predicts success or failure. Success or failure of students is predicted through assessment of

their learning. For instance, if a student always gets high score in all examinations in all
subjects, high score means passing and passing means success. Likewise, if they always get
low scores in all examinations in all subjects, low scores means a failing mark and failure on
the part of the students.

7. Diagnoses the nature of difficulties. The weaknesses of the students can be detected
through assessment of their learning. For example, the teacher administers diagnostic test
to his students. The result of diagnostic test determines what part or subject the student is
weak or having difficulties, so that the teacher can identify what remedial instruction should
be given.

8. Evaluates teachers’ performance. The performances of teachers are determined through

assessment of students’ learning. For example, National Achievement Test (NAT) is
administered to fourth year secondary students and Grade VI students. If NAT results are
within the mean, it means that the teachers’ performance are satisfactory; if above the
mean, very satisfactory; and below the mean, below satisfactory.

9. Evaluates school’s facilities and resources. Adequacy and inadequacy of school’s facilities
and resources are determined through assessment of students’ learning. If students passed
the licensure examinations higher than the national percentage passing score, it means the
institution has adequate facilities and resources.

10. Evaluates school managers’ performance. Assessment evaluates school managers

performance. These managers are the top and middle managers like the president as head
of the institution; vice presidents and deans. The result of accreditation lies on the
performance of school managers. The subordinates cannot do anything without the full
cooperation among the school’s top and middle managers. If the school managers
spearheaded the programs, projects and activities of the institution by providing the
subordinates the necessary facilities in instruction, research, extension, and production,
accreditation is possible with flying colors.

Kinds of Tests
1. Intelligence Test. This test measures the intelligence quotient (IQ) of an individual as
genius, very superior, high average, low average, borderline or mentally defective. Its
function is to establish the ability to think abstractly or to organize parts of a situation into a
coherent whole.

2. Personality Test. This test measures the ways in which the individual’s interest with other
individuals or in terms of the roles an individual has assigned to himself and how he adopts
in the society.

3. Aptitude Test. This kind of test is a predictive measure of a person’s likelihood of benefit
from instruction or experience in a given field such as the arts, music, clerical work,
mechanical tasks, or academic studies.

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4. Prognostic Test. This test forecasts how well a person may do in a certain school subject or
work. For instance, Iowa Placement Examination predicts which of the subjects in the
curriculum a student is doing good.

5. Performance Test. It is a measure which often makes use of accomplishing the learning task
involving minimum accomplishment or none at all.

6. Diagnostic Test. This test identifies the weaknesses of an individual’s achievement in any
field which serves as basis for remedial instruction.

7. Achievement Test. This test measures how much the students attain the learning tasks.

8. Preference Test. This test is a measure of vocational or academic interest of an individual or

aesthetic decision by forcing the examinee to make options between members of paired or
group items.

9. Scale Test. This test is a series of items arranged in the order of difficulty.

10. Speed Test. This test measures the speed and accuracy of the examinee within the time
imposed. It is also called the alertness test. It consists of items of uniform difficulty.

11. Power test. This test is made up of series of items arranged from easiest to the most
difficult.

12. Standardized Test. This test provides exact procedures in controlling the method of
administration and scoring with norms and data concerning the reliability and validity of the
test.

13. Teacher-made Test. This test is prepared by classroom teachers based on the contents
stated in the syllabi and the lessons taken by the students.

14. Placement Test. This test is used to measure the job an applicant should fill in the school
setting and the grade or year level the student should be enrolled after quitting from school.

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