When do we use educational and psychological assessments?
When do we use educational and psychological
Chapter 1.3 Different Classifications of
Assessment What are the different
classifications of assessment that
teachers can use?
What are the different classifications of
assessment?
assessments?
EDUCATIONAL ASSESMENTS
Educational assessments are used in the school
setting for the purpose of tracking the growth
of learners and grading their performance. This
assessment in the educational setting comes in
the form of formative and summative
assessment.
PSYCHOLOGICAL ASSESMENTS
Psychological assessments, such as tests and scales, are
measures that determine the learner’s cognitive and
non-cognitive characteristics. The results of these
assessments are used by the school’s guidance
counselor to perform interventions on the learners’
academic, career, and social and emotional
development.
PAPER AND PENCIL TYPE OF ASSESMENTS
Paper-and- pencil type of assessments are
cognitive tasks that require a single answer.
They usually come in the form of test types,
such as binary (true or false), short answer
(identification), matching type, and multiple
choice

When do we use educational and psychological assessments?
Educational Assessments
Educational assessments are used in the
school setting for the purpose of tracking the
growth of learners and grading their
performance. This assessment in the
educational setting comes in the form of
formative and summative assessment
Psychological Assessments
Psychological assessments, such as tests and scales,
are measures that determine the learner’s cognitive
and non-cognitive characteristics. The results of these
assessments are used by the school’s guidance
counselor to perform interventions on the learners’
academic, career, and social and emotional
development.
When do we use paper-and-pencil and
performance-based type of assessments?
Paper-and- pencil type of assessments are
cognitive tasks that require a single answer.
They usually come in the form of test types,
such as binary (true or false), short answer
(identification), matching type, and multiple
choice.
Performance-based type of assessments
require learners to perform tasks, such as
demonstrations, arrive at a product, show
strategies, and present information.
Performancebased tasks are usually open-
ended, and each learner arrives with various
possible responses.
How do we distinguish teacher-made from
standardized test?
Teacher-made tests are usually intended for classroom
assessment. They are used for classroom purposes,
such as determining whether learners have reached
the learning target. These intend to measure behavior
(such as learning) in line with the course objectives
Standardized tests have fixed directions for
administering and scoring .They can be
purchased with manuals, booklets, and answer
sheets. When these tests were developed, the
items were sampled on a number of target
groups called the norm. The norm group’s
performance is used to compare the results of
those who took the test.
What information is sought from achievement
and aptitude tests?
Achievement tests measure what learners
have learned after instruction or after going
through a specific curricular program. They
provide information on what learners can do
and have acquired after training and
instruction.
Aptitude tests determine the degree of
readiness to learn and perform well in a
particular situation or domain. Examples
include the ability to comprehend instructions,
manage one’s time, appropriately use
previously acquired knowledge, make good
inferences and generalizations, and manage
one’s emotions
How do we differentiate speed from power test?
Speed tests consist of easy items that need to be
completed within a time limit.
Power tests consist of items with increasing level
of difficulty, but time is sufficient to complete the
whole test.
How do we differentiate norm-referenced
from criterion-referenced test?
Criterion-referenced tests have a given set
of standards, and the scores are compared
to the given criterion. One approach in
criterion-referenced interpretation is that
the score is compared to a specific cutoff.
Norm-referenced tests interpret results
using the distribution of scores of a sample
group. The standing of every individual in a
norm-referenced test is based on how far
they are from the mean and standard
deviation of the sample. Having an
established norm for a test means obtaining
the normal or average performance in the
distribution of scores.