PAMANTASAN NG LUNGSOD NG MUNTINLUPA

National Road, Poblacion, City of Muntinlupa

COLLEGE OF TEACHER EDUCATION

Professional Education Department

Name: Rhonela May Ibañez. Date Submitted: February 22, 2023

Year & Section: 3rd Year-BSED 3 SOC-1 Specialization: Social Studies

EDU10: ASSESSMENT OF STUDENT LEARNING 2

ASSIGNMENT #1: TYPE OF TEST AND ASSESSMENT

PART 1: Complete the matrix of the different types of test.

Brief Classroom
Types of Tests Advantages Disadvantages
Description Application
Many believe that
examinations do
not accurately
assess a student's
knowledge and
learning ability,
particularly
because easy
It offers
memorization is
recommendations
preferred to
for curricula.
The average higher learning
Standardised Student test
difficulty of the and critical
examinations scores can also be
tasks, which thinking in order
provide teachers easily compared
excludes the to pass a test.
with a framework to one another to
extremely easy Standardised
Standardised for what must be demonstrate
testing is
and extremely taught, hold progress. Make
Test frequently
tough ones, educators, certain that all
criticised on the
emphasises how students, and educational
grounds that it
different people institutions of stakeholders are
encourages
learn at different higher learning accountable for
academic
rates. accountable for their actions.
dishonesty by
academic
turning the
performance, and
pursuit of
motivate change.
knowledge into a
quest for greater
test scores. In
addition, taking
tests may cause
pupils' emotional
states to become
unstable.
Emphasises Tests created by The results may 1. The test items
descriptions of teachers are more be skewed by are arranged in
what learning accurate reading ability or descending order
tasks students can representations of test-wideness, of difficulty.
and cannot what is taught in there is no 2. These are
accomplish or class and better feedback available created by
perform, aligned with their to remedy teachers and can
Teacher-Made
methods of comprehension be used for
Test matching item
instruction since faults in students, prognosis and
difficulty to tests employing a development of diagnosis.
learning tasks textbook do not good items takes 3. The exam
without varying include time, and it is covers the entire
item difficulty or information that impossible to content area and
removing easy or students learn measure an contains a large
tough items. from outside individual's number of items.
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 sources and capacity for 4. The items are
experiences. organising and prepared in
Teachers can expressing ideas. accordance with
measure pupils' the blueprint.
understanding as 5. Test
they advance development is
using not a solitary
personalised endeavour, but
examinations. rather a
collaborative one.
6. A test created
by a teacher does
not cover all of the
steps of a
standardised test.
7. Teacher-created
tests can also be
used for formative
evaluation.

That a narrow
range of
information can
only be evaluated
by objective
exams. The ideal
use for
multiple-choice
The benefit is that
tests is to evaluate
we can select the
clearly defined or
appropriate
lower-order skills.
response; it
Tests with short
provides a tip or a
answers and
This is a test, hint as to a
essays are more
such as a potential
effective in
multiple-choice response. to
evaluating Multiple-choice,
test, on which acquire the ability
Objective Type higher-order True-false,
to carefully
of Test equally qualified thinking and Matching and
consider our
test takers will problem-solving Completion
options and make
receive the same abilities. On the
the best decision
scores. other hand,
possible.
multiple choice
Additionally, it
exams are
enhances our
commonly chosen
cognitive abilities
because they are
and logical
less expensive to
reasoning.
administer to a
large number of
students, not
because they are
better at
evaluating certain
types of
knowledge.
Evaluates the A lack of output, a
candidate's remote
Essay tests are an knowledge of the probability of
example of a topic and its success, and
subjective test, ideas. Understand challenging
Subjective Type where the rater's the candidate's preparation Oral and Essay
of Test opinion or capacity for Despite these Examination
judgement may critical thought drawbacks of the
have an impact on and objective
the results. problem-solving. assessments,
Select the well-prepared
contender with tests will aid in

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 the best strategy both the students'
after comparing learning and the
how they each instructor's
answered the instruction.
same question. Students taking
They can be the true or false
created more examination, for
quickly than instance, might
multiple choice not be aware of
questions and are the precise correct
often simple to sentence if the
make. response is false.

PART 2: Using a table, differentiate the following types of Assessment.

1. Traditional Assessment and Authentic Assessment

● While authentic assessment measures by giving students the opportunity to do real-world tasks,
authentic assessment helps teachers plan lessons and gives students feedback. It also allows
students many opportunities to learn and demonstrate what they have learned in the best way.
The traditional assessment is to determine whether or not the students have learned the
content, determine whether or not the students are successful in acquiring knowledge, assign a
grade for them, rank and compare them against standards or other learners.

2. Formative Evaluation and Summative Evaluation

● Formative evaluation is a continuous process. The evaluation happens as the student is learning.
multiple times, not just once. Enhancing student learning is one of the formative assessment's
objectives. While a summative assessment happens at a completely different period. not in the
middle of it, but after it. The evaluation happens following the conclusion of a course or unit.
The goal of summative evaluation is to assess student performance.

3. Norm-Referenced Assessment and Criterion-Referenced Assessment

● Inferences regarding test takers' performance on a particular assessment can be drawn in two
different ways, using norm-referenced and criterion-referenced testing. Different building
techniques, overarching objectives, and scoring interpretation techniques distinguish these two
testing kinds. Criterion-referenced tests assess a test taker's performance in relation to a
particular set of standards or criteria, whereas norm-referenced examinations compare test
takers to other persons.

4. Contextualized and Decontextualized Assessment

● Based to my understanding, contextualised assessment refers to how students create and apply
their learning, whereas decontextualized assessment refers to the use of declarative knowledge
or material that has been retained in the student's memory. In other words, a decontextualized
assessment focuses on the thoughts or opinions of the pupils that we might express about a
particular subject.

5. Analytic Assessment and Holistic Assessment

● Analytic assessment involves assessing a range of student performance elements, such as written
work's mechanics, grammar, style, organisation, and voice. As an alternative, holistic
assessment refers to performing an overall evaluation while taking all factors into account. The
most obvious benefit of adopting analytical assessments is that they give a nuanced and
thorough picture of student performance by taking several factors into account. For instance,
evaluating the quality of different aspects of student writing can help identify both strong points
and places that need work, which in turn helps with formative evaluation and feedback.

This assignment submission is my own, original work.

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