EDN 2104-4

09/19/22 Continuation of report

NATURE OF ANSWER:

1. PERSONALITY TEST - about a person’s motivations, preferences, interests, emotional make-

up
 first created for military recruitment
 now, used for employee recruitment, career counseling, relationship counseling, diagnosis of
mental disabilities,
 2 types: self-report inventories (have takers rate test questions) and projective test (showing
test takers hazy scene and ask for interpretation: ex. ink blot test)
 MBTI personality test, 16 personality questionnaire

2. ACHIEVEMENT - assess student learning

 foundation for advancement to next level (grade 1 to grade 2 etc.)
 assess ability to complete activities
 ex. college admission test, SATs

3. INTELLIGENCE - assess one’s innate intelligence

 to accurately measure intelligence
 predictor of academic achievement
 3 types: analytic, practical, and __
 standardized
 ex. Standford-Benet intelligence test (intelligence scale)

4. SOCIOMETRIC - assess interpersonal relationships within a group

 express preferences, likes, dislikes
 includes peer nomination, peer rating

5. TRADE OR VOCATIONAL - evaluate knowledge/ level of performance/ proficiency/ skill

level
 also assess effectiveness of training programs
 evaluation whether someone has reached a certain level of knowledge within a specific
timeframe

FUNCTIONS OF TESTING:

4 INTERRELATED CATEGORIES:

1. INSTRUCTIONAL FUNCTIONS:
 facilitate clarification of meaningful learning objectives
 provide a means of feedback to the instructor (to match pedagogical practices & curriculum)
and student
 can motivate learning (frequent testing/ high-stake testing affect learning motivation)
  facilitate learning
 useful means of overlearning-retaining of mastered knowledge (studying for the rest of our
lives)

2. ADMINISTRATIVE FUNCTIONS
 provides a mechanism of quality control
 facilitate better classification and placement decisions
 increase quality of selection decisions
 useful means of accreditation, mastery, or certification

3. RESEARCH AND EVALUATION

4. GUIDANCE FUNCTIONS
 diagnosing an individual’s special aptitudes and abilities
 examples: NCAE

DEFINITION OF ASSESSMENT:
 latin root “assidere” - sit beside
 wide range of methods
 evaluate, measure

NATURE OF ASSESSMENT:
 linked with learning process
 unites with course of study and teaching
 continuously detect students’ learning

MAXIMUM PERFORMANCE vs TYPICAL PERFORMANCE

MAXIMUM PERFORMANCE - determine a person’s developed abilities

 what they can do when they put extra effort
 measures a student’s ability
 predicts success in future learning activity
 reflects level of understanding of success on what they have learned

TYPICAL PERFORMANCE - reflects a person’s typical behavior

 what they will do rather than what they can do
 getting responses rather than getting high scores
 interviews, questionnaires, observations, and self-report
PURPOSE OF ASSESSMENT:
1. assessment for learning (AFL) - ongoing process for teacher to establish students’ interests
2. assessment as learning (AAL) - ongoing process on self-reflection of students
3. assessment of learning (AOL) - assess what and how well they learned after the instruction/ end
of instruction

EVALUATION:
 judging quality of performance
 process of systematic interpretation
 to make a decision
 using data collected from assessment

2 types according to approach:

1. formative - developmental in nature

 for limited content area

 to know what extend has been achieved
 to determine whether or not the students have progressed

2. summative - terminal in nature

 test items are prepared for the whole content area
 to know the effectiveness

PURPOSE:
  to diagnose (identify and resolve issues)
 clarify educational objectives
 provide guidance to students (onlt after comprehensive evalutaion)
 improve teaching and learning process (know level of learning and teaching)

RELATIONSHIP AMONG TEST, MEASUREMENT, AND EVALUATION

Area 1:

Area 2: to help students (ex. ranking)

Area 3: achievement test

Area 4: for research purposes

Area 5: ex. assigning codes used for research??

RELEVANCE OF ASSESSMENT:
1. students - main focus of tests
 designed for them
 to help maximize performance
2. teachers
3. parents - to help find out if assessments are suited to students
4. administrators & staff - can identify program strengths and weakness
5. policymaker - to determine what is needed in educational services

ROLES OF ASSESSMENT:
1. PLACEMENT ASSESSMENT
 determine learner’s entry performance
2. FORMATIVE ASSESSMENT
 mediate teaching and learning process
 verify whether we can move to the next topic
 teaching strategy
 examples: muddiest (most confusing/ least clear part) point technique (what is the muddies
point in the lecture, discussion, or activity?)
o background knowledge probe
 POSITIVE EFFECTS (utarberts & hassanpour)

 ATTRIBUTED OF AN EFFECTIVE FORMATIVE ASSESSMENT

o learning progressions
o learning goals and criteria for success - should be clearly identified ; intended
learning outcomes
o descriptive feedback - student should be provided evidence-based feedback ;
suggestions for improvement
o self and peer-assessment
o collaboration
 3. DIAGNOSTIC ASSESSMENT
 identify learning difficulties during instruction
 understand students’ current knowledge base
 identify strength and areas of improvement for the student

4. SUMMATIVE ASSESSMENT

 determine whether students have learned what they were expected to learn
 measure whether a course’s learning objectives were met
 INTERIM ASSESSMENT - used to evaluate where students are in their learning process

TAXONOMY OF APPROACHES TO ASSESSMENT