Type of Test Panper & Pencil Test
Bloom’s Taxonomy
Characteristics of Good Test
RUApAnEC
-Appropriateness of
Assessment methods
Assessment in the K 12
-Fair and Unbiased
-Objective Test -Positive Consequences
Curriculum
Practically and efficiency
single response/answer(CONVERGENT)
TYPE OF TEST
-Subjective Test su re s
w h at -Intelligence Objective Subjective
-Meaends to -Power
varied response/answer (DIVERGENT) it int sure not biased biased
mea
-Aptitude
Clarity Reability Validity
-Standardized
Holistic methods
— Mode of Administration Diversity of learners
-Speed
-Achievement
of Learning Targets Consistency,stability,
-Individual Test TEACHERS AND LEARNERS! (Lesson Objectives)
-must be SMART
equivalence 7 types of Validity IPASSA
One person at a time Towards independence Specific -Test-retest( consistency) -Content SELECTIVE
Multiple choice
SUPPLY
-Parallel (Equivalence) -Predictive Fill in the blanks
iden. strength &weakness(skill) HEART-Consideration of ZPD Measurable
Attainable -Split-half (Stabilit) -Construct
matching type
true or false
identification
-Group Test Kinder Garden
Realistic
Time-bound
-Kuder Richardson -Criterion
-Concurrent
class simultaneously/objectivel -Non-numerical -Face
Modes of Assessment
Curricular
-Checklist & Anecdotal records
— Test constructor
-Standardized test
Made by experts
-Non-standardized Analysis and Interpretation of
Teacher based
Assessment of Data
Traditional Aunthentic Alternative
—
Mode of interpreting
results
-Norm-referenced
Item Analysis -examining students’ response
Difficulty index -correct response
DiscriminTing index- Dispersion from UG& LG ASSESSMENT OF
Assessment as Learning
Compared with group or other
LEARNING
Rant is important
-Criterion-referenced
Compared on set of Criteria or Standard
outcome based/mastery learning
subject matter/based on objective Central Tendency Self assessment & reflection
4 Fundamental Concept of Assessment
Performance-based &
Mean Median Mode
Summative Assessment
Affective Assessments
Evaluation
Standard Deviation
Testing Assessment of Learning
(PROCESS)
OFter
T
-Measure Learner’s
A
-Measure Learner’s
Diagnostic Formative Placement
ME
PERFORMANCE-BASED TEST
Portfolio(collection of RuBrics Performance
-Process student’s work)
-Show case
2 Types
-Analytic Performance -TOOL called TEST
-TOOL called TEST
-Product
Assessment
-Development s -Holistic
-Documentary Example
Measurement
-Evaluation -Likert Scale
-Rating Scale
-Checklist “
-Semantic Diffential
AFFECTIVE ASSESSMENT TOOL
-Incidence report
Assessment For Learning
-Observation report Kratwohl’s affective domain
-Anecdotal report -Internalizing values
-Sociometry -Organization
-Valuing
Purpose of assessment
-Responding
-Receiving
Numerical-Quantity beFORe
(HOW MANY?)
