UNIVERSITY OF THE EAST

GRADUATE SCHOOL

Test and
Measurement
Evaluation of Student Learning
Engr. Ma Irish Marnel D. Villalobos
Evaluation of Student Learning
I. Formative and Summative Evaluation

Summative Evaluation Formative Evaluation

evaluate student learning, knowledge, proficiency, or success at refers to tools that identify misconceptions, struggles, and learning
the conclusion of an instructional period, like a unit, course, or gaps along the way and assess how to close those gaps. It includes
program. Summative assessments are almost always formally effective tools for helping to shape learning, and can even bolster
graded and often heavily weighted (though they do not need to students’ abilities to take ownership of their learning when they
be). understand that the goal is to improve learning, not apply final
marks
Common summative assessments include:
•Tests Common formative assessments include:
•Final exams •Quizzes
•Reports •Games
•Papers •Projects
•End-of-class projects •Presentations
•Group activities
Evaluation of Student Learning
Formative and Summative Evaluation
Evaluation of Student Learning
Examples of Formative and Summative Evaluation

Summative Evaluation
1. In-Depth Reports
2. Cumulative, Individual Projects
3. Personal Evaluation Papers

Formative Evaluation
1. Make an Ad
2. Idea Comparisons
3. Misconceptions
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation

Criterion Referenced Norm-Referenced

Criterion-referenced assessment focuses on the candidate's Norm-referenced assessment compares the student to the
performance of the task against a set of criteria related to the expected performance against that of peers within a cohort with
knowledge, skills, or attributes that the candidate is developing. similar training and experience.

Measures a student’s performance based on mastery of a specific
set of skills. It measures what the student knows and doesn’t know
at the time of assessment. The student’s performance is NOT
compared to other students’ performance on the same
assessment.
Measures a student’s performance in comparison to the
performance of same-age students on the same assessment.
Normative scoring is based on a bell curve, meaning only half of
those tested can score above the 50th percentile.

The main difference is norm-referenced refers to how a student’s score compares to other
students, while criterion-referenced refers to how a student’s score compares to a criterion,
such as a predetermined standard or goal.
Evaluation of Student Learning
Norm-Referenced, Criterion Referenced and Authentic Evaluation
Criterion Referenced Norm-Referenced
Evaluation of Student Learning
Norm-Referenced, Criterion Referenced and Authentic Evaluation
Criterion Referenced Norm-Referenced
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation

Authentic Evaluation
Authentic assessment is where students thoughtfully
apply their acquired skills to a new situation or
environment. Assessments are authentic if they are
realistic, require judgment and innovation and assess
students’ ability to effectively use their knowledge or
skills to complete a task.
Authentic assessment refers to integrating learning
and assessments to ensure that student’s needs are
being met. Instructors can create authentic
assessments by identifying standards for student
performance, selecting authentic tasks and
separating them from traditional tasks, identifying
criteria for the task, and creating a rubric to measure
performance.
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation
Sample of Traditional Assessment (TA) vs Authentic Evaluation (AA)

Traditional Assessment (TA) Authentic Evaluation (AA)

• Multiple Choice • Inventories
• Gap Fill • Peer Rating/ Self Rating
• True-False • Journals
• Matching • Portfolios
• Discussions
• Interview
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation
Benefits and Challenges

Benefits
•Motivates students to deeply engage with the subject matter leading to more constructive and productive
learning
•Builds a portfolio of academic work, which is helpful for students to:
• Reflect on and assess their own work and effort
• Seek admission into advanced degree programs and continue their academic career
• Pursue career opportunities after earning their degree
•Aids students in preparing for the complexities of professional life by equipping them with relevant workplace
skills
•Prepares students for lifelong learning
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation
Benefits and Challenges

Challenges
•Prepares students for lifelong learning
•Authentic assessments must be structured well or the application and results could become unpredictable
•Unpredictably increases the potential for things going wrong, which may jeopardize students' chance to
demonstrate their ability
•Creating and applying authentic assessments is time-consuming and resource intensive
•Assessment tasks must be carefully articulated at the outset to help students manage course workload
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation
How to design Authentic Assessment/Evaluation
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation
How to design Authentic Assessment/Evaluation

Standards
The first step (STANDARDS) involves reflecting on, writing down, and determining what the
goals are for your students (re: course outcomes). Standards can be one-sentence
statements or phrases of what students should know and/or be able to do at some point
(e.g. "students must define single integrals by week 3"). Course outcomes and standards
should be written using Bloom's Action Verbs, which will help with designing the
assessment and to measure how much of the material students have learned.
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation
How to design Authentic Assessment/Evaluation

Authentic Tasks
The second step (AUTHENTIC TASKS) determines how you will know students have met the
standards written in Step 1. At this step, selection of the appropriate authentic task(s) is
performed.
There are three types of authentic tasks:
1.Constructed-Response: students construct responses out of previously learned and
newly learned knowledge
2.Production: students create a deliverable that demonstrates their ability to apply,
analyze, and synthesize what they've learned
3.Performance: students perform a task that demonstrates their ability to apply, analyze,
and synthesize what they've learned
Evaluation of Student Learning
II. Norm-Referenced, Criterion Referenced and Authentic Evaluation
How to design Authentic Assessment/Evaluation

Criteria
The third step (CRITERIA) establishes indicators of "good performance" on the authentic
task(s) selected in Step 2. Students must achieve these criteria when completing authentic
tasks to not only demonstrate what they've learned but that they are also capable of
effectively applying what they've learned.
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals

Various types of learning targets

Different methods of assessment
Advantages
Disadvantages
Best assessment method for each type of learning target
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Types of Learning Targets
Knowledge Mastery
Reasoning
Skills
Products/Performances
Dispositions
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Knowledge Mastery Targets
These targets ask students to know or understand specific content related to a learning target
Targets can either be to know outright or by reference through memorization
These targets are often stated using verbs such as define, name, list, describe, and identify
Standards that include these verbs are classified as Knowledge Mastery:
Recognize
Describe
Explain
Know
Identify
Comprehend
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Reasoning Target
 Reasoning targets ask students to understand concepts and content by explaining, putting in their own words and interpreting
 Students may be asked to extend and refine their reasoning and use that knowledge in a meaningful way

o Six reasoning proficiency taxonomies: o Compare

o Inductive/Deductive Reasoning o Contrast
o Analytical Reasoning o Set goals
o Comparative Reasoning o Strategize
o Classifying o Distinguish between
o Evaluative Reasoning o Examine data and propose meaningful interpretation
o Synthesis o Use insights and conclusions from data to generate
o Use potential solutions
o Analyze
o Evaluate
o Make Decisions
o Formulate questions
o Make predictions
o Verify
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Skill Target
 Skill targets are those that must be observed or demonstrated in order to be assessed
 These targets lend themselves to performance assessment
 Knowledge targets always underlie skills targets
 Reasoning targets might be involved, too
 These targets are often classified as skills:
o Measure
o Read aloud
o Dribble and pass
o Participate
o Use simple equipment
o Demonstrate relationships
o Collect data
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Disposition Targets
 These targets reflect student attitudes, beliefs, and feelings
 They represent valuable affective outcomes we hope students attain as a result of their educational experiences
 These may be difficult to quantify
 May best be assessed through observation or conversation with a rubric,
Examples include:
o Likes mathematics
o Enjoys reading
o Plays sports for fun
o Plans to vote in the next election
o Looks forward to science
o Enjoys conversing in Spanish
o Exhibits a passion for learning
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Variety of Assessment Strategies
Selected Response

•Multiple Choice
•True-False
•Matching
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Variety of Assessment Strategies
Selected Response Constructed
Response

•Multiple Choice •Diagram

•True-False •Fill-in-the-blank
•Matching (words, phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Variety of Assessment Strategies
Selected Response Constructed Performance
Response Assessment

•Multiple Choice •Diagram •Presentation

•True-False •Fill-in-the-blank •Movement
•Matching (words, phrases) •Science lab
•Essay •Athletic skill
•Short answer •Dramatization
(sentences, •Enactment
paragraphs) •Project
•Web •Debate
•Concept Map •Model
•Flowchart •Exhibition
•Graph •Recital
•Table •Performance Task
•Matrix
•Illustration
Evaluation of Student Learning
III. Matching Evaluation Strategies with Goals
Variety of Assessment Strategies
Selected Response Constructed Performance Observations/
Response Assessment Conversations

•Multiple Choice •Diagram •Presentation •Oral questioning

•True-False •Fill-in-the-blank •Movement •Observation
•Matching (words, phrases) •Science lab •Interview
•Essay •Athletic skill •Conference
•Short answer •Dramatization •Process description
(sentences, •Enactment •Checklist
paragraphs) •Project •Rating scale
•Web •Debate •Journal sharing
•Concept Map •Model •Thinking aloud a
•Flowchart •Exhibition process
•Graph •Recital •Student self-
•Table •Performance Task assessment
•Matrix •Peer review
•Illustration
Evaluation of Student Learning
In Summary
Review each type of learning target
Determine the best assessment method for that learning target
Use these criteria:
Purpose(s) of the assessment
Nature of the learning targets
Uses of the assessment information
Resources (time, money and staff) available
Determine the number of items to fully assess each learning target
Make sure that the types of assessment chosen, the manner in which they are developed, and how they are
implemented match the purposes and uses
Matching your learning targets with the correct assessment methods will help greatly as you determine the balance
of representation for the common assessment
It will also provide valuable information for the test blueprint