MEANING

and FUNCTION
ASSESSMENT

TESTING

MEASUREMENT

EVALUATION
ASSESSMENT
c

defined as an act or process of collecting and

interpreting information bout student learning.

refers to the different components and activities of

different schools.

a general term that includes different ways that the

teachers used to gather information in the classroom.
 PURPOSE
OF
ASSESSMENT

 To provide feedback to students

 To serve as diagnostic tool for instruction

CLASSIFICATION TYPES OF FUNCTION OF EXAMPLE OF
ASSESSMENT ASSESSMENT INSTRUMENTS

Maximum It is used to determine what Aptitude Tests,

Performance individuals can do when Achievement Tests
performing at their best.

NATURE Attitude , Interest, And

Typical It is used to determine what Personality Inventories;
OF
Performance individuals will do under Observational
ASSESSMENT natural conditions. Techniques; Peer
Appraisal

An assessment used to
Fixed-choice measure knowledge and skills Standard multiple-
test effectively and efficiently. choice test

FORMS An assessment procedure Hands-on laboratory

OF Complex- used to measure the experiment, projects,
ASSESSMENT performance performance of the learner in essays, oral
assessment contexts and on problems presentation
valued in their own right.
CLASSIFICATION TYPES OF FUNCTION OF EXAMPLE OF
ASSESSMENT ASSESSMENT INSTRUMENTS

An assessment procedure Readiness Tests,

used to determine the Aptitude Tests,
learner’s prerequisite skills, Pretests on course
Placement degree of mastery of the objectives, Self-report
course goals , and/or best inventories,
modes of learning. Observational
techniques
USE IN An assessment procedure Teacher- made tests,
CLASSROOM used to determine the custom-made tests
INSTRUCTION Formative learner’s learning progress, from textbooks
provides feedback to reinforce publishers,
learning , and corrects learning observational
errors. techniques
An assessment procedure Published diagnostics
used to determine the causes tests, teacher-made
Diagnostic of learner’s persistent learning diagnostics tests,
difficulties such as intellectual, observational
physical, emotional, and techniques
environmental difficulties.
CLASSIFICATION TYPES OF FUNCTION OF EXAMPLE OF
ASSESSMENT ASSESSMENT INSTRUMENTS

An assessment procedure Teacher-made survey

used to determine the end-of- test, performance
Summative course achievement for rating scales, product
assigning grades or certifying scales
mastery of objectives

It is used to describe student Teacher-made tests,

Criterion- performance according to a custom-made tests
referenced specified domain of clearly from textbook
METHODS OF defined learning tasks. publishers,
INTERPRETING observational
RESULTS techniques
It is used to describe student’s Standardized aptitude
Norm- performance according to and achievement tests,
referenced relative position in some teacher-made survey
known group. tests, interest
inventories,
adjustment inventories
MODES of ASSESSMENT

 Traditional Assessment
• a type of assessment in which the students choose their answer from a
given list of choices.

EXAMPLE
Multiple choice test Matching type test
Standard true/false test Fill-in-the blank test

 Alternative Assessment
• an assessment in which the students create an original response to answer
a certain question.

EXAMPLE
Short-answer Question Demonstrations
Essays Performance Assessment
Oral Presentation Portfolios
Exhibitions
MODES of ASSESSMENT

COMPONENTS of ALTERNATIVE ASSESSMENT

a. Assessment is based on authentic tasks that demonstrate students’ ability

to accomplish communication goals.
b. The teacher and students focus on communication, not on right and
wrong answers.
c. Students help the teacher to set the criteria for successful completion of
communication tasks.
d. Students have opportunities to assess themselves and their peers.
 Performance-based Assessment
• is an assessment in which students are asked to perform real-world tasks
that demonstrates meaningful application of essential knowledge and skills.

 Portfolio Assessment
• is the systematic, longitudinal collection of student work created in
response to specific, known instructional objectives and evaluated in
relation to the same criteria .
 Guidelines for Effective Student Assessment

1. Effective assessment requires a clear concept of all intended learning

outcomes.
2. Effective assessment requires that a variety of assessment procedures
should be used.
3. Effective assessment requires that the instructional relevance of the
procedure should be considered.
4. Effective assessment requires an adequate sample of student performance.
5. Effective assessment requires that the procedures must be fair to everyone.
6. Effective assessment requires specifications of criteria for judging successful
performance.
7. Effective performance requires feedback to students emphasizing strengths
of performance and weaknesses to be corrected.
8. Effective assessment must be supported by comprehensive grading and
reporting system.
 TEST

formal and systematic instrument, usually paper and

pencil procedure designed to assess the quality, ability,
skill or knowledge of the students by giving set of
question in uniform manner.
TESTING

one of the different methods used to measure the level

of performance or achievement of the learners.

refers to the administration, scoring, and

interpretation of the procedures designed to get
information about the extent of the performance of
the students
KINDS  Intelligence test
OF • measure the intelligent quotient (IQ) of an individual
TESTS as genius, very superior, high average, average, low
average, borderline or mentally defective.

 Personality test
• measure the ways in which the individual’s interest
with other individuals or in terms of the roles an
individual has assigned to himself and how he adopts
to society.

 Aptitude test
• a predictive measure of a person’s likelihood of
benefit from instruction or experience in a given field.

 Prognostic test
• forecast how well a person may do in a certain school
subject or work.
KINDS Performance test
OF • a measure which often makes use of accomplishing
the learning task involving minimum accomplishment
TESTS or none at all.

Diagnostic test
• identifies the weaknesses of an individual’s
achievement in any field which serves as basis for
remedial instruction.

 Achievement test
• measures how much the students attain the learning
tasks.

 Preference test
• a measure of vocational or academic interest of an
individual or aesthetic decision by forcing the
examinee to make force options between members of
paired or group items
KINDS
OF  Scale test
TESTS • a series of items arranged in the order of difficulty.

 Speed test
• measures the speed and accuracy of the examinee
within the time imposed.

Power test
• made up of series of items arranged from easiest to
the most difficult.

Standardized test
• provides exact procedures in controlling the method
of administration and scoring with norms and data
concerning the reliability and validity of the test.
KINDS
OF
TESTS Teacher- made test
• prepared by classroom teachers based on the
contents stated in the syllabi and the lessons taken by
the students.

Placement test
• measure the job and applicant should fill in the
school setting and the grade or year level the student
should be enrolled after quitting from school.
 OTHER TYPES OF TEST

Non- standardized Test Standardized Test

- developed by the classroom teachers. Vs - developed by test specialist .

Objective Test Subjective Test

-two or more evaluators give an examinee the same -scores are influenced by the judgment of the
score. Vs evaluators.

Supply Test Fixed-response Test

-requires the examinees to supply an answer. Vs -requires the examinees to select an answer from a
given.

Individual Test Group Test

-administered to student on a one-on-one Vs -administered to a group of individuals
basis using oral questioning. or group of students.

Mastery Test Survey Test

-a type achievement test that measures the degree of Vs -measures students’ general achievement over a
mastery of a limited set of learning outcomes using certain period of time.
criterion-reference to interpret the result.

Speed Test Power Test

- measure number of items an individual can complete Vs -measure the level of performance rather than speed
over a certain period of time. of response
MEASUREMENT

process of quantifying or assigning number to the

individual’s intelligence, personality, attitudes and
values, and achievement of the students.

systematic procedure of determining the quantity or

extent of all the measurable dimensions in the educative
process .
INSTRUMENTS
USED IN  Measuring Instrument
MEASUREMENT •used for determining the quantity of achievement .

 Examination
•an appraisal of ability, achievement, or status in
any respect.

 Test
•type of measuring instrument whose general
characteristic is that it forces responses from a
pupil’s skills, knowledge , attitude, etc.

 Quiz
•relatively short test given periodically to measure
achievement in material recently taught or on any
small, newly completed unit of work.

 Item
•part of a test that elicits a specific response.
 RESULTS OF
MEASUREMENT

 Score
•number that indicates the quantity of achievement
of an individual in a test .

 Achievement

•level or measure of knowledge or proficiency of

performance of a pupil or student in a subject
taught in school .
EVALUATION

refers to the process of judging the quality of what is good

and what is desirable .

systematic procedure of determining the quality of the

results of measurement.

comparison of data to a set of standard or learning

criteria for the purpose of judging the worth or quality.
FUNCTIONS OF
MEASUREMENT
AND  Measures students’ achievement.
EVALUATION
 Evaluate instruction.

 Motivate learning.

 Predict success.

 Diagnose the nature of difficulties.

 Evaluate teachers’ performance.

 Evaluate school’s facilities.

END of Presentation