Different Terminologies: Related to Assessment,

Testing, Measurement and Evaluation.

Reported by: Dayag, Fely Grace J.

BEEd-3A1-1
• We shall point out the fundamental differences of the
terms Assessment, Testing, Measurement and
Evaluation.

• Assessment- Is defined as an act or process of

collecting and interpreting information about student
learning. It is a very powerful tool for educational
improvement.

• Assessment- Is a general term that includes different

ways that the teachers gather information in the
classroom. Information that helps teachers understand
their students, information that is used to plan and
monitor their classroom instruction.
• The most common form of Assessment is giving a
Test.

• Test- Is formal and systematic instrument usually

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

• Hence “Testing”- is one of the different methods used

to measure the level of performance or achievement of
the learners.

• Testing- also refers to the administration, scoring and

interpretation of the procedures designed to get
information about the extent of the performance of the
students. Oral questionings, observations, projects,
performances and portfolios.
• Measurement- Is a process of quantifying or assigning
number to the individuals intelligence, personality,
attitudes and values, and achievement of the
students. In other words, express the assessment
data in terms of Numerical values and answer the
question “How much?”

• Common example of measurement is when a teacher

gives scores to the test of the students such as,

• Renzel got 23 correct answers out of 25 items in

Mathematics test. Princess Mae got 95% in her
English first grading periodic test, In the examples
numerical values are used to represent the
performance of the students in different subjects.
• Evaluation- refers to the process of judging the quality
of what is good and what is desirable. It is the
comparison of data to a set of standard or learning
criteria for the purpose of judging the worth or quality.

• Ex: In judging the quality of an essay address of Pres.

Benigno Aquino, evaluation occurs after the
assessment data has been collected and synthesized
because it is only in this time where teacher is in the
position to make judgement about the performance of
the students.

Reference: Assessment of Learning 1

Yonardo A. Gabuyo
• The interrelatedness of these terms Test, Non-
test, Measurement, Assessment and Evaluation
causes the teacher to commit an error in his
statement. This is so because these terms,
although different, have significant relations in
many ways. The differences and relatedness of
these terms need clarification.

• Test- is a set of questions with an accepted set

of presumably correct answers designed to
gather information about some individual
characteristics, like Scholastic Achievement.

• Is a device used to indirectly measure the

intangible aspects of students life. This device is
also used to gather information about student’s
learning progress.
• Non-Test- are devices that do not force students to
give their responses. These are usually based on
teacher’s direct observations as students perform
the assigned tasks. In short, It is the teacher who
does the assessment as he observes students act
out the values and skills that are essential in the
performance of a learning activity.

• Ex: Checklist, Daily Assignments, Oral and written

reports, Portfolios, Project

• Testing- is a process of administering a test to an

individual or a group of students. This process
involves steps such as test preparation, test
administration, and collection of test paper.
• Measurement- Is a process of quantifying test
results. This process begins when the teacher
compares students responses with the
presumably correct responses in the scoring key.

• Evaluation- Is a process of determining the

changes in the child as a result of teaching and
his experiences. It is a systematic attempt at
ascertaining the amount of progress made in the
child’s education directed toward the realization
of objectives in education.
• Assessment- define as a process of gathering
information about student’s learning and then
analyzing and interpreting them for the purpose of
making decision.

• According to Cohen, et al. (1997) There are at least

Nine Types of Assessment;

• Norm-referenced Assessment- gives us information on

what a student can do in comparison with other
students in the class.

• Criterion-referenced Assessment- uses specific preset

criteria from which a students performance is
compared without referring to other student’s
performance. It requires the student to fulfill a given
set of criteria , or pre-defined and absolute standard or
outcomes.
• Domain-referenced Assessment- determines learning in
a particular field or area of the subject matter (e.g.,
Parts of Speech in English)

• Diagnostic Assessment- identifies weaknesses,

strengths, and problems of student’s learning. It can be
teachers basis of planning what to do next in the
teaching and learning process.

• Formative Assessment- pinpoints whether students have

achieved the objective of the lesson taught. This
assessment shapes the contents and processes of
future teaching and learning plans.

• Summative Assessment- Is considered as the terminal

assessment of learning. It comes at the end of the unit,
program, term, or school year. The main purpose of this
assessment is to give rating or grade to students based
on their performance or achievement.
• Ipsative Assessment- refers to the process of Self-
Assessment. This type of assessment gives students an
opportunity to evaluate their own learning.

• Authentic Assessment- determines what students can

actually do in real-life situations rather than using some
easy-to-score responses to questions. Life’s learning
experiences are bound to assessment; therefore it is of the
essence to make learning and assessment real, meaningful
and motivational.

• Performance Assessment- Is undertaken to determine

whether students can demonstrate their learning through
performance in real or simulated situations.

Reference: Assessment of
Student’s Learning A
Approach
Alberto A. Rico
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