TESTING, ASSESSMEN

T AND EDUCATIONAL
DECISIONS
 TESTING VS ASSESSMENT

TESTING ASSESSMENT
- is defined as - Is the process o
the administratio f gathering , analu
n and used of tes zing, and interpret
t and its result ing data. It invlov
in order to make es testing and the
instructional dec use of other measur
isions. ement techniques.
 TESTING VS ASSESSMENT

1. Test, usually p 1. Paper-and-penci

aper-and-pencil l tests and oth
tests, are scor er measurement
ed independent instruments are
of context and administered, s
other relevant cored and evalu
information. ated contextual
ly.
 TESTING VS ASSESSMENT

 Test results a  Results of vari

re utilized to ety of instrume
reach educatio nts utilized ar
nal decisions. e integrated to
reach education
 Testing is lim
al decisions.
ited in scope.
 Assessment is b
roader in scope
.
MEASUREMENT TECHNIQUES

 Observation
 Interviews
 Portfolios
 Performance Assessments
CRITERIA FOR DEVELOPING ASSESSMENT PLAN

 Are the important learning outcomes

assessed?
 Are the assessment procedures appro
priate and congruent with the natur
e of the learning outcomes?
 Do the assessment tools satisfy ade
quate technical standards of validi
ty, reliability, and accuracy?
CRITERIA FOR DEVELOPING ASSESSMENT PLAN

 Is the assessment plan appropria

te for the learner’s developmen
tal level?
 Are the assessment procedures ob
jective and free from bias?
 How are the result of assessment
interpreted and utilized?
PLANNING AN ASSESSMENT DEVICE

.1 Type of measuring procedure used
 2. Range of Difficulty of items
 3. Objectives to be sampled
 4. Scoring procedures
 5. Length of instrument
 6. Time limits
 7. Arrangement of items
 8. Method of recording and reporting results
GENERAL CRITERIA FOR SELECTING ASSESSMENT INSTRUMEN
T

1. RELEVANCE
2. BALANCE
3. EFFICIENCY
4. OBJECTIVITY
5. FAIRNESS
6. SPECIFICITY
7. DIFFICULTY
8. DISCRIMINATION
9. RELIABILITY
MEASUREMENT COMPENTENCIES REQUIRED FOR TEACHERS

1. Selecting appropriate methods

2. Developing appropriate assessment tools
3. Administering, scoring, interpreting as
sessment
4. Applying assessment data in instruction
5. Establishing student grading procedures
6. Communicating assessment results
7. Employing assessment in legal and ethic
al manner
 THE ROLE OF THE ASSESSMENT IN THE
CURRICULUM
OBJECTIVES

CONTENT &
 ASSESSMENT MATERIALS

METHODS &
STRATEGIES
THE GOAL-ORIENTED INSTRUCTIONAL MODEL

YES, PROCEED

PREASSESSMEN
OBJECTIVES INSTRUCTION EVALUATION
T

NO, RETEACH
 INSTRUCTIONAL

GRADING

DIAGNOSTIC
TYPES
OF SELECTION
EDUCATIONAL
DECISIONS
PLACEMENT

GUIDANCE &
COUNSELING

PROGRAM/CURRICUL
UM

ADMINISTRATIVE
POLICY