Different measurement

Frameworks used in
Assessment


The most common psychometric theories that serve as framework for

assessment and measurement, especially in the determination of the
psychometric characteristic of measure (e.g, tests, scale) are the following:
-CLASSICAL TEST THEORY (CTT)
-ITEM RESPONSE THEORY (IRT)
CLASSICAL TEST THEORY (CTT)
- It is also known as the true score theory, explains that variations in the performance of examinees on a given measure is due to variations in their abilities. CTT
assumes that all measures are imperfect, and scores obtained from a measure could differ from the true score.
-CTT provides an estimation of the following;
item difficulty and item discrimination.
The CTT provides an estimation of the item difficulty based on the
frequency or number of examinees who correctly answers a particular
item; items with fewer number of examinees with correct answers are
considered more difficult.

The CCT provides an estimation of item discrimination based on the

number of examinees with higher or lower ability to answer a particular
item. If an item is able to distinguish between examinees with higher
ability (i.e,higher total test score) and lower ability (i.e, lower total test
score) then an item is considered to have a good discrimination.
ITEM RESPONSE THEORY(IRT)
-analyzes test items by estimating the probability that an examinee answers an item correctly or incorrectly.
-aside from item difficulty and item discrimination indices, IRT analysis can provide significantly more information on items and tests, such as fit statistics, item characterics
curve (ICC), and test characteristic curve (TCC). There are also different IRT models(e.g,one-parameter mode, three parameter model) which can provide different item and
test information that cannot be estimated using the CTT (Classical test Theory)
 DIFFERENT TYPES OF
ASSESSMENT IN LEARNING
FORMATIVE ASSESSMENT-
-Refers to assessment activities that provide information to both
teachers and learners on how they can improve the teaching-
learning process.
-This type of assessment is formative because it is used at the
beginning and during instruction for teachers to assess learner’s
understanding.
SUMMATIVE ASSESSMENT-
-Are assessment activities that aim to determine learners’ mastery of content or attainment
of learning outcomes.

-They are summative as they supposed to provide information on the quantity or quality of
what was students have learned or achieved at the end of instruction.

-Data from summative assessment are typically used for evaluating performance in class.
These data also provide teachers with information about the effectiveness of their teaching
strategies and how they can improve their instruction in the future.


DIAGNOSTIC ASSESSMENT-
-Aims to detect the learning problems or difficulties of the learners so that corrective measures or interventions are done to ensure learning.
-It is usually done right after seeing signs of learning problems in the course of teaching.

-It can also be done at the beginning of the school year for spirally-designed curriculum so the corrective actions are applied if pre-requisite knowledge and skills for the targets of
instructions have not been mastered yet.
PLACEMENT ASSESSMENT-
-Is usually done at the beginning of the school year to determine what the
learners already know or what are the needs that could inform design of
instruction.

-Grouping of learners based on the results of placement assessments is

usually done before instruction to make it relevant to address the needs
or accommodate the entry performance of the learners.

-The entrance examination given in schools is an example of placements.



TRADITIONAL ASSESSMENT-
-Refers to the use of conventional strategies or tools to provide information about the learnings of students.
Typically, objective(multiple choice) and subjective(essay) paper-pencil tests are used.

-They are more commonly used in classrooms because they are easier to design and quicker to be scored.

-In general, traditional assessment are viewed as an inauthentic type of assessment.

AUTHENTIC ASSESSMENT-
-Refers to the use of assessment strategies or tools that
allow learners to perform or create a product that are
meaningful to the learners, as they are based on real-
world contexts.

- As an assessment that can be more authentic or less

authentic compared with other assessment.

- The most authentic assessment are those that allow

performances that most closely real world task or real
world settings or environment.
DIFFERENT PRINCIPLES
IN ASSESSING LEARNING
1. ASSESSMENT SHOULD HAVE A CLEAR PURPOSE-
Assessment starts with a clear purpose. The methods used in collecting information should be
based on this purpose. The interpretation of the data collected should be aligned with the purpose
that has been set.

This assessment principle is congruent with the outcome-based education(OBE) principles of

clarity of focus and design down.
2. ASSESSMENT IS NOT AN END IN ITSELF-

Assessment serves as a means to enhance student learning. It is not a simple recording or

documentation of what learners know and do not know.

Collecting information about student learning, whether formative or summative, should to

lead to decisions that will allow improvement of the learners.
3. ASSESSEMENT IS AN ONGOING, CONTINUOUS,AND A FORMATIVE
PROCESS-

Assessments consist of a series of tasks activities conducted over

time. It is not a one-shot activity and should be cumulative. Continuous
feedback is an important element of assessment. This assessment
principle is congruent with OBE principle of expanded opportunity.
4. ASSESSMENT IS LEARNER-CENTERED-
Assessment is not about what the teacher does but what a learner can do. Assessments
of learners provides teachers with an understanding on how they can improve their
teaching, which corresponds to the goal of improving student learning.
5.ASSESSEMENT IS BOTH PROCESS AND PRODUCT ORIENTED-
Assessment gives equal importance to learner performance or
product and the process they engage in to produce a product.
6.ASSESSMENT MUST BE COMPREHENSIVE AND HOLISTIC-

Assessment should be performed using a variety of strategies and tools designed to assess
student learning in a holistic way.

Assessment should be conducted in multiple periods to assess learning over time. This
assessment principle is also congruent with the OBE principle of expanded opportunity.
7.ASSESSMENT REQUIRES THE USE OF APPROPRIATE MEASURES-
For assessment to be valid, the assessment tools or measures used must have sound psychometric properties, including, but not
limited to, validity and reliability.

Appropriate measures also mean that learners must be provided with challenging but age-and context- appropriate assessment task.
This assessment principle is consistent with the OBE principle of high expectations.
8. ASSESSMENT SHOULD BE AS AUTHENTIC AS POSSIBLE-
Assessment tasks or activities should closely, if not fully, approximate
real-life situations or experiences. Authenticity of assessment can be
thought of as a continuum from least authentic to most authentic, with
more authentic tasks expected to be more meaningful for learners.