Evaluation Used

in
Classroom
Instruction
 1. Placement Evaluation –
evaluation which defines
student’s entry behaviors. It
determines the knowledge and
skills he possesses which are
necessary at the beginning of
instruction in a given subject
area
 2. Formative Evaluation – evaluation
which provides the student with feedback
regarding his performance in attaining
instructional objectives. It identifies learning
errors that need to be corrected and provides
equally reinforcement for successful
performance. For teachers formative
evaluation provides information for making
instruction more effective
 3. Diagnostic Evaluation –
evaluations used to detect pupils
learning difficulties which
somehow are not revealed by
formative tests. It is more
comprehensive and specified
 4. Summative Evaluation –
evaluation which determines the
extent to which objectives of
instruction have been attained
and is used for assigning
grades/marks
 GENERAL
CLASSIFICATION
OF
TESTS
1. Purposes /
Uses of tests
1.1 Instructional Uses of Tests
 grouping learners for instruction within
a class
 identifying learners who need
corrective and enrichment experiences
 measuring class progress for any given
period
 assigning grades/marks
 guiding activities for specific learners
(the slow, average, fast)
1.2 Guidance Uses of Tests
 assisting learners to set educational and
vocational goals
 improving teacher, counselor and
parents understanding of children with
problems
 preparing information data to guide
conferences with parents about their
children
 Determining interests in types of
occupations not previously
 considered or known by the pupils
 predicting success in future educational
endeavor
1.3 Administrative Uses of Tests
 determining emphasis to be given to the
different learning areas in the
curriculum
 measuring the school progress from
year to year
 determining how well student are
attaining worthwhile educational goals
 determining appropriates of the school
curriculum for students
 of different levels of ability
 developing adequate basis for pupil
promotion or retention
2. Format of Test

2.1 Standardized Tests – tests that have

been carefully constructed by experts in
the light of accepted objectives

KINDS
1. Ability Tests – combine verbal and
numerical ability, reasoning
and computations. Ex. OLSAT Otis Lemon
Standardized Ability Test

2. Aptitude Tests – test which measure

potential in a specific field or area, predict
the degree to which an individual will
succeed in any given area such as art, music,
mechanical task or academic studies. Ex.
DAT Differential Aptitude Test
and computations. Ex. OLSAT Otis Lemon
Standardized Ability Test

2. Aptitude Tests – test which measure

potential in a specific field or area, predict
the degree to which an individual will
succeed in any given area such as art, music,
mechanical task or academic studies. Ex.
DAT Differential Aptitude Test
3. Achievement Tests – test which
measure the students
accomplishment or what has been
taught and learned in school.
Ex. Stanford Achievement Test in
Reading for elementary grade.
4. Intelligence Tests –
measures the intelligence
quotient (I.Q.) of an
individual
Ex. Stanford-Binet
Intelligence Test
5. Diagnostic Tests –
identifies the weaknesses of
an individual’s achievement
in any given field and which
serves as basis to remedial
instruction
2.2 Teacher-Made Tests –
tests which measure and
appraise student progress
in terms of specific
classroom objectives.
2.2.1
Classification of
Teacher-Made
Tests
2.2.1.1 Objective
Test
•Short-Answer
•Completion
2.2.1.1 Objective
Test
•Short-Answer
•Completion
2.2.1.2 Selective Test
•True-False or Alternative
Response Test – each test item is
a declarative statement that the
examinee is asked to mark true or
false, right or wrong, yes or no
and the like
•Matching Type – consist of two
parallel columns with each word
or number or symbol in one
column being matched to a
word, sentence, or phrase in the
other column
•Multiple Choice Type – each
item consists of a problem and a
list of options or alternative or
choices. The correct option is
called answer and the remaining
options are called distracters.
2.2.1.2 Essay Test
•Restricted Essay
•Non-Restricted Essay
3. Language
Mode Test
3.1 Verbal Test – ordinary paper
and pencil tests which require the
use of word as response to items
administered to students who
have adequate vocabulary and
reading skills.
3.2 Non-Verbal Tests – tests
that do not necessarily require
the use of words, administered
to learners whose reading skills
and vocabulary are inadequate.
 OTHER
CLASSIFICATION
OF TESTS
1. Educational Tests –
primary function is the
measurement
results/effects of
instruction
2. Psychological Tests - test
which measure the intangible
aspects of behavior such as
attitude, interests,
intelligence, aptitude and
personality.
 3. Mastery Test -
achievement test which
measure the degree to which
a pupil has mastered certain
instructional objectives or
specific learning outcomes
 4. Speed Tests - test
which measure the
number of items a pupil
can complete at a given
time
 5. Power Tests -
measure the pupils
ability to answer more
and more difficult item
within a given field
 6. Criterion-Referenced
Tests - described what a
pupil can do without
reference to the performance
of others.
Ex. Stelled 60 English
words out of 80 words
7. Norm-Referenced Tests -
determine how a pupils
performance compares with
that of others.
Ex. Spelled better than 75%
of the class