BASIC CONCEPTS IN ASSESSMENT

TEST
• IS A SET OF QUESTIONS WHICH ACCEPT A PRESUMABLY
CORRECT ANSWER.
• MEASUREMENT ERROR – ERRORS THAT INFLUENCED BY
SOME FACTORS IN GATHERING VALID AND RELIABLE
TEST. FOR EXAMPLE, UNCLEAR DIRECTION AND
COVERAGE OF THE EXAM.
 NON - TEST

• ARE DEVICES THAT DO NOT FORCE STUDENTS TO

GIVE THEIR RESPONSES.
• DEVELOP A VALID AND RELIABLE NON – TEST
INSTRUMENTS SUCH AS OBSERVATION CHECKLIST
AND JOURNALS.
 TESTING

• IS THE PROCESS OF ADMINISTERING A TEST TO A GROUP OF

STUDENTS.
• TEST PREPARATION – CREATING A VALID AND RELIABLE
TEST.
• TEST ADMINISTRATION – EXPLANATION OF DIRECTIONS.
• TEST COLLECTION – COLLECTING THE TEST PAPERS.
 TYPES OF TESTS ACCORDING TO
DE GUZMAN AND ADAMOS (2015)
ORAL TEST – MEASURES ORAL COMMUNICATION SKILLS
WRITTEN TEST – AN OBJECTIVE TYPE OF TEST THAT
CAN ADMINISTER IN LARGE GROUP AT ONE TIME.
PERFORMANCE TEST – AN ACTIVITIES THAT REQUIRE
THE STUDENTS TO DEMONSTRATE A SKILL OR ABILITY.
ACCORDING TO EASE OF QUANTIFICATION
OF RESPONSE

OBJECTIVE TEST – CAN BE CORRECTED AND

QUANTIFIED. IT HAS ONE AND ONLY ANSWER.
SUBJECTIVE TEST – CAN ACCEPT DIFFERENT
RESPONSES.
 ACCORDING TO TEST
CONSTRUCTOR
STANDARDIZED TEST – TEST THAT PREPARED BY
SPECIALIST AND CAN BE USED FOR A LONG PERIOD OF
TIME.
NON – STANDARDIZED TEST – TEST THAT PREPARED
BY THE TEACHERS AND CAN BE USED TO A LIMITED
CLASSES.
 ACCORDING TO MODE OF
INTERPRETING RESULTS
TESTS THAT YIELD NORM – REFERENCED INTERPRETATIONS
– ARE INSTRUMENTS THAT MEASURE THE STUDENT’S
PERFORMANCE AGAINST ITS GROUP.
TESTS THAT ALLOW CRITERION – REFERENCED
INTERPRETATIONS – ARE INSTRUMENTS THAT DESCRIBE EACH
STUDENT’S PERFORMANCE AGAINST THE PRE – ESTABLISHED
CRITERION.
ACCORDING TO NATURE OF RESPONSE

PERSONALITY TEST – MEASURES ONE’S PERSONALITY AND

BEHAVIOR WHERE THERE IS NO RIGHT OR WRONG ANSWER.
ACHIEVEMENT TEST – MEASURE THE STUDENT’S LEARNING
AFTER THE INSTRUCTION AND TRAINING EXPERIENCES.
INTELLIGENCE TEST – MEASURE’S THE STUDENT’S
INTELLIGENCE OR MENTAL ABILITY.
MEASUREMENT - IS THE PROCESS OF QUANTIFYING
TEST RESULTS THAT HAS PRESUMABLY CORRECT
ANSWERS.
ASSESSMENT – THE PROCESS OF GATHERING
INFORMATION ABOUT THE STUDENT LEARNING AND
ANALYZING AND INTERPRET IT TO PRODUCE A DECISION.
EVALUATION – SYSTEMATIC PROCESS ON DETERMINING
THE AMOUNT OF PROGRESS OR LEARNING OF THE
STUDENT AT THE END OF THE TEACHING PROCESS.
PRE – INSTRUCTION ASSESSMENT – AN INFORMAL
ASSESSMENT DONE BEFORE THE INSTRUCTION.
DURING INSTRUCTION ASSESSMENT –
MONITORING OF STUDENT’S LEARNING AND
IDENTIFYING THEIR STRENGTH AND WEAKNESSES.
POST – INSTRUCTION ASSESSMENT – ASSESSING
THE MASTERY OF THE STUDENTS ABOUT THE
LESSON.
 PURPOSES OF ASSESSMENT
ASSESSMENT FOR LEARNING – IS A DIAGNOSTIC AND FORMATIVE
ASSESSMENT TASKS THAT ARE USED TO MONITOR AND DETERMINE
THE LEARNING OF THE STUDENTS.
ASSESSMENT AS LEARNING – ALSO A FORMATIVE ASSESSMENT
WHERE THE STUDENTS ARE THE ONE WHO MONITORS THEIR OWN
LEARNING.
ASSESSMENT OF LEARNING – A SUMMATIVE ASSESSMENT WHICH
PROVIDE EVIDENCE OF THE STUDENT’S LEVEL OF ACHIEVEMENT.
 ROLES OF ASSESSMENT
 PLACEMENT ROLE – ONE OF THE ROLES OF EDUCATIONAL EVALUATION WHICH
DETERMINE THE STUDENT’S PERFORMANCE IN THE BEGINNING OF THE INSTRUCTION.
 FORMATIVE ROLE – AN ASSESSMENT BEING DONE WHILE THE DISCUSSION IS ON – GOING
WHICH FOCUSES ON EVALUATING THE ACADEMIC PROGRESS OF THE STUDENTS.
 DIAGNOSTIC ROLE – AN ASSESSMENT THAT AIMS TO DETERMINE THE SCIENTIFIC
LEARNING OF THE STUDENTS WHERE THE WEAKNESSES CAN MET THROUGH REMEDIAL
INSTRUCTION.
 SUMMATIVE ROLE – AN ASSESSMENT THAT IS DONE AT THE END OF THE COURSE. IT IS THE
PROCESS OF MAKING AN OVERALL ASSESSMENT OR DECISION ABOUT THE PROGRAM.
 CLASSROOM ASSESSMENT
A SYSTEMATIC APPROACH USED BY THE INSTRUCTORS TO
DETERMINE HOW MUCH AND HOW WELL THE STUDENTS
LEARN. IT FOCUSES ON IMPROVING LEARNING RATHER THAN
IMPROVING TEACHING. THE RESULT OF CLASSROOM
ASSESSMENT HELPS THE TEACHER TO DECIDE ON WHAT
TECHNIQUES TO USE FOR THE STUDENTS TO LEARN MORE
EFFICIENT AND EFFECTIVE.
 CHARACTERISTICS OF CLASSROOM
ASSESSMENT
 LEARNER – CENTERED – FOCUS ON IMPROVING THE STUDY HABITS OF THE
STUDENTS.
 TEACHER – DIRECTED – THE FACULTY IS THE ONE TO DECIDE ON WHAT TO ASSESS,
HOW TO ASSESS AND HOW TO RESPOND TO THE INFORMATION GAINED THROUGH
THE ASSESSMENT.
 MUTUALLY BENEFICIAL – SINCE ASSESSMENT ENGAGE THE STUDENTS IN
LEARNING, STUDENTS BECOME MORE ACTIVE, AND TEACHERS SHARPEN THEIR
TEACHING TECHNIQUES BY SEARCHING FOR MORE EFFICIENT TEACHING
TECHNIQUES THAT MAY LEAD FOR THE STUDENTS TO LEARN BETTER.
 FORMATIVE – CLASSROOM ASSESSMENT IS MORE FORMATIVE THAN A SUMMATIVE
APPROACH SINCE ITS MAIN OBJECTIVE IS TO IMPROVE THE QUALITY OF STUDENT
LEARNING.
 CHARACTERISTICS OF CLASSROOM
ASSESSMENT

CONTEXT – SPECIFIC – EACH CLASSES HAS ITS OWN

CHEMISTRY THAT DEVELOPS THE SO CALLED MICROCULTURE.
ONGOING – CLASSROOM ASSESSMENT MAINTAINS A
FEEDBACK LOOP WHERE STUDENTS AND TEACHERS ARE
GIVING FEEDBACK TO EACH OTHER.
ROOTED IN GOOD TEACHING PRACTICE – TEACHER’S
TECHNIQUE CAN IMPROVE BY LEARNING FROM THE
STUDENT’S FEEDBACK.
END OF LESSON 1