Test, Non-test,

Measurement, Assessment,
and Evaluation
CHAPTER 1

REPORTED BY: ELLAINE REBECCA LIMOSINERO

Introduction

 The evolving views in the use of the educational assessment are most probably the
result of the rising demand of an outcome-based evaluation.
 Teachers must objectively see that their students concretely manifest the expected
outcomes of instruction.
 These teachers can be discover that the noble qualities of students, such as multiple
skills and knowledge, and understanding of learning, can be developed and
manifested through the integrated approach of instructional and assessment.
Introduction

 They should consider that the traditional use of examination and summative test
is not the sole assessment approach if they are to consider the context of
outcome-based evaluation.
 It has been a common view among educators that the terms test, non-test,
measurement, assessment, and evaluation relate with one another.
 Test is a device used to measure what the students have learned before, during,
or after classroom activities.
 The process of attaching qualitative value of test results is a function of
evaluation.
The Recent Concepts of Assessment and
Evaluation
 Dr. Roberto N. Padua, the former Executive Director of Teacher Education Council
(TEC)
 “teaching today is a far more complicated profession than it was a couple of decades
ago. The dynamically changing pace of development in science and technology has
brought about corresponding changes in the way we view teaching. Thus, while earlier
on, we have always been content with testing and measuring student’s cognitive skills
through teacher-made tests, today, we not only test to measure cognitive development
but also the affective and psychomotor development of the learners as well. The
teacher, therefore, is expected to be fully conversant of the measurement and
assessment procedures that underpin testing in the three domains: cognitive, affective,
and psychomotor.
 The Recent Concepts of Assessment and
Evaluation
 Dr. Padua points out that all institutions of learning should aspire to have a very comprehensive
evaluation program.
 This necessities the consideration of all aspects of students’ learning : Cognitive, affective,
psychomotor.
 There is also a need to combine traditional and nontraditional or authentic assessment method to
provide the teachers with a very clear picture of student’s educational performances.
 The concept of assessment is more appropriate that measurement because it requires the use of all
means, methods, and approaches to understand students’ scholastic performance.
 The combined use of test and non-test as assessment tools is very important because it can cover
all domains of learning.
A. Test
 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. (Posner, 1995)
 Scholastic achievement test can be used to gather data about what the students have
learned in the school activities over a period of time.
 Test is a device used to indirectly measure the intangible aspects of students’ life and to
gather information about student’s learning progress.
 The scores gathered though the use of this device must be analyzed and evaluated.
 Test
 It can be influenced by some factors that contribute to errors in gathering valid and reliable
in information, we can call this phenomenon as measurement error.
 Teachers should critically analyze the way tests are prepared and administered, as well, as
the way test results are interpreted.
 We are concerned that test users often uncritically accept test scores. These concerns us,
for three reasons. (Kubiszyn & Borich, 2000)
 Test are only tools, and tools can be appropriately used unintentionally misused, and
intentionally abused.
 Test, like other tools can be well-designed or poorly designed.
 Both poorly designed and well-designed tools in the hands of ill-trained users can be
dangerous.
 Test
 Classroom teachers can appropriately use tests for classroom evaluation.
 Most of the test used for classroom evaluation are taken verbatim from the test – a
clear violation of the principles of test construction.
 As the length of a teacher’s experience increases, he is expected to have developed
expertise in test construction.
 Teachers, as users of tests, should be guided by sound principles in their
construction and utilization to assess students’ academic achievements.
 Test can either be written, oral, or performed.
 Test
 Critically evaluated test results should be combined with results from a variety of
other measurement procedures
 Performance and portfolio assessments
 Observations

 Checklists

 Rating scales
 These results should be integrated with relevant background and contextual
information
 Reading level
 Language proficiency
 Cultural considerations
 Test
 Critically evaluated test results should be combined with results from a variety of
other measurement procedures
 Performance and portfolio assessments
 Observations

 Checklists

 Rating scales
 These results should be integrated with relevant background and contextual
information
 Reading level
 Language proficiency
 Cultural considerations
 B. Non-test
 Non-tests are devices that do not force students to give their responses.
 These are usually based on teacher’s direct observation as students perform the assigned
tasks.
 To make the observation objective, the teacher should develop valid and reliable non-test
instruments like
 Observation checklist
 Rating scaled
 Semantic differentials
 Anecdotal record, etc
 Non-test

 If non-test are use to supplement the information gathered through the use of tests, then
the teacher can have a comprehensive view about the quality of students’ learning
progress.
 The most important focus of classroom assessment activities are students’ learning
experiences.
 Non-test

 The following are the assessment strategies similar to some teaching strategies.

1. Anecdotal Record – Every student has a story to tell. However, an anecdote focuses
only on the unique experience showing attitude that needs some modification or
intervention.
2. Checklist - the teacher formulates a list of objectives that students need to master; he
just check off the objective that the student has mastered.
3. Daily Assignment – students have time to spend for reinforced learning at home or even
in school during vacant periods.
 Non-test
4. Debates – the students are expected to learn better in a social setting. During class
activities, when there are two opposing views about an issue, a debate can be organized where
students take opposing positions on a topic and depend their side.
5. Demonstration – students can present a visual enactment of a particular skill or activity.
6. Games - students can engage themselves in enjoyable activities without fear or being tested.
7. Journal – students have the potentials to write and reflect upon their learning experiences.
8. Oral and written reports - the teacher assigns a research topic to students; the latter conducts
research and report the outcome in an oral or written format.
 Non-test
9. Panel Discussion – a group of students have the potential to verbally present information
obtained through research or library works.

10. Portfolio of student’s work – students can be required to collect evidences and reflect
upon their own learning.

11. Projects – the students can work on a project in their own creative way.

12. Teacher observation – he can observe while students work on the assigned tasks. He can
also ascertain whether students understand the directions and perform the assigned tasks
with speed and accuracy.
C. Testing
 Testing is a process of administering a test to an
individual or a group or students.
 This process involves steps such as:
 Test preparation
 Test administration
 Collection of test paper
D. Measurement

 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.
 A raw score in the test has no meaning.
 If the number of correct responses the child got in the test is 9, the his score is 9.
 To give meaning, we further measure by obtaining the ration of the score to the total
number of items.
 9/20, is more meaningful than the raw score “9” alone.
D. Measurement

 The quantity obtained in measurement is further analyzed to determine whether an

individual’s performance meets the preset criteria (criterion-referenced) or how the
individuals performance compared with the performance of other members of the class
(norm-referenced).
 E. Assessment

 Assessment – a process of gathering information about students’ learning and then

analyzing and interpreting them for the purpose of making decisions. (Lucas and Corpuz,
2007)
 Assessment involves in activities such as administering different kinds of written tests,
observation of behavior or performance, examination of work samples, use of checklists,
and interview.
 A process of quantifying the results of tests and non-tests to portray the amount and
quality of student’s learning and development.
 The term assessment focuses on determining the amount of learning in the three
domains: cognitive, affective, and psychomotor.
 E. Assessment

 Assessment is being used, on the one hand, for educational improvement,

increased school effectiveness and curriculum reforms; and on the other, for
political control of teachers, students and curricula, centralized policy
making, narrow accountability, credentialism, educational selection, and the
determination of life chances in competitive markets. (Okano, cited in
Cohen, 1997)
 E. Assessment

 There are at least 9 types of assessment:

 Norm-referenced
 Criterion-referenced
 Domain-referenced
 diagnosis
 Formative
 Summative
 Ipsative
 Authentic
 Performance
 E. Assessment

 Norm-referenced assessment
 It gives us information on what a students can do in comparison with other
students in the class.
 It helps the teacher to put students in a ranked order of achievement.

 Criterion-referenced assessment
 Ituses specific preset criteria from which a student’s performance is
compared without referring to other students’ performance.
 E. Assessment

 Domain-referenced assessment
 Itdetermines learning in a particular field or area of the subject matter (e.g.
parts of speech in English) and the three domain of learning.

 Diagnostic assessment
 It identifies weaknesses, strengths, and problems of students’ learning.
 Itcan be the teacher’s basis of planning what to do next in the teaching
and learning process.
 E. Assessment

 Formative assessment
 It pinpoints whether students have achieved the objective of the lesson taught.
 This provides feedback about the effectiveness of teaching as manifested by
students’ learning
 It is not conducted purposely for giving grades.
 Its main purpose is to determine the gap between the intended objective and
actual students’ performance.
 The result of this assessment is the basis of teacher’s decision to proceed to the
next lesson, or to re-teach the day’s lesson.
 E. Assessment

 Summative assessment
 It 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.
 This provides data on what the students have achieves in a given period of
time.
 E. Assessment
 Ipsative assessment
 It refers to the process of self-assessment.
 “Evaluation should provide for self-assessment”
 It gives students an opportunity to evaluate their own learning.

 Authentic assessment
 itdetermines what students can actually do in real-life situations rather than
using some easy-to-score responses to questions.
 Life’slearning experiences are bound to assessment; therefore, it is of the
essence to make learning and assessment real, meaningful, and motivational.
 E. Assessment

 Perfomance assessment
 It is undertaken to determine whether students can demonstrate their learning
through performance in real or simulated situations.
 This requires the learner to demonstrate knowledge, learning, and
understanding through real task application.
 F. Evaluation

 Evaluation is a process of determining the changes in the child as a result of

teaching and his experiences. (Lardizabal, 2002)

 Itis a systematic attempt at ascertaining the amount of progress made in the

child’s education directed toward the realization of objectives in education.
 Evaluation is a process of attaching quality or value judgment to the quantity
obtained through the process of assessment.
 Evaluation that is based on result of assessment is more comprehensive that
evaluation based on measurement.