Assessment and

Evaluation of Learning
 What is a Test?

• It is an instrument or •It is a systematic form of

systematic procedure assessment that answers
which typically consists the question, “How well
of a set of questions for does the individual
measuring a sample of perform – either in
behavior. comparison with others in
comparison with a domain
performance task?
Purposes or Uses of a Test

1. Instructional
Uses of Tests
2. Guidance Uses
of Tests
3. Administrative
Uses of Tests
 Purposes or Uses of a Test

Grouping learners for

instruction within a class
Identifying learners who need
corrective and enrichment
Instructional experiences
Uses of Tests Measuring class progress for
any given period
Assigning grades/marks
Guiding activities for specific
learners (the slow, average, fast)
 Purposes or Uses of a Test

Assisting learners to set educational

and vocational goals
Improving teacher, counselor and
parent’s understanding of children with
problems
Preparing information/data to guide
Guidance Uses
conferences with parents about their
of Tests children
Determining interests in types of
occupations not previously considered
or known by the students
Predicting success in future
educational or vocational behavior
 Purposes or Uses of a Test

Determining emphasis to be given

to the different learning areas in the
CURRICULUM
Measuring the school progress
from year to year
Administrative Determining how well students are
attaining worthwhile educational
Uses of Tests goals
Determining appropriateness of
the school curriculum for students of
different levels of ability
Developing adequate basis for pupil
promotion or retention
Aptitude tests Objective Type

Ability tests Subjective/Essay Type

 Standardized Tests
 Tests that have been carefully constructed
by experts in the light of accepted objectives

Ability tests combine verbal

and numerical
ability, reasoning
and computations
 Standardized Tests
 Tests that have been carefully constructed
by experts in the light of accepted objectives

 Tests which measures

potential in a specific
field or area;
Aptitude Tests  predict degree to
which an individual
will succeed in any
given area such as art,
music, mechanical task
or academic studies
 Teacher-Made Tests
Tests constructed by classroom teacher which
measure and appraise student progress in terms
of specific classroom/instructional objectives

Answers are in the form

1. Objective of a single word or phrase
Type or symbol
a.Limited Response Type
b.Free Response Type
 Teacher-Made Tests
Objective Type

 Requires the student

to select the answer
a. Limited
from a given number
Response
of alternatives or
Type
choices
1. Multiple choice test
2. True or False or
Alternative Response
3. Matching Type
 Teacher-Made Tests
Objective Type

b. Free Response A test that requires the

Type student to supply or give
the correct answer.
1.Short answer
2.Completion test
 Teacher-Made Tests
Subjective/ Essay Type
Provide freedom of response that is needed to
adequately assess student’s ability to formulate,
organize, integrate and evaluate ideas and
information or apply knowledge and skills.

a.Extended essay – allows the

students to select any factual
a.Restricted Essay information that they is pertinent
– limits both the to organize their answers in
content and the accordance with their best
response judgment and to integrate and
evaluate ideas which they think
appropriate.
 Limited Response Type
a. Multiple choice test – consists of a stem
each of which presents three to five
alternatives or options in which only one is
correct or definitely better than the others.
Distracters or decoys or foils – all the other
options except the right answer.
 Limited Response Type
b. True or False or Alternative Response –
consists of declarative statements that one
has to respond or mark true or false, right or
wrong, correct or incorrect, yes or no, fact or
opinion, agree or disagree and the like.
 It is a test made up of items which allow
dichotomous responses.
 Limited Response Type
c. Matching Type – consists of two parallel
columns with each word, number or symbol in
one column being matched to a word,
sentence, or phrase in the other column.
The items in column I or A for which a match is
sought are called premises.
The items in column II or B from which the
selection is made are called responses.
Free Response Type or Supply Test
• A test that requires the student to supply or
give the correct answer.

a.Short answer – uses a direct question that

can be answered by a word, phrase, number
or symbol.
b.Completion test – consists of an incomplete
statement that can also be answered by a
word, phrase, number or symbol.
 Essay/ Subjective Type
a. Restricted Essay – limits both the content
and the response
b. Extended essay – allows the students to
select any factual information that they is
pertinent to organize their answers in
accordance with their best judgment and to
integrate and evaluate ideas which they think
appropriate.
 Essay/ Subjective Type
Restricted Response Extended-Response
 Limits on the content  Allows the student to
choose the scope of the
 Limits on the response topic
 Content is restricted by  Student is able to
demonstrate the use of
the scope of the topic higher-order cognitive skills.
to be discussed
Other Classifications of
Tests
•Performance is based on how well a student can answer
the items, instead of how fast he or she can perform.

This way, only SPEED OF RESPONSE is

measured by the test.
 Affective Assessment
Procedures/Tools

1. Observational Techniques
2. Personality Assessments
 Observational
Techniques

 Used in assessing 1. Anecdotal records

affective and other non- 2. Peer appraisal
cognitive learning 3. Self-report
outcomes and aspects techniques
of development of 4. Attitude scales
students
 Observational
Techniques

Obtrusive observation
– a characteristic of Unobtrusive Observation
measurement that occurs
when observations are those being observed
conducted in such a way
are most likely to notice
that those being
or be affected by the
observed are most likely
observation
to notice or be affected
by the observation
Observational Techniques
1. Anecdotal Records
• Method of recording factual description of student’s behavior

Effective Use of Anecdotal Records

1. Determine in advance what to observe but be alert for unusual behavior.
2. Analyze observational records for possible sources of bias.
3. Observe and record enough of the situation to make the behavior
meaningful.
4. Limit each anecdote to a brief description of a single incident.
5. Keep the factual description of the incident and your interpretation of it
separate.
6. Make a record of the incident as soon after the observation as possible.
7. Record both positive and negative behavioral incidents.
8. Collect a number of anecdotes on a student before drawinng inferences
concerning typical behavior.
9. Obtain practice in writing anecdotal records.
Teacher BJ wrote about Ryan: ”When Ryan came to the
class this morning he seemed to be very tired and
slouched into his seat. He took no part in his class
discussion and seemed to have no interest in what was
being discussed. This has been unusual for he has been
eager to participate and often monopolizes the class
discussion. What Teacher BJ wrote is a/an ________.

a. anecdotal report
b. observation report
c. personality report
d. incidence report
Observational Techniques
2. Peer Appraisal
• Is especially useful in assessing personality characteristics,
social relations skills, and other forms of typical behavior.
a. Guess- Who Technique – used to obtain peer judgment or
peer ratings requiring students to name their classmates
who best fit each of a series of behavior description, the
number of nominations students receive on each
characteristic indicates their reputation in the peer group
b. Sociometric Technique – calls for nominations, but
students indicate their choice of companions for some
group situation or activity, the number of choices students
receive serves as an indication of their total social
acceptance.
 Sociometric Techniques
• Assist teachers in assessing social interactions of
children in group setting.
• Also referred to as sociograms
• Sociogram – a graphic representation of the social
relationship of children
• It allows teachers to classify children as being
popular or star (many peers choose the child),
isolated or rejected (nobody chooses the child)
those with mutual choices, those who made one
choice only or those groups of three children who
all choose each other (Cole & Koeppel, 1990)
 Sociometric Techniques
• It can be done by systematic observations of
children in group settings to see who plays together
and who plays alone.
• Another way is by interviewing or surveying of
children by asking them to identify members of the
group they would like to work with and those they
would prefer not to work or play with.
• The information can be used to form work and play
groups that would enable the rejected (isolates)
groups to observe the social skills of popular
children.
 Steps in Preparing a Sociogram
1. Prepare a question that is simple and easy to understand.
2. Example: If you would ride a bus for a field trip, who among
your classmates would you like to sit on your right? On your
left?
3. Ask the children to point at the picture of their classmates.
4. Tally the number of times each student is chosen.
5. Make a diagram ( using shapes, triangle for make and circle for
female). Each shape contains the child’s name. Indicate by an
arrow the classmate/s chosen by the child.
6. Assess the diagram. Determine the popular (star) and the least
popular (isolate).
 Example
Chosen Ramon Alice Ella Gary Jim Ben
Chooser
Ramon I I
Alice I I
Ella I I
Gary I I
Jim I I
Ben I I
Observational Techniques

3. Self-Report Techniques
• Used to obtain information that is inaccessible
by other means, including reports on the
students’ attitudes, interests and personal
feelings.
Observational Techniques
4. Attitude Scales
• Used to determine what a student believes,
perceives or feels. Attitudes can be measured
toward self, others, and a variety of other
activities, institutions and situations.
Types:
a.Rating scale
b.Semantic Differential Scale
c. Likert Scale
Observational Techniques: Attitude Scale

a. Rating Scale
• Measures attitudes toward others or asks an
individual to rate another individual on a
number of behavioral dimensions on a
continuum from good to bad or excellent to
poor; or on a number of items by selecting the
most appropriate response category along 3
or 5 point scale
Observational Techniques: Attitude Scale

b. Semantic-Differential Scale
• Asks an individual to give a quantitative rating
to the subject of the attitude scale on a
number of bipolar adjectives such as good-
bad, friendly-unfriendly etc.
Observational Techniques: Attitude Scale

c. Likert Scale
• An assessment instrument which asks an
individual to respond to a series of statements by
indicating whether he/she strongly agrees (SA),
agrees (A), undecided (U), disagrees (D) or
strongly disagrees (SD) with each statement
• Each response is associated with a point value,
and an individual’s score is determined by
summing up the point values for each positive
statements: SA – 5, A – 4, D – 3, U – 3, D – 2, SD
-1
 Affective Assessment
Procedures/Tools

1. Observational Techniques
2. Personality Assessments
 2. Personality Assessments
• refer to procedures for assessing emotional
adjustment, interpersonal relations,
motivations, interest, feelings and attitudes
towards self, others, and a variety of other
activities, institutions, and situations
 Personality Assessments
• Interests – are preferences for particular activities.
• Example of statement on questionnaire: I would rather
cook than write a letter.
• Values – concern preferences for “life goals” and
“ways of life” in contrast to interests which concern
preferences for particular activities.
• Example: I consider it more important to have people
respect me than to admire me.
• Attitude – concern feelings about particular social
objects – physical objects, types of people, particular
persons, social institutions, government policies, and
others.
• Example: I enjoy solving math problem.
 Personality assessments
a. Non-projective Tests
i. Personality inventories
ii. Creativity tests
iii. Interest inventories
b. Projective Tests
Personality assessments : Nonprojective Tests

a. Personality Inventories
• Present lists of questions or statements
describing behaviors characteristic of certain
personality traits, and the individual is asked
to indicate (yes, no, undecided) whether the
statement describes him or her.
• It may be specific and measure only one trait,
such as introversion/extroversion, or may be
general and measure a number of traits.
Personality assessments: Nonprojective Tests

b. Creativity Tests
• Designed to measure those personality
characteristics that are related to creative
behavior.
• One such trait is referred to as divergent
thinking; unlike convergent thinkers who tend
to look for the right answer, divergent
thinkers tend to seek alternatives.
Personality assessments: Nonprojective Tests

c. Interest Inventories
• asks an individual to indicate personal likes,
such as kinds of activities he or she likes to
engage in
 Projective Tests
• a psychological test that uses images in order
to evoke responses from a subject and reveal
hidden aspects of the subject's mental life
• These were developed in an attempt to
eliminate some of the major problems
inherent in the use of self-report measures,
such as the tendency of some respondents to
give “socially responsible” responses.
 Projective Tests
• The purposes of such tests are usually not
obvious to respondents; the individual is
typically asked to respond to ambiguous
items.
• The most commonly used projective
technique is the method of association; this
technique asks the respondent to react to
stimulus such as a picture, inkblot or word.
 Projective Technique
Important Projective Techniques
• Word Association Test.
• Completion Test.
• Construction Techniques
• Expression Techniques
• Word Association Test: An individual is given a clue or
hint and asked to respond to the first thing that comes
to mind.
– The association can take the shape of a picture or a word.
There can be many interpretations of the same thing.
– A list of words is given and you don’t know in which word
they are most interested.
– The interviewer records the responses which reveal the
inner feeling of the respondents.
– The frequency with which any word is given a response and
the amount of time that elapses before the response is given
are important for the researcher.
– For eg: Out of 50 respondents 20 people associate the word
“ Fair” with “Complexion”.
• Completion Test: In this the respondents are asked to
complete an incomplete sentence or story. The completion
will reflect their attitude and state of mind.

• Construction Test: This is more or less like completion test.

They can give you a picture and you are asked to write a
story about it. The initial structure is limited and not detailed
like the completion test. For e.g.: 2 cartoons are given and
a dialogue is to be written.

• Expression Techniques: In this the people are asked to

express the feeling or attitude of other people.