Basic Concepts in

Chapter 1

Compiled by: JOCELYN B. SIOCHI

Assessment of Learning
 focuses on the development and utilization
of assessment tools to improve the teaching-
learning process

 this will show whether the teaching has been

effective, which is ultimately the most
important issue
 learners should be actively involved in both
the development of learning objectives
- comes from the Latin word

“assidere”
which means ---

“to sit beside a judge”

 used as a tool for ‘sorting’ students for selection
purposes (progression to a higher level of
education, higher rewards…..)

 assessment where students are compared with

each other is known as -
NORM-REFERENCING

 assessment of learners in relation to a

particular target or level of performance is
called CRITERION - REFERENCING
ASSESSMENT – an act or process of collecting
and interpreting information about student
learning

- a systematic process of gathering,

interpreting, and using this information about
student learning

- the most common form of assessment is

giving a test
TEST – is a tool comprised of a set of questions
administered during a fixed period of time
under comparable conditions for all
students (Miller, Linn and Gronlund, 2009)

- the most dominant form of assessment

- traditional assessment
TESTING – is a formal, systematic procedure for
gathering information (Russell & Airasian,
2012)
 - also refers to the administration,
scoring and interpretation of the
procedures designed to get information
about the extent of the performance of
the students

MEASUREMENT – process of quantifying or

assigning number to the individual’s
intelligence, personality, attitudes and
values and achievement of the students
- comes from the old French word

“mesure”
which means ---

“limit or quantity”
EVALUATION – refers to the process of judging
the quality of what is good and what is
desirable

- it is the comparison of data to a set of

standard or learning criteria for the purpose
of judging the worth or quality
 Types of Learning Procedures

Can be classified according to –

A. Nature of Assessment
1. Maximum performance
2. Typical Performance

B. Format of Assessment
1. Fixed-choice test
2.. Complex-performance Assessment
C. Role of Assessment in Classroom
Instruction
1. Beginning of instruction
a. Placement test / Pretest
2. During Instruction
a. Formative Instruction
b. Diagnostic Assessment
3. End of Instruction
a. Summative Assessment
 D. Methods of Interpreting the Results
1. Norm-referenced Interpretation
2. Criterion-referenced Interpretation
Other Types of Test (in contrasting types)
1. Non-standardized test versus Standardized
2. Objective Test versus Subjective Test
3. Supply Test versus Fixed Response Test
4. Individual Test versus Group Test
5. Mastery test versus Survey Test
6. Speed Test versus Power Test
A. According to Nature of Assessment
1. Maximum Performance
- used to determine what individuals
can do when performing at their best
- examples, aptitude test, achievement tests
2. Typical Performance
- used to determine what individuals will
do under natural conditions
- examples – attitude test, interest and
personality inventories, observational
techniques, peer appraisal
Aptitude Test

a test designed
to determine a
person's ability
in a particular
skill or field of
knowledge.
 Achievement Test
is a test of developed skill
or knowledge
the most common type of
achievement test is a
standardized test which

was developed to measure skills and knowledge

learned in a given grade level, usually through
planned instruction, such as training or classroom
instruction.
 Examples of Achievement Tests

• A math exam covering the latest chapter in

your book
• A test in your social psychology class
• A comprehensive finals in your English class
• The NAT and SAT exams
• Skills demonstration in your martial arts class
 How Do Achievement Tests Differ From
Aptitude Tests?

An aptitude test is designed to know one’s

potential for success in a certain area.

For example:

A student might take an aptitude test to help

determine which types of career they might be best
suited for.
An achievement test, on the other hand, would
be designed to determine what a student
already knows about a specific subject.
 Myers Briggs Type Indicator (MBTI)
The Myers Briggs Type Indicator (MBTI) is a
personality assessment that can help you
understand your preferences, non-preferences,
and potential strengths and weaknesses.
The MBTI can help you understand:
• Where you direct your energy
• How you gather information
• How you make decisions
• How you approach your life
B. Forms of Assessment
1. Fixed – choice Assessment
- used to measure knowledge and skills
effectively and efficiently
- example – standard multiple choice test
2. Complex-performance Assessment
- used to measure the performance of the
learner in contexts and on problems valued
in their own right
- examples – hands-on laboratory, essays,
laboratory experiement and oral presentation
C. Use in Classroom Instruction

1. Placement
- used to determine the learner’s prerequisite
skills, degree of mastery of the course goals,
and/or best modes of learning

- ex. Readiness tests, aptitude tests, pretests

on course objectives, self-report inventories,
observational techniques
2. Formative

- used to determine the learner’s learning

progress, provides feedback to reinforce
learning, and corrects learning errors

- ex. Teacher-made tests, custom-made

tests from textbook publishers, observational
Techniques
3. Diagnostic

- used to determine the causes of learner’s

persistent learning difficulties such as
intellectual, physical, emotional, and environ-
mental difficulties

- published diagnostic tests, teacher-made

diagnostic tests, observational techniques
4. Summative

- used to determine the end-of-course

achievement for assigning grades or certifying
mastery of objectives

- ex. Teacher-made survey test, performance

rating scales, product scales
D. Methods of Interpreting Results
1. Criterion-Referenced
- used to describe the student performance
according to a specified domain of clearly
defined learning tasks
- multiplies three-digit to whole numbers
correctly and accurately
- ex. Teacher-made tests, custom-made
tests from textbook publishers, observational
techniques
2. Norm-Referenced

- used to describe student’s performance

according to relative position in some known
group

- standardized aptitude and achievement tests,

teacher-made survey tests, interest inventories,
adjustment inventories
 Other Types of Test
A. Non-standardized test versus
Standardized Test

1. Non-standardized test - developed by

classroom teachers
2. Standardized test – developed by test
specialists; administered, scored and
interpreted using a certain standard
condition
B. Objective test versus Subjective test

1. Objective test – two or more evaluators

give an examinee the same score

2. Subjective test – scores are influenced

by the judgment of the evaluators,
meaning there is no one correct
answer
C. Supply test versus Fixed-response test

1. Supply test – requires the examinees to

supply an answer, such as an essay
test item or completion or short
answer test item

2. Fixed-response test – requires the

examinees to select an answer from
a given option such as multiple-
choice test, matching type, true/false
D. Individual test versus Group test

1. Individual test – administered to student on

a one-on-one basis using oral
questioning

2. Group test – administered to a group of

individuals or group of students
E. Mastery test versus Survey test
1. Mastery test – measures the degree of
mastery of a limited set of learning
outcomes using criterion-reference
to interpret the result

2. Survey test – measures students’ general

achievement over a broad range of
learning outcomes using norm-
reference to interpret the result
F. Speed test versus Power test
1. Speed test – measure number of items an
individual can complete over a certain
period of time
- designed to assess how quickly a test taker is
able to complete the items within a set time
period.
- the primary objective of speed tests is to
measure the person's ability to process
information quickly and accurately, while under
duress
2. Power test – measure the level of
performance rather than speed of
response; contains test items that
are arranged according to increasing
degree of difficulty
 Modes or Types of Assessment
A. Traditional Assessment

- students choose their answer from a given

list of choices
- multiple choice, true/false, matching type
- students are expected to recognize that there
is only one correct or best answer for
the question asked
B. Alternative Assessment
- students create an original response to
answer a certain question
- students respond to a question using their
own ideas, in their own words
- ex. Short-answer questions, essays,
oral presentations, exhibitions,
demonstrations, performance
assessment and portfolios
 Components of Alternative Assessment
a. Assessment is based on authentic tasks that
demonstrate students’ ability to accomplish
communication goals

b. The teacher and students focus on communi-

cation, not on right and wrong answers

c. Students help the teacher t set the criteria for

successful completion of communication
tasks
 d. Students have opportunities to assess
themselves and their peers
C. Performance –based Assessment
-is an assessment in which students are asked
to perform real-world tasks that demons-
trate meaningful application of essential
knowledge and skills
-no single correct answer which involved long-
range projects, exhibits and performances
that are linked to the curriculum
Portfolio Assessment
- is the systematic, longitudinal collection of
student work created in response to
specific, known instructional objectives
and evaluated in relation to the same
criteria (Frenez, K, 2001)
- portfolio – is a purposeful collection of student
work that exhibits the student’s efforts,
progress and achievements in one or
more areas over a period of time