Lesson 2: Different Classifications of Assessment

Learning Objectives
At the end of this chapter, the student is expected to:
 illustrate scenarios in the use of different classifications of assessment;
 rationalize the purpose of different forms of assessment; and
 decide on the kind of assessment to be used.

Duration
Topic 1: What are the different classifications of = hour
assessment?
Topic 2: When do we use· educational and = hour
psychological assessments?
Topic 3: When do we use paper-and-pencil and = hour
performance-based type of assessments?
Topic 4: How do we distinguish teacher-made = hour
from standardized test?
Topic 5: What information is sought from = hour
achievement and aptitude tests?
Topic 6: How do we differentiate speed from = hour
power test?
Topic 7: How do we differentiate norm-
referenced from criterion-referenced
test?

Lesson Proper
What are the different classifications of assessment?
The different forms of assessment are classified according to purpose, form,
interpretation of learning, function, ability, and kind of learning.
Classification Type
Educational
Purpose
Psychological
Paper-and-Pencil
Form
Performance-based
Teacher-made
Function
Standardized
Achievement
Kind of learning
Aptitude
Speed
Ability
Power
Norm-referenced
Interpretation of Learning
Criterion-referenced
When do we use· educational and psychological assessments?
Educational assessments are used in the school setting for the purpose of
tracking the growth of learners and grading their performance. This assessment in the
educational setting comes in the form of formative and summative assessment. These
work hand-in-hand to provide information about student-learning. Formative
assessment is a continuous process of gathering information about student learning at
the beginning, during, and after instruction so that teachers can decide how to improve
their instruction until learners are able to meet the learning targets. When the learners
are provided with enough scaffold as indicated by the formative assessment, then the
summative assessment is conducted. The purpose of summative assessment is to
determine and record what the learners have learned. On the other hand, the purpose
of formative assessment is to track and monitor student learning and their progress
toward the learning target. Formative assessment can be any form of assessment
(paper-and-pencil or performance-based) that is conducted before, during, and after
instruction. Before instruction begins, formative assessment serves as a diagnostic tool
to determine whether learners already know about the learning target. More
specifically, formative assessment given at the start of the lesson determines the
following:
1. What learners know and do not know so that instruction can supplement what
learners do not know.
2. Misconceptions of learners so that they can be corrected.
3. Confusion of learners so that they can be clarified.
4. What learners can and cannot do so that enough practice can be given to
perform the task. .
The information from educational assessment at the beginning of the lesson is
used by the teacher to prepare relevant instruction for learners. For example, if the
learning target is for learners to determine the by-product of photosynthesis, · then the
teacher can ask learners if they know what is the food of plants. If incorrect answers
are provided, then the teacher can recommend references for them to study. If the
learning target is for learners to divide a three-digit number by a two-digit number,
then the teacher can start with a three-item exercise on the task to identify who can and
cannot perform the task. For those who can do the task, the teacher ran provide more
exercises; for those who cannot, necessary direct instruction can be provided. At this
point of instruction, the results of the assessment are not graded because the
information is used by the teacher to prepare relevant ways to teach.
Educational assessment during instruction is done where the teacher stops at
certain parts of the teaching episodes to ask learners questions, assign exercises, short
essays, board work, and other tasks. If the majority of the learners are still unable to
accomplish the task, then the teacher realizes that further instruction is needed by
learners. The teacher continuously provides a series of practice drills and exercises
until the learners are able meet the learning target. These drills and exercises are meant
to make learners consolidate the skill until they can execute it with ease. At this point
of the instruction, the teacher should be able to see the progress of the learners in
accomplishing the task. The teacher can require the learners to collect the results of
their drills and exercises so that learners can track their own progress as well. This
procedure allows learners to become active participants in their own learning. At this
point of the instruction, the results of assessment are not yet graded because the
learners are still in the process of reaching the learning target; and some learners do
not progress at the same rate as the others.
When the teacher observes that majority or all of the learners are able to
demonstrate the learning target, then the teacher can now conduct the summative
assessment. It is best to have a summative assessment for each learning target so that
there is an evidence that learning has taken place. Both the summative and formative
assessments should be aligned to the same learning target; in this case, there should be
parallelism between the tasks provided in the formative and summative assessments.
When the learners are provided with word problem-solving tasks in the summative
assessment, word problem-solving should have also be given during the formative
assessment. When the learners are asked to identify the parts of the book during the
summative assessment, the same exercises should have been provided during the
formative assessment. For physical education, if the final performance is a folk dance,
then learners are given time to practice and a pre-final performance is scheduled to
give feedback. The final dance performance is the summative assessment, and the time
for practice and pre-final performance is the formative assessment.
Psychological assessments, such as tests and scales, are measures that
determine the learner's cognitive and non-cognitive characteristics. Examples of
cognitive tests are those that measure ability, aptitude, intelligence, and critical
thinking. Affective measures are for personality, motivation, attitude, interest, and
disposition. The results of these assessments are used by the school's guidance
counselor to perform interventions on the learners' academic, career, and social and
emotional development.

When do we use paper-and-pencil and performance-based type of assessments?

Paper-and-pencil type of assessments are cognitive tasks that require a single
correct answer. They usually come in the form of test types, such as binary (true or
false), short answer (identification), matching type, and multiple choice. The items
usually pertain to a specific cognitive skill, such as recalling, understanding, applying,
analyzing, evaluating, and creating. On the other hand, performance-based type of
assessments requires learners to perform tasks, such as demonstrations, arrive at a
product, show strategies, and present information. The skills applied are usually
complex and require integrated skills to arrive at the target response. Examples include
writing an essay, reporting in front of the class, reciting a poem, demonstrating how a
problem was solved, creating a word problem, reporting the results of an experiment,
dance and song performance, painting and drawing, playing a musical instrument, etc.
Performance-based tasks are usually open-ended, and each learner arrives with various
possible responses.
 The use of paper-and-pencil and performance-based tasks depends on the
nature and content of the learning target. Below are examples of learning targets that
require a paper-and-pencil type of assessment:
 Identify the parts of the plants
 Label the parts of the microscope
 Compute the compound interest
 Classify the phase of a given matter
 Provide the appropriate verb in the sentence
 Identify the type of sentence
Below are learning targets that require performance-based assessment:
 Varnish a wooden cabinet
 Draw a landscape using paintbrush in the computer
 Write a word problem involving multiplication of polynomials
 Deliver a speech convincing your classmates that you are a good candidate
for the student council
 Write an essay explaining how humans and plants benefit from each other
 Mount a plant specimen on a glass slide
Check your learning by writing on the blank if the task requires paper-and-pencil or
performance-based assessment.
_________________ 1. State the domain and range of a give· n function
_________________ 2. Solve systems of linear equations in two variables by the
graphical method
_________________ 3. Draw the slope of the given equation
_________________ 4. Simplify complex fractions
_________________ 5. Deliver a speech to persuade people to donate for the
orphanage
_________________ 6. Multiply and divide rational algebraic expressions
_________________ 7. Observe the chemicals in the laboratory and list their
hazards
_________________ 8. Classify substances according to their physical or
chemical and extrinsic or intrinsic properties
_________________ 9. Cite evidence of chemical changes
_________________ 10. Present ways to prevent walls from easily cracking
during earthquakes

How do we distinguish teacher-made from standardized test?

Standardized tests have fixed directions for administering and scoring. They
can be purchased with test manuals, booklets, and answer sheets. When these tests
were developed, the items were sampled on a large number of target groups called the
norm. The norm group's performance is used to compare the results of those who took
the test.
 Specific
Category Example Visit the site for their description
.Intelligence Wechsler Adult https://wechslertest.com/ , .
Test Intelligence Scale
Achievement Metropolitan https://www.tests.com/MAT-8-Testing
Test - Achievement
Test
Aptitude Raven's http://www.pearsonclinical.eo.uk/Psychology/
Test Progressive AdultCognitionNeuropsychologyandlanguage/
Matrices . AdultGeneralAbilities/Ravens-Progressive-
' Matrices/R_avens-Progressive-Matrices.aspx
Critical Watson Glaser https://www.assessmentday.eo.uk/watson-glaser-
Thinking Critical critical-thinking.html
Test Thinking
' Appraisal
Interest Test RIASEC https://openpsychometrics.org/tests/RIASEC/
Markers Scale
Personality NEO Personality https://www.hogrefe.co.uk/neopir.htm I
Test Inventory

Non standardized or teacher-made tests are usually intended for classroom

assessment. They are used for classroom purposes, such as determining whether
learners have reached the learning target. These intend to measure behavior (such as
learning) in line with the objectives of the course. Examples are quizzes, long tests,
and exams. Formative and summative assessments are usually teacher-made tests.
Can a teacher-made test become a standardized test? Yes, as long as it is valid,
reliable, and with a standard procedure for administering, scoring, and interpreting
results.

What information is sought from achievement and aptitude tests?

Achievement tests measure what learners have learned after instruction or after
going through a specific curricular program. Achievement tests provide information
on what learners can do and helve acquired after training and instruction. Achievement
is a measure of what a person has learned within or · up to a given time (Yaremko et
al 1982). It is a measure of the accomplished skills and indicates what a person can do
at present (Atkinson 1995). Kimball (1989) explained the traditional and alternative
views on the achievement of learners. He noted that the greater number of courses
taken by learners and their more extensive classroom experience with a subject may
give them an advantage. Achievement can be measured by a variety of means:
Achievement can be reflected in the final grades of learners within a quarter. A
quarterly test composed of several learning targets is also a good way of determining
the achievement of learners. It can also be measured using achievement tests, such as
the Wide Range Achievement Test, California Achievement Test, and Iowa Test for
Basic Skills.
According to Lohgman (2005), aptitudes are the characteristics that influence
a person 's behavior that aid goal attainment in a particular situation. Specifically,
aptitude refers tci the degree of readiness to learn and perform well in a particular
situation or domain (Como et al. 2002). Examples include the ability to comprehend
instructions, manage one's time, use previously acquired knowledge appropriately,
make good inferences and generalizations, and manage one's emotions. Other
developments have also led to the conclusion that assessment of aptitude can go
beyond cognitive abilities. An example is the Cognitive Abilities Measurement that
measures working memory capacity, ability to store old information and process new
ones, and speed of an individual in retrieving and processing new information
(Kyllonen and Christal 1989). Magno (2009) also created a taxonomy of aptitude test
items. The taxonomy provides item writers with a guide on the type of items to be
included when building an aptitude test depending on the skills specified. The
taxonomy includes 12 classifications categorized as verbal and nonverbal. The
schemes in the verbal category include verbal analogy, syllogism, and number or letter
series; the nonverbal is composed of topology, visual discrimination, progressive
series, visualization, orientation, figure ground perception, surface development,
object assembly, and picture completion.

How do we differentiate speed from power test?

Speed tests consist of easy items that need to be completed within a time limit.
Power tests consist of items with increasing level of difficulty, but time is sufficient to
complete the whole test. An example of a power test was the one developed by the
National Council of Teachers of Mathematics that determines the ability of the
examinees to utilize data to reason an d become creative, formulate, solve, and reflect
critically on the problems provided. An example of a speed test is a typing test in which
examinees are required to correctly type as many words as possible given a limited
amount of time.

How do we differentiate norm-referenced from criterion-referenced test?

. ' .
There are two types of test based on how the scores are interpreted: norm-
referenced and criterion-referenced tests. Criterion-referenced test has a given set of
standards, and the scores are compared to the given criterion. For example, in a 50-
item test: 40-50 is very high, 30-39 is high, 20-29 is average, and 10-19 is low, and
0-9 is very low. One approach in criterion-referenced interpretation is that the score is
compared to a specific cutoff. An example is the grading in schools where the range
of grades 96-100 is highly proficient, 90-95 is proficient, 80-89 is nearly proficient,
and below 80 is beginning.
The norm-referenced test interprets results using the distribution of scores of a
sample group. The mean and standard deviations are computed for the group. The
standing of every individual in a norm-referenced test is based on how far they are
from the mean and standard deviation of the sample. Standardized tests usually
interpret scores using a norm set from a large sample.
Having an established norm for a test means obtaining the normal or average
performance in the distribution of scores. A normal distribution is obtained by
increasing the sample size. A norm is a standard and is based on a very large group of
samples. Norms are reported in the manual of standardized tests.
A normal distribution found in the manual takes the shape of a bell curve. It
shows the number of people within a range of scores. It also reports the percentage of
people with particular scores. The norm is used to convert a raw score into standard
scores for interpret ability. ·
What is the use of a norm? (1) A norm is the basis 6f interpreting a test score,
(2) A norm can be used to interpret a particular score.

DEVELOP
Create a graphic organizer for the different kinds of tests. You may represent
your ideas inside a circle and make connections among the ideas. Explain your graphic
organizer to your classmates.
Check the ideas you have acquired about the classifications of assessment.
1. Why are different kinds of assessment classified?
2. How does the knowledge of the classifications of assessment help improve
teaching?
3. How does the knowledge of the classifications of assessment help improve
learning?
4. Which classification of assessment is commonly used in the classroom setting and
why?
To know more about the different kinds of assessment, complete the table by
providing other specific examples of each kind of assessment. You may use other
references.
Type Example
Educational

Psychological

Paper-and-Pencil

Performance-based

Teacher-made

Standardized

Achievement
 Aptitude

Speed

Power

Norm-referenced

Criterion-referenced

APPLY
The following guide questions are used when deciding the purpose, form, and
interpretation of assessment.
 What information do you want to obtain from your learners?
 What is the specific learning target that you want to assess?
 Are you assessing learning progress or what learners have learned?
 Given your specific learning target, which form of assessment is appropriate.
 How will you interpret the results if you do not have a set of norms?
The following guide questions are used when deciding on the function, kind of
learning, and ability to be assessed.
 What information do you want to obtain from your learners?
 What is the specific learning target that you want to assess?
 Is there an available instrument to determine the information you want to know
about your learners?
 If you have an available standardized instrument, do you want to determine
what the learners have learned or their potential future learning?
 If you have an available instrument, are you after their maximum performance?
 If you are using a standardized instrument, do you have a copy of the test
manual with available norms to interpret the score?
The following guide questions could help you to decide on which type of
assessment you need to conduct in your classroom. The following are illustrative
scenarios. Provide your answers to the questions based on the information presented.
Case A
A teacher in mathematics wanted to determine how well the learners have
learned their lesson on fractions. After two weeks of drills and exercises, the teacher
wanted to record how well the learners have learned about fraction. The specific
learning competencies taught by the teacher are (1) adding similar fractions and (2)
solving word problems involving the addition of similar fractions. The school has an
available standardized test on mathematics, but it covers many topics aside from
fraction.
 What information does the math
teacher want to determine among the
learners?
What is the specific learning target
that the math teacher wants to
assess?
Is the math teacher assessing
learning progress or what learners
have learned?
Given your specific learning target,
which form of assessment is
appropriate?
How will the math teacher interpret
the results if the learners have
learned?

Case B
A school principal wanted to determine who among a group of applicant will
be admitted to the school. The principal wanted to determine if the learner have leaned
well in their present grade level. The learners come from different schools, and it is
assumed that they all learned the common standards as indicated in the national
curriculum. There is an available instrument in the school that determines the
important learning competencies based on the national curriculum.

What information does the principal

want todetermine about the learners?
What are the specific learning targets that
the principal intends to assess?
Is there an available instrument to
determine the information that the principal
wants to know among the learners?
Given the available standardized
instrument, does the principal want to
determine what the learners have learned or
their potential for future learning?
Is the principal after the learners' maximum
performance?
Given that there is an available instrument,
how will the scores be interpreted? How
will the school principal decide who will be
accepted in the school?
TRANSFER
Create your own case illustrating how you decided to use a particular kind of
assessment. Provide the plan by using the guide questions given and deduce the kind
of assessment that is appropriate to use. The kind of assessment is given but create an
illustrative scenario for it. Include the following in the illustrative scenario: (1) purpose
of the assessment, (2) possible learning target, (3) description of the characteristics of
the tool to be used and kind of items or tasks that will be included, (4) justification
for the appropriate kind of assessment used, and (5) description of how the
scores/marks will be interpreted and used.
Example:
Given: A teacher in English in a Grade 3 class wanted to use a summative assessment
to determine if the learners have learned enough on a lesson on vocabulary.
Illustrative scenario: The purpose of the English teacher is to determine if the
Grade 3 learners have learned their lesson on vocabulary (purpose of assessment). The
learning target based on the curriculum guide for Grade 3 English is to provide the
synonyms of words found in a sentence (learning target). The teacher will create a
vocabulary test composed of 10 items. Each item is composed of sentences with one
word underlined. The learners will provide the synonym of the underlined word in
each sentence (characteristic of the tool). The type of assessment is a teacher-made
summative assessment because the task was devised by the teacher based on the
competency learn ed. It is summative because the teacher wanted to determine how
well learners can provide synonyms of wor.ds as part of their vocabulary skills (type
of assessment and justification). The teacher will use the grading system in the school
for a 10-item test. The school grading system indicates that the passing score is 5
(scoring).
A. Create an illustrative scenario using a formative assessment on problem-solving
involving converting fractions to decimals and vice versa.
B. Create an illustrative scenario on using an achievement test for reading for
kindergarten pupils.
C. Create an illustrative scenario using a summative assessment for a performance-
based task on table-setting for a Technology and Livelihood Education (TLE)
class.
D. Create an illustrative scenario on using a standardized achievement test to decide
on the sectioning of learners.