TYPES OF ASSESSMENT METHOD

o Selected-Response Format- Those are those in which pupils are given a set
THREE of DOMAINS OFfrom
responses to pick LEARNING
after reading a question.
o Constructed-Response Format- can be used to examine non-cued
responses to specified queries written responses.
The threeo domains
TeacherofObservation-
learning (cognitive, affective
observing, andand
learning, psychomotor)
reflecting inhas their
another
benefits thatteacher's
address class
the different learning styles of students.
o Student
o Cognitive Self-Assessment-
Domain- It's all aboutWhen
how we students
learn, evaluate their own
how we learn, and performance,
how we learn.
It's thethis happens.
sphere They learn to critically examine and objectively reflect on
of "thinking."
their own growth and skill improvement as they practice. 
There are six levels of cognitive learning according to Bloom's Taxonomy. The six
levels are remembering, understanding, applying, analysing, evaluating, and creating.
A learner's learning outcomes are quantifiable accomplishments that he or she will be
o Remembering
able to comprehend when the learning activity is over, which helps them appreciate
theorelevance
Understanding
of the information and what they will receive from their participation in
theoactivity.
Applying
o Analysing
o Evaluating
o Creating

o Affective Domain- focuses on our beliefs, values, and feelings. It's the sphere of
"valuing."
Written self-evaluations were used to assess changes in affective learning using this
taxonomy.
o Receiving
o Responding
o Valuing
o Organization
o Characterization

o Psychomotor Domain- involves the use of manual or physical abilities. It is the

sphere of "doing."
Physical movement, coordination, and the use of motor skills are all part of the
psychomotor domain (Simpson, 1972).
o Perception 
o Set
o Guided Response
o Mechanism
o Complex Overt Response
o Adaptation
o Origination
Internal Tests
Internal tests are those given by the institution where the learner is taking the
course.
TYPESThey are often given at the end of a course in the form of a final exam.
OF TESTS
 
External
Diagnostic Tests
Tests
These
External tests areare
tests used o diagnose
those given byhow much you
an outside body.know and what
Examples areyou
the know.
TOEFL, They
can
TOEIC, help IELTS,
a teacher know whatLSAT,
SAT, ACT, needs GRE
to be andreviewed
GMAT. or reinforced
The examsinthemselves
class. Theyare
also enable
the basis forthe student to
admission to identify areas
university, jobofrecruitment,
weakness. or promotion.
 
 Placement Tests
These testsTests
Objective are used to place students in the appropriate class or level. For example,
in language schools, placement tests are used to check a student’s language level
Objective tests are vocabulary,
through grammar, those that have clearcomprehension,
reading right or wrong answers. Multiple-choice
writing, and speaking
tests fall into this group. Students have to select a pre-determined
questions. After establishing the student’s level, the student is placed in the correct answer
from three orclass
appropriate fourtopossibilities.
suit his/her needs.
 
or Achievement Tests
Subjective Tests
Achievement or progress tests measure the students’ improvement in relation to
Subjective
their syllabus.testsThese
require theonly
tests marker or examiner
contain items whichto make a subjective
the students havejudgment
been taught
regarding the marks
in class. There are two deserved.
types ofExamples are essay
progress tests: questions
short-term andand oral interviews.
long-term.
For
  such tests, it is especially important that both examiner and student are aware
of the grading
Short-term criteriatests
progress in order
checktohow
increase their validity.
well students have understood or learned
material
  covered in specific units or chapters. They enable the teacher to decide if
remedial or consolidation work is required.
Combination
  Tests
Long-term
Many tests progress tests are also
are a combination called Course
of objective Tests because
and subjective they
styles. Forcheck the on
example,
learners’
the TOEFL progress
iBT, the over theofentire
Test course.
English They enable
as a Foreign the students
Language, to judge
the reading andhow
well theysections
listening have progressed. Administratively,
are objective, and the writing they
andare often the
speaking sole basis
sections are of
decisions to promote to a higher level.
subjective.
Progress tests can also be structured as quizzes, rather than as tests. They can be
answered by teams of students, rather than individuals. They can be formulated as
presentations, posters, assignments, or research projects. Structuring progress tests
What
in thisarewaythe functions
takes of testing?
into account the multiple intelligences and differing learning
styles
They'reofused
the students. Yet many
to see if pupils havestudents
learnt whatstill expect
they werea “regular
supposedtest”
to as a part
study, as of
well
“normal learning”.
as the level or degree to which they've grasped the information.
 
They can beTests
Proficiency used to assess educational program efficacy and measure learning
progress
These tests andcheck
achievement. Testsincan
learner levels also be
relation toused to track
general a student's
standards. Theyprogress
provide a
toward a set of improvement goals or to identify where they
broad picture of knowledge and ability. In English language learning, examples should be placed in are
a
program.
the TOEFL and IELTS exams, which are mandatory for foreign-language speakers
seeking
They areadmission
documented to English-speaking
as grades or scores universities.
in a student'sIn addition,
academicthe TOEIC (Test
record for
of Englishoffor
purposes International
a report card or Communication)
admittance to a higher checkseducation
students’institution.
knowledge of
Business English, as a prerequisite for employment.
 
ASSESSMENT

Student assessment enables instructors to measure the

effectiveness of their teaching by linking student performance to
specific learning objectives. As a result, teachers are able to
institutionalize effective teaching choices and revise ineffective
ones in their pedagogy.
The measurement of student learning through assessment is
important because it provides useful feedback to both instructors
and students about the extent to which students are successfully
meeting course learning objectives.
- The first, summative assessment, is assessment that is
implemented at the end of the course of study. Its primary
purpose is to produce a measure that “sums up” student learning.
-The second form, formative assessment, involves the evaluation
of student learning over the course of time. Its fundamental
purpose is to estimate students’ level of achievement in order to
enhance student learning during the learning process. By
interpreting students’ performance through formative assessment
and sharing the results with them, instructors help students to
“understand their strengths and weaknesses and to reflect on how
they need to improve over the course of their remaining studies.”
TABLE
OF
CONTE
 ASSESSMENT
NTS: OF TESTS
 TYPES
 THREE DOMAINS OF LEARNING
 TYPES OF ASSESSMENT METHODS
DIAZ COLLEGE

EDUC 8

Mary Linlyn Grace G.

Yaco
Marilou Dael