Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

SPECIALIZATION A-E; B-C COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3; 2; 3 TIME FRAME 3 Hrs. WK NO. 2 IM NO. 2

I. UNIT 1: INTRODUCTION TO THE COURSE

II. LESSON TITLE: GOALS AND FUNCTIONS OF TESTING

III. LESSON OVERVIEW

Tests are to be used for their intended functions and/or purposes. In the classroom
context, tests are administered for certain goals and/or purposes, and not just based on teacher’s
whims and emotions, like giving test as punishment or as substitute when the teacher is doing
other tasks, and worse – when the teacher is not ready with the lesson. These must be avoided.

Through this lesson, the students are expected to determine the functions of tests.
Moreover, given different scenarios, they would be able to tell whether each is under instructional,
administrative, or guidance.

IV. DESIRED LEARNING OUTCOMES

Given different educational settings and testing practices, the students must be able to:
1. determine which goal and function of testing is being addressed;
2. resolve to use tests based on its intended purpose

V. LESSON CONTENT

GOALS AND FUNCTIONS OF TESTING

A. Instructional Functions

1. Testing stimulates teachers to clarify and refine course objectives.

- reminding teachers of students’ destination especially during formulation of
objectives; tests are used to determine the extent of attainment of objectives such
that the objectives must be clear in order that the functions and contents of the tests
be made clear as well.

From the objectives, the Table of Specification (TOS) should be made (to be
discussed in another lesson), and from the TOS, the test is made.

2. Testing provides a means of feedback to the teachers

- grouping pupils for instruction within a class
- identifying pupils who need corrective and enrichment experiences
- measuring class progress for any given period
- assigning marks / grades
- guiding activities for specific learners (slow, average, fast)
- helping students identify areas of specific weakness/strengths

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220)
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

3. Testing motivates learning (through properly constructed test)

- testing leads students to pursue mastery of objectives if they expect to be evaluated.
- testing leads to more learning.
- anticipating forthcoming tests may affect pupil’s intention to remember instructional
content.

4. Testing is a useful means of over learning (retention)

- reviewing, interacting with or practicing skills and concepts lead to mastery.

B. Administrative Functions

1. Testing provides a mechanism for quality control for a school system.

- assessing curricular strengths/weaknesses (e.g. through competitive exam)

2. Testing is useful for program evaluation and research

- determining whether an innovative program is better/poorer than the conventional
one.

3. Testing enables better decisions on classifications and placement.

- grouping children by their ability levels, like sectioning in homogenous grouping, or in
determining appropriate degree course for a student to take

4. Testing can increase the quality of selection decisions

- basing on scholastic, aptitude and achievement test scores, better decisions are
made
- identifying students who are not likely to succeed in various colleges, like the use of
entrance or admission tests
- identifying gifted or retarded children

5. Testing can be useful means of accreditation, mastery or certification.

- giving acceleration to learners based on level of intelligence
- acquiring driver’s license;
- getting professional’s license through board/bar exams

C. Guidance Function

1. Testing diagnoses an individual’s special aptitudes and abilities

- assisting learners to set educational and vocational goals (determining interest or
occupation not previously considered; predicting success in future educational
endeavor)
- improving teacher counselor and parent’s understanding of children with problems
- preparing information / data needed for the conferences with parents about their
children

PURPOSES OF ASSESSMENT

Purpose Description When Sample

Conducted Measures
Placement / - student’s entry behavior Before/ Prior Pre-test
Pre- - it determines knowledge and skills at the Aptitude Test
Assessment beginning of instruction Readiness
- it is based on readiness tests, pre-tests on Test
course objectives and observational
techniques

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220)
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

Formative - it provides the student with feedback During Quiz

regarding his performance in attaining Observation
instructional objectives Homework
- it monitors students’ progress during Performance
instruction Products
- it focuses on specific and small topics for Processes
instruction
Diagnostic - it identifies learning errors that need to be During Quiz
corrected Observation
- it diagnoses and remediates learning Homework
problems and difficulties Performance
Products
Processes
Summative - it determines the extent to which the After Achievement
objectives of instruction have been Test
attained Periodical
- it focuses on a wide range of objectives Test
- it used for assigning grades / marks Midterm/Final
Examination
Performance
Products
Processes

VI. LEARNING ACTIVITY

Group Activity: From your readings, work on the following:

1. Make a graphic organizer based on your understanding on the interrelatedness of the different
purposes of assessment.

VII. ASSIGNMENT

1. Reflect on your experiences of being tested in class. Were there instances where the reasons
you were given tests are not in the functions of testing? What do you think were the
inappropriate reasons then? When you become a teacher, will you be doing the same to your
students? Why?

VIII. EVALUATION

Online quiz

IX. REFERENCES

Calmorin, L.P. (2004). Measurement and evaluation. (3 rd ed). Mandaluyong City: National Book
Store.
CHED Memorandum Order No. 46, s. 2012 – Policy Standard to Ensure Quality Assurance (QA)
in Philippine Higher Education through an Outcome-Based and Typology-Based QA
Corpuz, B.B. (2015). Field study 5: Learning assessment strategies. Quezon City: Lorimar
Publishing.
Teaching Guide in Assessment of Student Learning 1
Other references stated in the Course Outline

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220)
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

Course & Section: ____________________

Group Members: ____________________ __________________ ___________________
____________________ __________________

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

COLLEGE OF TEACHER EDUCATION

Prof Ed 6 (Assessment in Learning 1)

First Semester, 2021-2022

Activity No. 2
Functions and Purposes of Testing
in Graphic Organizers and Reflections

Group Activities: From your readings, work on the following:

1. Make a graphic organizer based on your understanding on the interrelatedness of the different purposes
of assessment (placement, formative, diagnostic, summative).

2. Reflect on your experiences of being tested in class. Were there instances where the reasons you were
given tests are not in the given functions of testing? What do you think were the inappropriate reasons
then? When you become a ‘matinong’ teacher, will you be doing the same to your students? Why?

Brief yet meaningful content is encouraged.

I attest that I have shared my insights with my groupmates:

Name
____________________
____________________
____________________
____________________
____________________
(family name first, in capital letters)
Signature
_____________________
_____________________
_____________________
_____________________
_____________________

Reminders:
- Answer the items by group
- Encode output in a long bond paper (please maintain the format)
- Send file via MS Teams (on Assignment)

Activity Guide Prepared by:

JANE D. NAVALTA
Professor

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220)
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