ASSESSMEN OF LEARNING 1

Reporters:

Kusin, Azizza Ton S.

Roquero, Jenelyn M.

Summary of the different types of assessment procedures that was adapted and modified from
Gronlund, Linn, and Miller (2009).

Classification Type of Function of Assessment Example of Instruments

Assessment
Maximum It is used to determine what Aptitude tests, achievement
Performance individuals can do when tests
Nature of performing at their best.
Assessment Typical performance It is used to determine what Attitude, interest, and
individuals will do under personality inventories;
natural conditions. observational techniques;
peer appraisal
Fixed-choice test An assessment used to Standard multiple choice
measure knowledge and test.
skills effectively and
Form of efficiently.
Assessment Complex- An assessment procedure Hands-on laboratory
performance used to measure the experiment, projects,
assessment performance of the learner essays, oral presentation
in contexts and on
problems valued in their
own right.
Placement An assessment procedure Readiness tests, aptitude
used to determine the tests, pretests on course
learner’s prerequisite skills, objectives, self-report
degree of mastery of the inventories, observational
course goals, and/or best techniques
modes of learning.
Formative An assessment procedure Teacher-made tests,
used to determine the custom-made tests from
learner’s learning progress, textbook publishers,
Use in classroom
provides feedback to observational techniques
instruction
reinforce learning, and
corrects learning errors.
Diagnostic An assessment procedure Published diagnostic tests,
used to determine the teacher-made diagnostic
causes of learner’s tests, observational
persistent learning techniques
difficulties such as
intellectual, physical,
emotional, and
environmental difficulties.
Summative An assessment procedure Teacher-made survey test,
used to determine the end- performance rating scales,
of-course achievement for product scales
assigning grades or
certifying mastery of
objectives.
Methods of Criterion-referenced It is used to describe Teacher-made tests,
interpreting student performance custom-made tests from
results according to a specified textbook publishers,
domain of clearly defined observational techniques
learning tasks.
Norm-referenced It is used to describe Standardized aptitude and
student’s performance achievement tests, teacher-
according to relative made survey tests, interest
position in some known inventories, adjustment
group. inventories