Deepen!

Different Formats of Classroom Assessment Tools

 Two General Types of Test Item to use in an achievement test using paper and pencil
o Selection type items or objective test
 Requires only one answer in each item
 Classification of Selection type test items or objective test
 Multiple choice
 Used to measure knowledge outcomes and other types of
learning outcomes such as comprehension and application
 Most commonly used format in measuring student
achievements at different levels of learning
 Kinds of Multiple Choice test
 Stem-and-option variety – most commonly used
in classroom testing, board examinations, civil
service examinations and many others
 Setting-and-option variety – the optional response
of this type of multiple-choice test is dependent
upon a setting or foundation of some sort. A
setting can be a form of sentence, paragraph,
graph, equation, picture or some forms of
representation
 Group-term variety – this variety consist of group
of words or terms in which one does not belong to
the group
 Structured-response variety – this variety makes
use of structured response which is commonly
used in natural science classroom testing
 Contained-options variety – this variety is
designed to identify errors in a word, phrase, or
sentence in a paragraph
 Matching type test
 Consist of two columns – column A contains descriptions
and must be placed at the left side while Column B
contains options and placed at the right side
 True or False Type
 In this type of test, examinees determine whether the
statement is true or false
 It is appropriate to assessing behavioural objectives such
as “identify”, “select”, or “recognize
 It is appropriate when there are only two plausible
alternatives
 Rearrangement Type – consist of multiple-option item where it
requires a chronological, logical or rank order
 Analogy – made up of items consisting of pairs of words related to
each other. It is designed to measure the ability of examinee to
observe the relationship of the first word to the second word
 Identification type – it requires the examinees to identify what is
being defined in the statement or sentence and there are no options
to choose from
 o Supply type test items or Subjective Type
 It requires students to create and supply their own answer or perform a
certain task to show mastery of knowledge or skills
 It is also known as constructed response test
 Classification of supply type test or subjective type of test
 Short answer or completion
 Alternative form of assessment for the students needs to
supply or create the appropriate word(s), symbol(s) or
number(s) to answer the question or complete the
statement
 Two ways of constructing short answer or completion type
– question form or complete the statement form.
 Essay type of test
 Appropriate to assess student ability to organize and
present their original idea
 Types of test
 Extended Response – allows students to
determine the length and complexity of the
response
 Restricted response – an essay item that places
strict limits on both content and response given
by the student
 Performance based assessment and portfolio based assessment are
categorized under construed response test

Other Types of Assessment Methods

 Teacher observation
o It is a form of on-going assessment usually done in combination with oral questioning
o It can also be used to assess the effectiveness of teaching strategies and academic
interventions
 Student Self – Assessment
o Considered as one of the standards of quality assessment by Chapuis,
Chappuis&Stiggins (2009)
o It is a process wherein students have an opportunity to reflect and rate their own work
and judge how well they have performed in relation to a set of assessment criteria

Steps to Match Learning Targets with Assessment Methods

1) Identify Learning Objectives / Learning Outcomes and Topic (What to Assess?)

 Knowledge and simple understanding pertains to mastery of substantive subject
matter and procedure.

Example:
What to Assess?
Identify different
assessment methods
and tools

2) Identify purpose (role) of assessment (How to Assess?)

 Answer the following question:
 o What are you assessing for? Is it for Placement? Feedback (Formative)?
Diagnosis and Intervention? Or for Grading (Summative)?
Example:
What to Assess? How to Assess?
Objective Role of Assessment
Identify different Formative Assessment
assessment methods
and tools

3) Identify assessment tools (How to Assess?)

 Subjective and objective type of test are best in assessing low – level learning targets
in terms of coverage and efficiency
o Paper – pencil test can be used with facts, concepts, principles and
procedures
o Essays elicit original ideas
o Oral questioning can be used to assess knowledge and simple
understanding
 Deep understanding and reasoning involve higher order thinking skills
o Essays are the best in checking for deep understanding and reasoning
o Oral questioning can also be used like essays but it is less time efficient than
essays
o Performance tasks are effective
o Selected response and brief constructed response test items demand more
thought and time in crafting in order to target understanding
 Performance assessment is also used to assess skills and products. Performance
assessment is called as “authentic assessment” when used in real-life and meaningful
context

Example:
What to Assess? How to Assess?
Assessment Tool /
Objective Role of Assessment
Method
Identify different Formative Assessment Paper and Pencil –
assessment methods test / Objective Type of
and tools Test

4) Determine rate learning (How to Score)

 Objective type of test can easily be checked and scored.
 Performance assessment, portfolio assessment, essays are usually used with rubrics
to be checked and scored.
Example:
What to Assess? How to Assess?
Assessment Tool / How to Score?
Objective Role of Assessment
Method
Identify different Paper and Pencil –
assessment methods Formative Assessment test / Objective Type of Raw Score
and tools Test