EDN 2104 – 15 ASSESSMENT IN LEARNING 1

GROUP 7 MEMBERS

 VILLARIN, KYM ANTOINETTE

 MALALUAN, RHEALHYN JHADE
 SANTOS, MONICA B.

I.VARIANTS OF TESTING

TERM DEFINITIONS ASSESSMENT

“Personality Test fisrt developed in the 1920’s, initially
intended to aid in the selection of personnel in the armed
A.PERSONALITY TEST forces. Since then, quite a number of personality tests were
developed. A personality test has no right or wrong answer,
but it measures ones personality and behavior style. It is used
in recruitment as it aids employers in determining how a
potential employee will respond to various work – related
activities. Apart from evaluatinng and staffing, it is also used
in career guidance, in individual and relationship counselling
and in diagnosing personality disorders. In schools,
personality tests determine personality strenghts and
Assessment as Learning employs tasks or activites
that provide students with an oppurtunity to
monitor and futher their own learning – to think
about their personal habits and how they can
adjust their learning strategies to achieve their
goals.
a. Assessment for Learning (AfL)
b. Assessment as Learning (AsL)
c. Assessment of Learning (AoL)
 weaknesses. Personality development activities can then be
arranged for students”
“Intelligence Tests measures learners’ innate intelligence or
mental ability. The first modern intelligence test was
B. INTELLIGENCE TEST published in 1905 by Alfred Binet and Theodore Simon.
Intelligence tests have continually evolved because of efforts
to accurately measure intelligence. It had been eploited
extensively as a predictor of academic achievement.
Intelligence tests contain items on verbal comprehension,
quantitative and abstract reasoning, among others, in
accordance with some recognized theory of intelligence. For
instance, Sternberg constructed a set of multiple choice
questions grounded on his Triarchic Theory of Human
intelligence. The Intelligence tests taps into the three
independent aspects of intelligence; analytic, practical and
creative.”
“A Sociometric Test measures interpersonal relationships in a
social group. Introduced in the 1930’s the test allows learners
to express their preferences in terms of likes and dislikes for
C. SOCIOMETRIC TEST other members of the group. It includes peer nomination,,
peer rating and sociometric rankings of social whom they like
to play with, or rate them accordingly.”
Assessment for Learning pertains to diagnostic and
formative assessment tasks which are used to
determine learning needs, monitor academic
progress of students during a unit or block of
insturction ang guide instruction.
a. Assessment for Learning (AfL)
b. Assessment as Learning (AsL)
c. Assessment of Learning (AoL)
Assessment as Learning employs tasks or activites
that provide students with an oppurtunity to
monitor and futher their own learning – to think
about their personal habits and how they can
adjust their learning strategies to achieve their
goals.

a. Assessment for Learning (AfL)

b. Assessment as Learning (AsL)
c. Assessment of Learning (AoL)
“Aptitude Tests determine a students’ potential to learn and Assessment for Learning pertains to diagnostic and
do new tasks. The College Scholastic Aptitude Test by the formative assessment tasks which are used to
Center for Educational Measerement, Inc. measures student determine learning needs, monitor academic
D. APTITUDE TEST ability and predicts succed in college. A career aptitude test progress of students during a unit or block of
aids in choosing the best line of work for an individual based insturction ang guide instruction.
on his/ her skills and interests.”
a. Assessment for Learning (AfL)

“Achievement Tests measure students’ learning as a result of
instruction and training experiences. When used
E. ACHIEVEMENT TEST summatively, they serve as a basis for promotion to the net
grade.”
b. Assessment as Learning (AsL)
c. Assessment of Learning (AoL)
Assessment for Learning is summative and done at
the end of a unit, task, process or period. Its
purpose is to provide evidence of a students’ level
of achievement in relation to curricular outcomes.

a. Assessment for Learning (AfL)

b. Assessment as Learning (AsL)
c. Assessment of Learning (AoL)
“A Trade or Vocational Test assess an individual’s knowledge, Assessment for Learning is summative and done at
skills and competence in a particular occupation. A trade test the end of a unit, task, process or period. Its
F. TRADE/ VOCATIONAL TEST may consist of a theory test and a practical test. Upon purpose is to provide evidence of a students’ level
successful completion of the test, the individual is given of achievement in relation to curricular outcomes.
certification for qualification. Trade test can likewise be used
to determine the fruitfulness of training programs.” a. Assessment for Learning (AfL)
b. Assessment as Learning (AsL)
c. Assessment of Learning (AoL)

II.FUNCTIONS OF TESTING
 TERM DEFINITON ASSESSMENT
1. Test facilitate the clarification of meaningful learning Test facilitate the clarification of meaningful
objectives. When constructing tests, teacher are reminded to learning objectives. When constructing tests,
go back to the learning objectives. If they are committed to teacher are reminded to go back to the learning
A.INSTRUCTIONAL FUNCTION these, teaching-learning activities and assessment tasks objectives.
provide mutual support.
2. Test provide a means of feedback to the instructor and the a. Instructional Function
student. They can be used for self-diagnosis. Students can b. Administrative Function
assess their own learning and performance. Test results guide c. Research and Evaluation
teachers in adjusting their pedagogical practices to match d. Guidance Functions
students' learning styles. The impact of a test on teaching and
learning is called washback. The effect may be beneficial or
harmful as teacher and learners tend to tailor instructional
activities and learning processes to the demand of the test.
3. Test can motivate learning. In a meta-analysis study- a
research that examined similarities and differences of several
studies on classroom testing in school in the United States - it
was shown that frequent testing increases academic
preparation (study time) and academic achievement (Bangert-
Drowns, Kulik & Kulik, 1991; Basol & Johanson, 2009). Frequent
testing also produces a more positive attitude among student.
Students expressed a more favorable opinion about instruction
(Bangert-Drowns, Kulik & Kulik, 1991).
4. Test can facilitate learning. The effect of testing had been
studied by researcher indicating improved performance when
learners are given the opportunity to practise retrieval before
giving the final test. For instance, in a study conducted by
Lipko-Speed, Dunlosky & Rawson best. (2014) among 5th
graders in Science, students who were pre-tested with
feedback performed best. Prompt feedback informs students
how they are doing. By acting on teacher's feedback students
can improve in subsequent performances. Be that as it may
that test boost learning of concept, the use of other
 assessment strategies is needed to achieve mastery. A test
restudy practice methon called successive relearning
conducted at appropriate intervals can bring about long-term
retention (Lipko-Speed, Dunlosky & Rawson, 2014).
5. Test are a useful means of overlearning. Overlearning means
continued study, review, interaction or practice of the same
material even after concepts and skills had been mastered.
Preparation for scheduled test induces overlearning. While
overlearning helps in retention it dissipates over time ( Rohrer,
et at.,2004).
1. Test provide a mechanism of quality control. Through test a Test facilitate better classification and
school can determine the strengths and weaknesses of its placement decisions. Test result allow
curricula. Administrators can then devise ways to improve administrators to group student according to
B. Administrative Function outcomes and assessment, implement and check for their level of ability.
improvements.
2. Test facilitate better classification and placement decisions. a. Instructional Function
Test result allow administrators to group student according to b. Administrative Function
their level of ability. Through a classification system, school can c. Research and Evaluation
assign or transfer student to a gifted or remedial program. d. Guidance Functions
3. Test can increase the quality of selection decision. In using
test for classification purposes, school can then select students
for specific program. This is true when admitting students for
senior high or college. Through testing, a teacher can select
students who would benefit, for instance, in tutorial classes or
remedial programs.
4. Tests can be a useful means of accreditation,mastery of
certification. Tests provide a means of certifying knowledge
and skills. In the K to 12 Basic Education Curriculum, a Senior
High School Student who completed a technical – vocational –
livelihood track in grade 12 may obtain a National Certificate
Level II provided he/ she passes the competency – based
assessment of the Technical Education and Skills Development
Authority (TESDA). This certification will enable students to
 land jobs after high school. Another eample is the Licensure
Examination for Teachers (LET) conducted by the Professional
Regulation Commission (mandated by Republic Act No. 7836).
LET passers are issued licences making them eligible to practise
their profession.
1.Tests are useful for program evaluation and research. Test Tests are useful for program evaluation and
are utilized in studies that determine effectiveness of new research. Test are utilized in studies that
pedagogical techniques. Researchers in teaching and learning determine effectiveness of new pedagogical
C. Research and Evaluation innovations like that effectiveness and technology-enchanced techniques.
learning (tablet, computing and flipped classroom) are carried
out using test and other assessment techniques to collect data. a. Instructional Function
Evaluators also utilize assessment data to determine the impact b. Administrative Function
and success of their programs. c. Research and Evaluation
d. Guidance Functions
1.Tests can be of value in diagnosing an individual's special Tests can be of value in diagnosing an
aptitudes and abilities. The aim of guidance is to enable each individual's special aptitudes and abilities.
individual to understand his/her abilities snd interests and
D. Guidance Functions develop them so that he/she can take advantage of a. Instructional Function
educational, vocational snd personal opportunities. In school, b. Administrative Function
the guidance department evaluates learner's scholastic c. Research and Evaluation
aptitude, achievement, interest snd personality. By giving d. Guidance Functions
intelligence test, aptitude test and personality test inventories,
along with interviews and counselling sessions, a guidance
counselor can help students develop their study and time
management skill, choose which program of study to take, and
select career path to follow.