COLEGIO DE LA PURISIMA CONCEPCION

The School of the Archdiocese of Capiz

Roxas City

College of Education

INSTRUCTTIONAL LEARNING KIT/MODULE

In

PEC 6
Assessment of Learning 1

WEEK 3-4

Name of the Unit/Topic: Different Classifications of Assessment

Intentions:
At the end of the module, students are expected to:
1. illustrate scenarios in the use of the different classifications of assessment;
2. rationalize the purpose pf different forms of assessment; and
3. decide on the kind of assessment to be used.
Introduction:
This module focuses on the different classifications of assessment that will help teacher determine
the performance of the learners in the different subjects. It will help develop your skill in deciding what appropriate
assessment to be used.

Inputs:

What are the different classifications of assessment?

The different forms of assessment are classified according to purpose, form, interpretation of learning,
function, ability, and kind of learning.

When do we use educational and psychological assessments?

Educational assessments are used in the school setting for the purpose of tracking the growth of learners and
grading their performance. This assessment in the educational setting comes in the form of formative and summative
assessment. These work hand-in-hand to provide information about student learning. Formative assessment is a
continuous process of gathering information about student learning at the beginning, during, and after instruction so
that teachers can decide how to improve their instruction until learners are able to meet the learning targets. When
the learners are provided with enough scaffold as indicated by the formative assessment, then the summative
assessment is conducted. The purpose of summative assessment is to determine and record what the learners have
learned. On the other hand, the purpose of formative assessment is to track and monitor student learning and their
progress toward the learning target. Formative assessment can be any form of assessment (paper-and-pencil or
performance based) that is conducted before, during, and after instruction. Before instruction begins, formative
assessment serves as a diagnostic tool to determine whether learners already know about the learning target. More
specifically, formative assessment given at the start of the lesson determines the following:
1. What learners know and do not know so that instruction can supplement' what learners do not know.
2. Misconceptions of learners so that they can be corrected.
3. Confusion of learners so that they can be clarified.
4. What learners can and cannot do so that enough practice can be given to perform the task.
The information from educational assessment at the beginning of the lesson is used by the teacher to
prepare relevant instruction for learners. For example, if the learning target is for learners to determine the by-
product of photosynthesis, then the teacher can ask learners if they know what the food pf plants is. If incorrect
answers are provided, then the teacher can recommend references for them to study. If the learning target is for
learners to divide a three-digit number by a two-digit number, then the teacher can start with a three-item exercise
 Classification Type

Educational
Purpose
Psychological

Paper-and-pencil
Form
Performance-based

Teacher-made
Function
Standardized

Achievement
Kind of learning
Aptitude

Speed
Ability
Power

Norm-referenced

Interpretation of Learning Criterion-referenced

on the task to identify who can and. cannot perform the task. For those who can do the task, the teacher can provide
more exercises; for those who cannot, necessary direct instruction can be provided. At this point of instruction, the
results of the assessment are not graded because the information is used by the teacher to prepare relevant ways to
teach.
Educational assessment during instruction is done where the teacher stops at certain parts of the teaching
episodes to ask learners questions, assign exercises, short essays, board work, and other tasks. If the majority of the
learners are still unable to accomplish the task, then the teacher realizes that further instruction is needed by learners.
The teacher continuously provides a series of practice drills and exercises until the learners are able meet the learning
target. These drills and exercises are meant to make learners consolidate the skill until they can execute it with ease.
At this point of the instruction, the teacher should be able to see the progress of the learners in accomplishing the task.
The teacher can require the learners to collect the results of their drills and exercises so that learners can track their
own progress as well. This procedure allows learners to become active participants in their own learning. At this point
of the instruction, the results of assessment are not yet graded because the learners are still in the process of reaching
the learning target; and some learners do not progress at the same rate as the others.
When the teacher observes that majority or all of the learners are able to demonstrate the learning target,
then the teacher can now conduct the summative assessment. It is best to have a summative assessment for each
learning target so that there is an evidence that learning has taken place. Both the summative and formative
assessments should be aligned to the same learning target; in this case, there should be parallelism between the tasks
provided in the formative and summative assessments. When the learners are provided with word problem-solving
tasks in the summative assessment, word problem-solving should have also be given during the formative assessment.
When the learners are asked to identify the parts of the book during the summative assessment, the same exercises
should have been provided during the formative assessment. For physical education, if the final performance is a folk
dance, then learners are given time to practice and a pre-final performance is scheduled to give feedback. The final
dance performance is the summative assessment, and the time for practice and pre-final performance is the formative
assessment.
Psychological assessments, such as tests and scales, are measures that determine the learner's cognitive and
non-cognitive characteristics. Examples of cognitive tests are those that measure ability, aptitude, intelligence, and
critical thinking. Affective measures are for personality, motivation, attitude, interest, and disposition. The results of
these assessments are used by the school's guidance counselor to perform interventions on the learners' academic,
career, and social and emotional development.

When do we use paper-and-pencil and performance-based type of assessments?

Paper-and-pencil type of assessments are cognitive tasks that require a single correct answer. They usually
come in the form of test types, such as binary (true or false), short answer (identification),. Matching type, and
multiple choice. The items usually pertain to a specific cognitive skill; such as recalling, understanding, applying,
analyzing, evaluating, and creating. On the other hand, performance-based type of assessments require learners to
perform tasks, such as demonstrations, arrive at a product, show strategies, and present information. The skills
applied are usually complex and require integrated skills to arrive at the target response. Examples include writing an
essay, reporting in front of the class, reciting a poem, demonstrating how a problem was solved, creating a word
problem, reporting the results of an experiment, dance and song performance, painting and drawing, playing a
musical instrument, etc. Performance-based tasks are usually open-ended, and each learner arrives with various
possible responses.
The use of paper-and-pencil and performance-based tasks depends on the nature and content of the learning
target. Below are examples of learning targets that require a paper-and-pencil type of assessment:
Identify the parts of the plants
 Label the parts of the microscope
 Compute the compound interest
 Classify the phase of a given matter
 Provide the appropriate verb in the sentence
 Identify the type of sentence
Below are learning targets that require performance-based assessment:
 Varnish a wooden cabinet
 Draw a landscape using paintbrush in the computer
 Write a word problem involving multiplication of polynomials
 Deliver a speech convincing your classmates that you are a good candidate for the student council
 Write an essay explaining how humans and plants benefit from each other
 Mount a plant specimen on a glass slide
Check your learning by writing on the blank if the task requires paper-and-pencil or performance-based assessment.
1. State the domain and range of a given function
2. Solve systems of linear equations in two variables by the graphical method
3. Draw the slope of the given equation
4. Simplify complex fractions
5. Deliver a speech to persuade people to donate for the orphanage
6. Multiply and divide rational algebraic expressions
7. Observe the chemicals in the laboratory and list their hazards
8. Classify substances according to their physical or chemical and extrinsic or intrinsic properties
9. Cite evidence of chemical changes
10. Present ways to prevent walls from easily cracking during earthquakes
How do we distinguish teacher-made from standardized test?
Standardized tests have fixed directions for administering and scoring. They can be purchased with test manuals,
booklets, and answer sheets. When these tests were developed, the items were sampled on a large number of target
groups called the norm. The norm group's performance is used to compare the results of those who took the test.
 Specific
Category Visit the site for their description
Example

Wechsler Adult
Intelligence test https://wechslertest.com/
Intelligence Scale

Metropolitan https://www.tests.com/MAT-8-Testing
Achievement test Achievement
Test

http://www.pearsonclinical.co.uk/Psychology/
Aptitude test Raven's
AdultCognitionNeuropsychologyandLanguage/
Progressive
AdultGeneralAbilities/Ravens-Progressive-
Matrices
Matrices/Ravens-Progressive-Matrices.aspx

Critical thinking
test Watson Glaser
https://www.assessmentday.co.uk/watsonglaser-critical-
Critical Thinking
thinking.htm
Appraisal

Interest test RIASEC Markers Scale. https://openpsychometrics.org/tests/RlASEC/

NEO Personality https://www.hogrefe.co.uk/neopir.html

Personality test
Inventory
Non-standardized or teacher-made tests are usually intended for classroom assessment. They are used for
classroom purposes, such as determining whether learners have reached the learning target. These intend to measure
behavior (such as learning) in line with the objectives of the course. Examples are quizzes, long tests, and exams.
Formative and summative assessments are usually teacher made tests.
Can a teacher-made test become a standardized test? Yes, as long as it is valid, reliable, and with a standard
procedure for administering, scoring, and interpreting results.
What information is sought from achievement and aptitude tests?
Achievement tests measure what learners have learned after instruction or after going through a specific
curricular program. Achievement tests provide information on what learners can do and have acquired after training
and instruction. Achievement is a, measure of what a person has learned within or up to a given time (Yaremko et al.
1982). It is a measure of the accomplished skills and indicates what a person can do at present (Atkinson 1995). Kimball
(1989) explained the traditional and alternative views on the achievement of learners. He noted that the greater
number of courses taken by learners and their more extensive classroom experience with a subject may give them an
advantage. Achievement can be measured by a variety of means. Achievement can be reflected in the final grades of
learners within a quarter. A quarterly test composed of several learning targets is also a good way of determining the
achievement of learners. It can also be measured using achievement tests, such as the Wide Range Achievement Test,
California Achievement Test, and Iowa Test for Basic Skills.
According to Lohgman (2005), aptitudes are the characteristics that influence a person's behavior that aid goal
attainment in a particular situation. Specifically, aptitude refers to the degree of readiness to learn and perform well in
a particular situation or domain (Corno et al. 2002). Examples include the ability to comprehend instructions, manage
one's time, use previously acquired knowledge appropriately, make good inferences and generalizations, and manage
one's emotions. Other developments have also led to the conclusion that assessment of aptitude can go beyond
cognitive abilities. An example is the Cognitive Abilities Measurement that measures working memory capacity, ability
to store old information and process new ones, and speed of an individual in retrieving and processing new information
(Kyllonen and Christal 1989). Magno (2009) also created a taxonomy of aptitude test items. The taxonomy provides
item writers with a guide on the type of items to be included when building an aptitude test depending on the skills
specified. The taxonomy includes 12 classifications categorized as verbal and nonverbal. The schemes in the verbal
category include verbal analogy, syllogism, and number or letter series; the nonverbal is composed of topology, visual
discrimination, progressive series, visualization, orientation, figure ground perception, surface development, object
assembly, and picture completion.
How do we differentiate speed from power test?
Speed tests consist of easy items that need to be completed within a time limit. Power tests consist of items with
increasing level of difficulty, but time is sufficient to complete the whole test. An example of a power test was the one
developed by the National Council of Teachers of Mathematics that determines the ability of the examinees to utilize
data to reason and become creative, formulate, solve, and reflect critically on the problems provided. An example of a
speed test is a typing test in which examinees are required to correctly type as many words as possible given a limited
amount of time.
How do we differentiate norm-referenced from criterion-referenced test?
There are two types of test based on how the scores are interpreted: norm-referenced and criterion-
referenced tests. Criterion-referenced test has a given set of standards, and the scores. Are compared to the given
criterion. For example, in a 50-item test: 40-50 is very high, 30-39 is high, 20-29 is average, and 10-19 is low, and 0-9
is very low. One approach in criterion-referenced interpretation is that the score is compared to a specific cutoff. An
example is the grading in schools where the range of range of grades 96-100 is highly proficient, 90-95 is proficient,
80-89 is nearly proficient, and below 80 is beginning.
The norm-referenced test interprets results using the distribution of scores of a sample group. The mean and
standard deviations are computed for the group. The standing of every individual in a norm-referenced test is based
on how far they are from the mean and standard deviation of the sample. Standardized tests usually interpret scores
using a norm set from a large sample.
Having an established norm for a test means obtaining the normal or average performance in the distribution
of scores. A normal distribution is obtained by increasing the sample size. A norm is a standard and is based on a very
large group of samples. Norms are reported in the manual of standardized tests.
A normal distribution found in the manual takes the shape of bell curve. It shows the number of people within
a range of scores. It also reports the percentage of people with particular scores. The norm is used to convert a raw
score into standard scores for interpretability.
What is the use of a norm? (1) A norm is the basis of interpreting a test score.
(2) A norm can be used to interpret a particular score.

Intervention and Involvement Activities

1. Create a graphic organizer for the different kinds of tests. You may represent your ideas inside a circle and
make connections among the ideas. Explain your graphic organizer to your classmates.

2. Check the ideas you have acquired about the classifications of assessment.
Why are different kinds of assessment classified?
o How does the knowledge of the classifications of assessment help improve teaching?
o How does the knowledge of the classifications of assessment help improve learning?
o Which classification of assessment is commonly used in the classroom setting and why?

3. Create your own case illustrating how you decided to use a particular kind of assessment. Provide the
plan by using the guide questions given and deduce the kind of assessment that is appropriate to use. The kind of
assessment is given but create an illustrative scenario for it. Include the following in the illustrative scenario: 1)
purpose of the assessment, 2) possible learning target, 3) description of the characteristics of the thee tool to be
used and kind of items or tasks that will be included, 4) justification for the appropriate kind of assessment used, and
5) description of how the scores/marks will be interpreted and used.
 Example:

Given: A teacher in English in a Grade 3 class wanted to use a summative assessment to

determine if the learners have learned enough on a lesson on vocabulary.

Illustrative Scenario: The purpose of the English teacher is to determine if the Grade learners have
learned their lesson on vocabulary (purpose of assessment) . The learning target based on the curriculum guide for
Grade 3 English is to provide the synonyms of words found in a sentence(learning target). The teacher will create a
vocabulary test composed of 10 items. Each item is composed of sentences with one word underlined. The learners
will provide the synonym of the underlined word in each sentence (characteristic of the tool) . The type of
assessment is a teacher—made summative assessment because the task was devised by the teacher based on the
competency learned. It is summative because the teacher wanted to determine how well learners can provide
synonyms of words as part of their vocabulary skills (type of assessment and justification). The teacher will use the
grading system in the school for a 10-iitems test. The school grading system indicates that the passing score is 5
(scoring)

1. Create an illustrative scenario using a summative assessment for a performance-based task on table-
setting for a Technology and Livelihood Education (TLE) class.
Apply
The following guide questions are used when deciding the purpose, form, and interpretation of assessment.
 What information do you want to obtain from your learners? What is the specific learning target
that you want to assess?
 Are you assessing learning progress or what learners have learned?
 Given your specific learning target, which form of assessment is appropriate? How will you interpret the results
if you do not have a set of norms?
The following guide questions are used when deciding on the function, kind of learning, and ability to be assessed.
 What information do you want to obtain from your learners?
 What is the specific learning target that you want to assess?
 Is there an available instrument to determine the information you want to know about your learners?
 If you have an available standardized instrument, do you want to determine what the learners have learned or
their potential future learning?
 If you have an available instrument, are you after their maximum performance?
 If you are using a standardized instrument, do you have a copy of the test manual with available norms to
interpret the score?

The following guide questions could help you to decide on which type of assessment you need to conduct in
your classroom. The following are illustrative scenarios. Provide your answers to the questions based on the
information presented.

Case A
A teacher in mathematics wanted to determine how well the learners have learned their lesson on fractions.
After two weeks of drills and exercises, the teacher wanted to record how well the learners have learned about
fractions.
The specific learning competencies taught by the teacher are (1) adding similar fractions and (2) solving word
problems involving the addition of similar fractions. The school has an available standardized test on mathematics, but
it covers many topics aside from fraction.
What information does the math
teacher want to determine among the
learners?

What is the specific learning target

that the math teacher want to
assess?

Is the math teacher assessing learning

progress or what learners have
learned?

Given your specific learning target,

which form of assessment is
appropriate?

How will the math teacher interpret

the results if the learners have
learned?
 Case B
A school principal wanted to determine who among a group of applicants will be admitted to the school. The
principal wanted to determine if the learners have leaned well in their present grade level. The learners come from
different schools, and it is assumed that they all learned the common standards as indicated in the national
curriculum. There is an available instrument in the school that determines the important learning competencies
based on the national curriculum.

What information does the principal

want to determine about the learners?

What are the specific learning targets

that the principal intends to assess?

Is there an available instrument to

determine the information that the
principal wants to know among the
learners?

Given the available standardized

instrument, does the principal want to
determine what the learners have
learned or their potential for future
learning?
Is the principal after the learners'
maximum performance?

Given that there is an available

instrument, how will the scores be
interpreted? How will the school
principal decide who will be accepted
in the school?

Reference:

David, A.P.,Golia,E.F.,Magno,C.P.,Valladolid,V.C. Assessment of Learning 1. OBE. 1st Ed. 2020. Rex Book Store,
Manila, Philippines.
Ferguson, George A. (1971). Statistical Analysis in Psychology and Education. 3rd ed. New York: McGraw-Hill
Company.

Prepared by:

REGINA JOCELYN A. ALBA, Ph. D.

Teacher

Approved:

IVY G. GORRICETA, Ph. D.

Dean, CASE