CHAPTER 1
prompt. Among the forms of written
Concepts and relevance of assessment
INTENDED LEARNING OUTCOME (ILO)
At the end of Chapter 1, students are
expected to:
• Compare and contrast measurement,
assessment, testing and evaluation.
I. MEASUREMENT, TESTING,
ASSESSMENT AND EVALUATION
MEASUREMENT
Measurement comes from the Old French word
mesure which means "limit or quantity ".
Basically, it is a quantitative description of an
object's characteristic or attribute. In science,
measurement is a comparison of an unknown
quantity to a standard. There are appropriate
measuring tools to gather numerical data on
variables such as height, mass, time,
temperature, among others.
TESTING
Testing is a formal, systematic procedure for
gathering information (Russell & Airasian,
2012). A test is a tool comprised of a set of
questions administered during a fixed period of
time under comparable conditions for all
students (Miller, Linn & Gronlund, 2009). It is
an instrument used to measure a construct and
make decisions. Educational tests may be used
to measure the learning progress of a student
which is formative in purpose, or comprehensive
covering a more extended time frame which is
summative.
Types of Tests
- There are several typologies of tests.
The successful use of a test depends on
the purpose and the construct to be
measured. An objective test cannot be
used to gather opinion or determine
students' position on a social issue. An
oral test cannot be used to ascertain the
writing skills of students. Personality test
cannot appropriately diagnose learning
disabilities. An understanding of the
types is beneficial to get the most out of
them.
According to Mode of Response
 ORAL TEST
- In terms of the way response are made,
a test may be oral, written or
performance-based. In an oral test
(viva voce), answers are spoken.
- Written tests, on the other hand, are
activities wherein students either
select or provide a response to a
assessments are alternate response
(true/false), multiple choice, matching,
short-answer, essays, completion and
identification. A written test has its
strong points. It can be administered to
a large group at one time.
- Performance tests are activities that
require students to demonstrate their
skills or ability to perform specific
actions. More aptly call
performance assessments, they
include problem- based learning, inquiry
tasks, demonstration tasks, exhibits,
presentation tasks and capstone
performances. These tasks are
designed to be authentic,
meaningful, in-depth and
multidimensional. However, cost and
efficiency are some of the drawbacks.
According to Ease of Quantification of
Response
SUBJECTIVE TEST
- As to way of scoring, a test may be
classified as objective or subjective. An
objective test can be corrected and
quantified quite easily. Scores can be
readily compared. It includes true-false,
multiple choice, completion and
matching items. The test items have a
single or specific convergent response.
In contrast, a subjective test elicits
varied responses. A test question of this
type may have more than one answer.
Subjective tests include restricted and
extended-response essays. Because
students have the liberty to write their
answers to a test question, it is not easy
to check. Answers to this type of test
are usually divergent. Scores are likely
to be influenced by personal opinion or
judgment by the person doing the
scoring.
According to Mode of Administration
 INDIVIDUAL TEST
- An individual test is given to one
person at a time. Individual cognitive
and achievement tests are administered
to gather extensive information about
each student's cognitive functioning and
his/her ability to process and perform
specific tasks. They can help identify
intellectually
gifted students. Likewise, they can also
pinpoint with learning disabilities (LDs).
 LDs are neurological disorders that
impede a learner's ability to store,
process or produce information
properly. Testing can aid in identifying
learners who are struggling in reading
(dyslexia), math (dyscalculia), writing
(dysgraphia), motor skills (dyspraxia),
language (dysphasia), or visual or
auditory processing. Aside from
assessment data obtained from a wide
array of given tasks, the teacher can
also observe individual students closely
during the test to gather additional
information.
 GROUP TEST
- A group test is administered to a class
of students or group of examinees
simultaneously. It was developed to
address the practical need of testing.
The test is usually objective and
responses are more or less restricted. It
does not lend itself for in-depth
observations of individual students.
there is less opportunity to establish
rapport or help students maintain
interest in the test. Additionally, students
are assessed on all items of the test.
Students may become bored with easy
items and anxious over difficult ones.
Information obtained from group tests is
not as comprehensive as those from
individual tests.
According to Test Constructor
- Classified based on the constructor, a
test may either be standardized or non-
standardized. Miller, Linn & Gronlund
(2009) enumerated four properties that
differentiate standardized tests from
classroom or informal tests: learning
outcomes and content measured;
quality of test items; realiability; and
administration and scoring
interpretation.
 STANDARDIZED TESTS
- Standardized tests are prepared by
specialists who are versed in the
principles of assessment. They are
administered to a large group of
students and examiners under similar
conditions. Scoring procedures and
interpretations are consistent.
 NON- STANDARDIZED TESTS
- Non- Standardized tests are prepared
by teachers who may not be adept at
the principles of test construction.
According to Mode of Interpreting Results
- Tests that yield norm-referenced
interpretations are evaluate
instruments that measure a student’s
performance in relation to the
performance of a group on the same
test.
According to Nature of Answer
 PERSONALITY TESTS
- were first developed in the 1920s,
initially intended to aid in the selection of
personnel in the armed forces. Since
then, quite a number of personality tests
were developed. A personality test has
no right or wrong answer, but it
measures one’s personality and
behavioral style.
 ACHIEVEMENT TESTS
- measure students’ learning as a result
of instruction and training experiences.
When used summatively, they serve as
a basis for promotion to the next grade.
In contrast, aptitude tests determine a
student’s potential to learn and do new
tasks.
 INTELLIGENCE TESTS
- measure learner’s innate intelligence or
mental ability. The first modern
intelligence test was published in 1905
by Alfred Binet and Theodore Simon.
Intelligence tests have continually
evolved because of efforts to accurately
measure intelligence. It had been
exploited 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.
 SOCIOMETRIC TEST
- measures interpersonal relationship in a
social group. Introduced in the 1930s,
the test allows learners to express their
preferences in terms of likes and
dislikes for other members of the group.
It includes peer nomination, peer rating
and socio-metric rankings of social
acceptance.
 TRADE OR VOCATIONAL TEST
- assesses an individual’s knowledge,
skills and competence in a particular
occupation. A trade test may consists of
a theory test and practical test. Upon
successful completion of the test, the
individual is given certification for
qualification.
Functions of Testing
 A. Instructional Functions
- Tests facilitate the clarification of
meaningful learning objectives.
- Tests provide a means of feedback to
the instructor and the student.
- Tests can motivate learning.
- Tests can facilitate learning.
- Tests are a useful means of
overlearning.
can take action in reducing or eliminating such
factors.
As for measures of typical performance these
include attitude, interest and personality
inventories; observation techniques; and peer
appraisals. Personality and interest inventories
provide insights into a learner’s personality
traits, interests and potential career preferences.

B. Administrative Functions PURPOSE OF ASSESSMENT

- Tests provide a mechanism of - There are three interrelated purposes of
- quality control. assessment. Knowledge of these
- Tests facilitate better classification and purposes and how they fir in the
placement decisions. learning process can result to a more
effective classroom assessment.
- Tests can increase the quality of
1. Assessment for Learning (AfL)
selection decisions.
- Assessment for Learning pertains to
- Tests can be useful means of
diagnostic and formative assessments
accreditation, mastery or certification.
tasks which are used to determine
C. Research and Evaluation
learning needs, monitor academic
- Tests are useful for program evaluation
progress of students during a unit or
and research. Tests are utilized in
block of instruction and guide
studies that determine effectiveness of
instruction.
new pedagogical techniques.
2. Assessment as Learning (AaL
D. Guidance Functions
- Assessment as Learning employs tasks
- Tests can be of value in diagnosing an
or activities that provide students with
individual’s special aptitudes and
an opportunity to monitor and further
abilities. The aim of guidance is to
their own learning to think about their
enable each individual to understand
personal learning habits and how they
his/her abilities and interests and
can adjust their learning strategies to
develop them so that he/she can take
achieve their goals.
advantage of educational, vocational
3. Assessment of Learning (AoL)
and personal opportunities.
- Assessment of Learning is summative
and done at the end of a unit, task,
ASSESSMENT
process or period. Its purpose is to
- Assessment comes from the Latin word
provide evidence of a student's level of
assidere which means “to sit beside a
achievement in relation to curricular
judge”. This implies that assessment is
outcomes.
tied up with evaluation.
NATURE OF ASSESSMENT
EVALUATION
- Assessment is a process that can be Relationship Among Measurement, Test and
placed in two broad categories: Evaluation
measures of maximum performance
and measures of typical performance - Figure 1.1 displays a graphical
(Miller, Linn & Gronlund, 2009).
relationship among the concepts of
Originally Cronbach made this
measurement, test and evaluation
classification for personnel selection
(Bachman, 1990). It shows that while
tests.
tests provide quantitative measures, test
results may be used for evaluation or
Maximum performance is achieved when
otherwise. Likewise, there are non-tests
learners are motivated to perform well.
that yield quantitative measures which
Assessment results from maximum performance
can be used for evaluative purposes or
manifest what students can do at their level best
research. It is clear in the diagram that
– their abilities and achievements. In this
tests are considered measurements
category, students are encouraged to aim for a
simply because they yield numerical
high score. Of course, there are factors that
scores. They are forms of assessment
affect a student’s optimal performance like noise
because they provide information about
and other distractions. Since teachers have
the learners and his/her achievement.
direct control over the testing environment, they
However, tests comprise only a subset
 of assessment tools. There are
qualitative procedures like observations
and interviews that are used in
classroom assessment. They add more
dimension to evaluation.
Figure 1.1. Venn Diagram of Measurement,
Tests and Evaluation (Bachman, 1990)
II. RELEVANCE OF ASSESSMENT
STUDENTS
- Through varied learner-centered and
constructive assessment tasks, students
become actively engaged in the learning
process. They take responsibility for
their own learning.
TEACHERS
- Assessment informs instructional
practice
PARENTS
- Education is a shared partnership.
Following this tenet, parents should be
involved in the assessment process.
ADMINISTRATORS AND PROGRAM STAFF
- Administrators and school planners use
assessment to identify strengths and
weaknesses of the program.
POLICYMAKERS
- Assessment provides information about
students’ achievements which in turn
reflect the quality of education being
provided by the school. With this
information, government agencies can
set or modify standards, reward or
sanction schools and direct educational
resources.
LEARNING KEY POINT
INTERPRETIVE EXERCISE
- Below is a portion of the memorandum
from the Department of Education.
Read the DepED guidelines and answer
the questions that follow.
DO 5, s. 2013 - Policy Guidelines on the
Implementation of the School Readiness
Year-End Assessment (SReYA)
for Kindergarten
1. Pursuant to Republic Act (RA) No.
10157 otherwise known as the
Kindergarten Education Act,
Kindergarten Education as the first
stage of compulsory and mandatory
formal education is vital for the holistic
development of the Filipino child.
2. Kindergarten Education is hereby
institutionalized as part of basic
education which was made effective
starting School Year (SY) 2011- 2012
following the Standards and
Competencies for Five-Year Old Filipino
Children. Along with the implementation
of this curriculum, an assessment tool
is deemed necessary. Thus, the
School Readiness Year-End
Assessment (SReYA) was restructured
and contextualized into 12 dominant
languages (Mother Tongue). The tool is
intended to assess the performance
level of all kindergarten pupils in the
elementary school system across
different developmental domains
aligned with the National early learning
Framework.
3. The SReYA aims to:
a. assess children's readiness across
the different developmental domains
(Physical Health and Well-being,
Motor Developmental,
Mathematics, Language and
Literacy. Sensory Perceptual,
Physical and Social Environment,
Character and Values Development,
and Socio-emotional Development:
b. utilize the results as basis for
providing appropriate interventions
to address specific needs of the
children; and
c. share with parents the results of
their child's assessment as basis for
helping them come up with home-
based activities for their
supplemental learning
4. The assessment shall not be treated as
an achievement test or final
examination, Hence, no child shall be
refused entry to Grade 1 based on the
results of this assessment.