THE NATURE OF
EDUCATIONAL ASSESSMENT
Assessment
- systematic basis for making inferences
about the learning and development of
students.
Measurement
- process of observing and recording the
observations that are collected as part of a
research effort.
Evaluation
- systematic assessment of the design,
implementation or results of an initiative for
the purposes of learning or decision-
making.
DISTINCTION AMONG ASSESSMENT,
MEASUREMENT AND EVALUATION
ASSESSMENT
The assessment should be carefully
prepared and administered to ensure its
reliability and validity. In other words, an
assessment must provide consistent results
and it must measure what it claims to
measure.
MEASUREMENT
The word measurement, as it
applies to education, is not substantially
different from when it is used in any other
field. It simply means determining the
attributes or dimensions of an object, skill or
knowledge. We use common objects in the
physical world to measure, such as tape
measures, scales and meters.
EVALUATION
Creating valid and reliable
assessments is critical to accurately
measuring educational data. Evaluating the
information gathered, however, is equally
important to the effective use of the
information for instruction.
PRINCIPLES OF ASSESSMENT
1. Fairness
This principle aims to create an
environment of equality and provide
learners with access to training, and that
those learners that require additional
assistance are not disadvantaged in the
process.
2. Flexibility
The Flexibility principle, much like the
Fairness principle, involves considering the
various needs of individual learners
during the Assessment process.
Assessment is flexible and considers the
individual learner by:
• Reflecting their needs
• Assessing their skills no matter how
or when they were acquired
• Considering a range of assessment
methods and using those that best fit
the context, unit, assessment
requirements and the individual
learner
3. Validity
It ensures that the Assessment decision is
based on evidence of performance.
Essentially, it means that the assessment
process does what it claims, assesses the
competency of the individual learner. In
order for this process to be valid, the
following is required:
• Assessments cover the broad range
of skills and knowledge required for
competent performance
• Assessment of knowledge and skills
is integrated with practical
application
• Assessment concludes that the
learner can demonstrate skills and
knowledge when required.
4. Reliability
refers to the consistency of Assessment
outcomes, meaning that given the same
conditions for the same unit of
competency, all assessors should reach
the same conclusion regarding the
competency of the learner.
Characteristics of Modern Educational
Assessment
RESPONSIVE
Visible performance-based work (as a
result of assessment) generates data that
inform curriculum and instruction.
FLEXIBLE
Assessment need to be adaptable to
students’ settings.
INTEGRATED
Assessments are to be incorporated into
day-to- day practice rather than as add-ons
at the end of instructions or during a single
specified week of the school calendar
INFORMATIVE
The desired 21st century goals and
objectives are clearly stated and explicitly
taught.
MULTIPLE METHODS
An assessment continuum that includes a
spectrum of strategies is the norm.
COMMUNICATED
Communication of assessment data is
clear and transparent for all stakeholders.
TECHNICALLY SOUND
Adjustments and accommodations are
made in the assessment process to meet
the students’ needs and fairness.
SYSTEMIC
21st century assessment is part of a
comprehensive and well-aligned
assessment system that is balanced and
inclusive to all.
THE NEED OF EVALUATION
1. It helps the teacher to determine,
evaluate and refine his
instructional techniques.
2. Education is a complex process.
Thus, there is a great need of
continuous evaluation of its
processes and products.
3. It helps an administrator. In
educational planning and decisions
on selections, classification and
placement.
4. The parents are eager to know
about the educational progress of
their children and evaluation alone
can assess the pupils’ progress
from time to time
5. A sound choice of objectives
depends on an accurate information
regarding pupil’s abilities, interest,
attitude and personality traits and
such information is obtained through
evaluation.
6. Evaluation helps us to know whether
the instructional objectives have
been achieved or not. As such
evaluation helps planning of better
strategies for education.
7. A sound program of evaluation
clarifies the aims of education and it
helps us to know whether aims and
objectives are attainable or not. As
such, it helps in reformulation of
aims and objectives.
8. Evaluation studies the ‘total child’
and thus helps us to undertake
special instructional programs like
enrichment program, for the bright
and remedial programs for the
backward.
9. It helps a student in encouraging
good study habits, in increasing
motivation and in developing abilities
and skills, in knowing the results of
progress and in getting appropriate
feedback.
10. It helps us to undertake appropriate
guidance services.
The Roles of Assessment in the
Teaching of Social Sciences
Assessment - plays a crucial role in the
teaching of social sciences. It helps
instructors evaluate student learning,
provides feedback, and informs instructional
decisions.
1. Evaluation of Learning
Assessment allows instructors to
evaluate students' understanding and
mastery of social science concepts,
theories, and skills. Through quizzes,
exams, essays, and projects, instructors
can measure the depth of students'
knowledge and identify areas where further
instruction may be needed.
2. Feedback and Support
Assessment provides valuable feedback
to students about their performance,
strengths, and areas for improvement.
Timely and constructive feedback helps
students understand their learning gaps,
identify their strengths, and make necessary
adjustments to enhance their understanding
of social sciences.
3. Informing Instructional Decisions
Assessment data helps instructors make
informed instructional decisions. By
analyzing assessment results, instructors
can identify common misconceptions, gaps
in understanding, and areas of student
interest.
4. Monitoring Progress and
Accountability
Assessment is a means of monitoring
student progress throughout the learning
process. Regular assessments help
instructors evaluate the effectiveness of
their teaching methodologies and identify
areas where instructional adjustments may
be needed.
5. Promoting Metacognition and Self-
Reflection
Assessment encourages students to
engage in metacognitive processes, such
as self-reflection and self-assessment. By
reflecting on their performance and
understanding, students develop a deeper
awareness of their own learning processes.
Recent Trends in Classroom
Assessment
1. Formative Assessment
Formative assessment involves gathering
feedback on students' learning progress
during instruction to guide future teaching
and learning activities. Unlike traditional
summative assessments that occur at the
end of a unit or course, formative
assessments are ongoing and provide real-
time insights into students' understanding.
2. Authentic Assessment
Authentic assessment focuses on
evaluating students' abilities to apply
knowledge and skills in real-world contexts.
Unlike traditional assessments that rely
heavily on multiple-choice questions,
authentic assessments require students to
engage in meaningful, real-life tasks. This
could include project-based assessments,
portfolios, or simulations that simulate real-
world scenarios.
3.Technology-Enhanced Assessment
Technology has revolutionized the way we
assess students in the classroom. With the
advancements in digital tools and platforms,
educators can leverage technology to
enhance the assessment process. This
includes online quizzes, interactive
simulations, and automated grading
systems.
4. Competency-Based Assessment
Competency-based assessment focuses on
measuring students' mastery of specific
skills or knowledge areas. It shifts the focus
from a time-based approach to a
competency-based approach, where
students advance at their own pace based
on their individual strengths and needs.
5. Data-Driven Assessment
Data-driven assessment involves the
collection and analysis of student
performance data to inform instructional
decisions. By examining assessment data,
educators can identify patterns, trends, and
areas where students are struggling.
Assessment Standards for Teachers
1. Clear Learning Objectives
Before assessing students, it is essential for
teachers to have clear learning objectives.
These objectives outline what students
should know and be able to do by the end of
a specific unit or course.
2. Valid and Reliable Assessments
Valid assessments measure what they
intend to measure, while reliable
assessments consistently produce similar
results when administered multiple times.
3. Differentiated Assessments
Students have different learning styles,
abilities, and needs. To account for this,
teachers should provide differentiated
assessments that cater to the diverse
strengths and weaknesses of their students.
Differentiated assessments can be in the
form of alternative assignments, flexible
deadlines, or modified tasks to meet
individual needs.
4. Timely and Constructive Feedback
Feedback is a vital component of the
assessment process. Teachers should
provide timely and constructive feedback to
students, highlighting their strengths and
areas for improvement. Feedback should be
specific, actionable, and aligned with the
learning objectives.
5. Fairness and Equity
Assessment should promote fairness and
equity among students, regardless of their
background, abilities, or circumstances.
Teachers should ensure that assessment
tasks are culturally sensitive, free from bias,
and inclusive. They should consider the
diverse needs of their students and make
necessary accommodations, such as
providing extra time or alternative formats.
Properties of Assessment Methods
1. Reliability
Reliability refers to the consistency of
assessment results when the same
assessment is administered two or more
times. A reliable assessment method will
produce consistent, stable, and dependable
results over time.
2. Validity
Validity is the property of an assessment
method that measures what it is intended to
measure. A valid assessment is one that
accurately measures the learning outcomes
that it is designed to measure.
3. Practicality
Practicality refers to the ease of
implementation and administration of an
assessment method. Practicality considers
the resources required such as time,
money, and equipment, and the feasibility of
implementing the assessment method in a
given context.
4. Feasibility
Feasibility refers to the suitability and
appropriateness of an assessment method
to the context in which it is being used.
Feasibility considers the cultural and ethical
appropriateness of the assessment
method in a given context.
Ethics in Assessment
1. Fairness and Equity
Fundamental ethical principles in
assessment. It is essential to provide all
students with an equal opportunity to
demonstrate their knowledge and skills.
Assessments should be free from bias,
discrimination, and unfair advantages or
disadvantages.
2. Confidentiality and Privacy
Respecting students' confidentiality
and privacy is another crucial aspect of
ethical assessment. Assessment results
should be treated as confidential information
and shared only with authorized individuals,
such as the student, parents, or relevant
school personnel.
3. Transparency and Communication
Transparency and clear communication are
ethical principles that promote trust and
understanding in assessment. Teachers
should clearly communicate assessment
criteria, expectations, and evaluation
methods to students.
4. Validity and Reliability
Maintaining the validity and reliability of
assessments is an ethical responsibility.
Valid assessments measure what they
intend to measure, while reliable
assessments produce consistent and
accurate results. Teachers should ensure
that assessment tasks align with the
learning objectives and evaluate the desired
knowledge and skills.
5. Avoiding Harm and Stress
One of the ethical considerations in
assessment is minimizing harm and stress
to students. Assessments should be
designed and administered in a way that
does not cause unnecessary anxiety,
distress, or harm to students.
Assessment and Evaluation of Social
Science Learning
Informative evaluation of learning in Social
Science
 Assessment in the Cognitive Domain
 Assessment in the Affective Domain
 Assessment in the Psychomotor
Domain
Assessment in the Cognitive Domain
Assessment
a measure of what students are learning.
It’s a collection of information students
learning which its purpose is to improve
student learning progress. Assessment
measures are based on how well students
are meeting learning objectives and
curricular goals.
Cognitive domain
One of three learning domains, focuses on
intellectual skills and knowledge acquisition,
and can be assessed using various
assessment instruments.
Assessment tools used to measure the
Cognitive Domain
Fixed-Response Instruments
Test items prompt the student to select their
answer from the response options.
E.g. Multiple-choice test, Matching type test,
True-false test
Free-Response Instruments
A test in which the responders must create
a response or product than choice a
response from supplied with the item.
E.g. Essay Questions, Problem Scenarios,
Open-Ended Questions
Performance Test
Also known as alternative or authentic
assessment, is a form of testing that
requires to perform a task rather than select
answer from a ready-made list.
E.g. Debates, Teaching Demonstration,
Roleplays
Assessment in the Affective Domain
What is an affective domain?
 Affective domain describes
learning objectives that emphasize a
feeling tone, an emotion, or a degree
of acceptance or rejection.
 Assessment on the affective
domain is not only on the part of
teachers to know information about
students. It is also useful for student
themselves, Self-awareness of
feelings, emotions, and attitudes can
make students-reflect on how they
are in the process of learning.
Affective assessment does not determine
the grades the students get. It rather helps
teachers determine what steps need to be
taken to help students achieve academic
success.
David Krathwol’s Taxonomy of Affective
domain
THE AFFECTIVE VARIABLES TO
LEARNING
Attitudes
A person's reaction whether negative or
positive, favorable or unfavorable toward an
object, activity, person, or environment.
Values and Beliefs
Values are characteristics or traits that a
person holds in high importance.
Beliefs, on the other hand, refer to our
convictions or opinions we hold to be true
even without evidence.
Interest
A psychological state that draws a person’s
attention to an object, idea, or event.
Motivation
An inner drive, impulse, emotion, or desire
that moves one to a particular action. It
arouses and sustains behavior.
Self-confidence.
How a person feels about his or her abilities
to accomplish a task or reach a goal.
Assessment tools used to measure
affective learning
Rating scale
A set of categories designed to elicit
information about a quantitative attribute in
social science.
Checklists
A checklist is a form of self-report that asks
persons to indicate whether they
demonstrate a set of qualities or behaviors.
Creativity tests
 Tests designed to measure creativity
in children or adults.
 These tests evaluate mental abilities
in ways that are different from—and
even diametrically opposed to—
conventional intelligence tests.
Attitude inventory
This self-evaluation inventory may help you
see that it is your attitude, inner beliefs, and
your picture of how life should be that is
causing most of your anxiety.
Observation Instrument
A test where an observer watches a
participant perform a task and rates their
performance, making it possible to evaluate
skills or abilities that are difficult to measure
using “traditional” assessments.
Assessment in the Psychomotor Domain
Bloom’s Taxonomy –
Psychomotor Domain
includes physical movement, coordination,
and use of the motor-skill areas.
Development of these skills requires
practice and is measured in terms of speed,
precision, distance, procedures, or
techniques in execution.
7 MAJOR CATEGORIES (Simpson, 1972)
1. Perception (awareness)
- the ability to use sensory cues to guide
motor activity. This ranges from sensory
stimulation, through cue selection, to
translation.
Key words: chooses, describes, detects,
differentiates, distinguishes, identifies,
isolates, relates, selects.
2. Set
- Readiness to act. It includes mental,
physical, and emotional sets. These three
sets are dispositions that predetermine a
person's response to different situations
(sometimes called mindsets).
Key words: begins, displays, explains,
moves, proceeds, reacts, shows, states,
volunteers.
3. Guided Response
- The early stages in learning a complex
skill that includes imitation and trial and
error. Adequacy of performance is achieved
by practicing.
Key words: copies, traces, follows, react, 5. Skilled Movements
reproduce, responds. 6. Nondiscursive communication

Performance Tests/Assessment
4. Mechanism (basic proficiency)
- This is the intermediate stage in often called "authentic assessments",
learning a complex skill. Learned responses it provides for a teacher to evaluate
have become habitual and the movements knowledge through the use of engaging
can be performed with some confidence activities. Students are not forced to
and proficiency. complete multiple choice questions, instead
they are asked to construct, record, display
Key words: assembles, calibrates, or explore topics through presentations and
constructs, dismantles, displays, fastens, writing. Those instructors who use
fixes, grinds, heats, manipulates, measures, performance assessments require students
mends, mixes, organizes, sketches. to not only memorize information, but more
importantly encourages them to synthesize
5. Complex Overt Response (expert) knowledge through data collection,
- The skillful performance of motor acts reflection and constructive assignments.
that involve complex movement
patterns. Proficiency is indicated by a quick,
accurate, and highly coordinated Different Types of Assessment Tools
performance, requiring a minimum of 1. Checklist - Progress assessment
energy. This category includes performing containing a list of critical elements in
without hesitation, and automatic psychomotor skills.
performance. 2. Logs - Progress assessment containing
a list of critical elements in psychomotor
Key words: assembles, builds, calibrates, skills
constructs, dismantles, displays, fastens, 3. Statistic Sheet - Product data about
fixes, grinds, heats, manipulates, measures, motor performance that can be used in
mends, mixes, organizes, sketches. Social Studies.
4. Rating Scale - List of critical forms or
6. Adaptation tactical elements where the assessor rates
- Skills are well developed and the each element on a quality scale, similar to
individual can modify movement patterns to rubric but less complex.
fit special requirements. 5. Score Sheets – A self-assessment that
lets students reflect product accuracy and
Key words: adapts, alters, changes, lets students be score keepers.
rearranges, reorganizes, revises, varies.
6. Skill test classification
7. Origination 6.1 Accuracy - Based on skill test
- Creating new movement patterns to fit a 6.2 Repetitive - Performance Test
particular situation or specific problem. 6.3 Total Body Movement Test
Learning outcomes emphasize creativity 6.4 Distance/Power Performance Test
based upon highly developed skills.
Records of Observation
Key words: arranges, builds, combines,
composes, constructs, creates, designs, The term observational tools and
initiate, makes, originates. techniques are not synonymous, although
they are used interchangeably by many
5 MAJOR CATEGORIES (Dave, 1970) persons. An observation technique
1. Imitation generally implies the use of a particular
2. Manipulation observational tool such as rating scale, a
3. Precision checklist, etc. However, the process of
4. Articulation Observing and recording an individual’s
5. Naturalization behavior is what is meant by the phrase
“observation technique”.
6 MAJOR CATEGORIES (Harrow, 1972)
1. Reflex Movements
2. Fundamental Movements Types of Observation Tools
3. Perceptual Abilities
4. Physical Abilities (fitness) 1. Check list - a method of recording
whether a characteristic is present or
 absent or whether an action was or was Common Errors in Rating Scale
not taken place. It provides a simple yes There are certain factors which causes
– no judgment. errors in rating. These factors can be:
• Personal bias
Advantages: • Generosity Errors
- Checklist is adapted to most subject • Central Tendency Error
matter areas. • Logical Error
- Checklist is useful in evaluating those • Halo Effect
learning activities that involve a
procedure. Anecdotal Records
- Process record observations. factual description of the meaningful
- Checklist objectively evaluates traits or incidents & events that the teacher has
characteristics. observed in the pupil’s lives. Each incident
Disadvantages: should be written down shortly after it
- Check list does not indicate quality of happens. The descriptions may be recorded
performance. on separate card or as running accounts
one for each pupil, on separate pages in a
Construction of Check lists notebook.
While constructing or preparing checklists
following points to be kept in mind. Assessment of Individual Student
- Express each item in clear, simple  The process of evaluating and
language. measuring a student's knowledge,
- Avoid negative statements wherever skills, abilities, and performance
possible. in an educational setting.
- Make sure that each item is clearly yes or
no; true it false and the like. 1. Formative Assessment
- Review the items independently. • assessment occurs during the
learning process.
2. Rating Scale • It is intended to provide ongoing
- a standardized method of recording, feedback to both the teacher and the
interpretation of behavior, with this student to help improve learning.
technique, students / individuals rated on a • E.g. quizzes, class discussions, and
scale from low to high with respect to a peer reviews.
particular trait.
2. Summative Assessment:
used to evaluate a student's overall
Types of Rating Scales performance at the end of a learning period,
such as a semester or school year. Ex. final
Numerical Rating Scale exams, standardized tests, and end-of-
- the rater checks or circles a number to course projects.
indicate the degree to which a characteristic
is present. 3. Diagnostic Assessment:
used to identify a student's strengths and
Ranking Methods weaknesses in order to tailor instruction to
- In this approach, the pupils being rated are their specific needs. These assessments
ranked in the order in which the rater can help educators understand where a
estimates those possess the characteristics student may need extra support.
being judged. There are modifications of
ranking methods which are time consuming 4. Portfolio Assessment:
procedures. The advantage of ranking involves collecting and evaluating a
method is that it requires the rater to student's work and projects over time. It
differentiate among pupils being rated and provides a comprehensive view of a
place them in relative order from high to student's progress and can include various
low. types of work, such as essays, artwork, and
presentations.
Qualities of a Rating Scale
• Clarity 5. Performance Assessment:
• Reliance students are asked to perform a task or
• Precision variety demonstrate a skill to show their
• Objectivity understanding and competence. Examples
• Uniqueness include science experiments, oral
presentations, and art performances.

6. Self-Assessment: Encouraging students
to reflect on their own learning and set goals
for improvement can be a valuable part of
assessment. Self-assessment can help
students take ownership of their learning.
7. Peer Assessment: In some cases,
students assess the work of their peers.
This can provide a different perspective on
a student's performance and help them
develop critical evaluation skills.
8. Observational Assessment: Teachers
may observe students in the classroom to
assess their behavior, participation, and
engagement in the learning process. This
can be particularly useful for younger
students or in informal learning settings.
9. Rubric-Based Assessment: Rubrics are
scoring tools that outline criteria for
evaluating student work. They provide clear
expectations and criteria for assessment,
making the evaluation process more
objective.
10. Standardized Testing: These are
assessments that are administered and
scored in a consistent, standardized
manner. They are often used for large-scale
comparisons of student performance and
may be required by educational authorities.
Assessing Intellectual Maturity
the process of evaluating an individual's
cognitive development, intellectual
abilities, and readiness for advanced
thinking and problem-solving tasks.
1. Cognitive Abilities: Assessing
intellectual maturity often involves
measuring a person's cognitive abilities,
such as critical thinking, abstract reasoning,
logical reasoning, and problem-solving
skills. This can be done through
standardized cognitive assessments and
tests.
2. Emotional Intelligence: Assessments
may include evaluating a person's ability to
recognize and manage their own emotions
and the emotions of others. This can be
done through surveys, questionnaires, or
interviews.
3. Social Development: Assessing
intellectual maturity may also consider an
individual's social development, including
their ability to interact with others,
empathize, and collaborate effectively.
Observations, peer assessments, or self-
reports can be used to gauge social skills.
4. Creativity: Intellectual maturity often
involves creativity and the ability to think
outside the box. Assessments may include
tasks that require individuals to come up
with innovative solutions to problems or
engage in creative activities, such as art or
writing.
5. Moral and Ethical Development:
Assessments in this area may involve
scenarios or dilemmas that require
individuals to make moral judgments and
decisions.
6. Metacognition: Assessments of
intellectual maturity may consider
metacognitive skills, which involve self-
awareness and the ability to monitor and
regulate one's own thinking and learning
processes.
7. Educational Achievement: Academic
performance, including grades and
achievements in various subjects, can be
used as an indicator of intellectual maturity,
although it should not be the sole measure.
8. Life Experiences: Intellectual maturity
can be influenced by life experiences,
including exposure to diverse cultures,
challenges, and opportunities. Assessments
may consider an individual's life
experiences and how they have contributed
to their intellectual growth.
9. Interviews and Self-Reflection:
Qualitative methods, such as interviews and
self-reflection exercises, can be used to
gain insights into an individual's intellectual
maturity by allowing them to express their
thoughts, experiences, and perspectives.
10. Developmental Psychology
Frameworks: Psychologists often use
developmental psychology theories, such as
Jean Piaget's stages of cognitive
development or Lawrence Kohlberg's
stages of moral development, as
frameworks to assess intellectual maturity in
specific domains.
Assessing Student Behavior
involves the systematic evaluation of
students' actions, conduct, and interactions
in an educational setting. This assessment
aims to understand and manage student
behavior, promote a positive learning
environment, and support students' social
and emotional development.
1. Observation: Teachers and educators
often observe students in various contexts,
such as the classroom, playground, or
cafeteria. Observations can provide insights
into students' behavior patterns, interactions
with peers and teachers, and their
engagement in learning activities.
2. Checklists and Behavior Logs: These
tools are used to record specific behaviors
over time. Teachers can use checklists to
monitor behaviors like attendance,
participation, on-task behavior, and
adherence to classroom rules. Behavior
logs track behavior patterns and can help
identify trends or triggers for certain
behaviors.
3. Behavioral Assessments: Conducting
formal behavioral assessments involves
using standardized instruments and
methods to gather data on a student's
behavior. Functional behavior assessments
(FBAs) are commonly used to identify the
function or purpose of challenging behaviors
and develop interventions to address them.
4. Self-Reports: Older students may be
asked to self-assess their behavior, using
questionnaires or journals. This can provide
valuable insights into their own perceptions
of their behavior and how it may be affecting
their learning.
5. Peer and Parent Feedback: Gathering
input from peers and parents can offer a
more comprehensive view of a student's
behavior. Peers may provide insights into
how a student interacts with others, while
parents can offer information about behavior
outside of the school environment.
6. Behavioral Interviews: Conducting
interviews with students to discuss their
behavior and feelings can help identify
underlying causes of certain behaviors and
allow students to express their needs and
concerns.
7. Functional Analysis: In cases of
challenging behavior, a functional analysis
may be conducted to identify antecedents
(events or triggers), behaviors, and
consequences. This analysis can help
determine the function of the behavior and
guide intervention strategies.
8. Behavior Intervention Plans (BIPs):
When problematic behaviors are identified,
educators and specialists may develop BIPs
to outline strategies for addressing and
modifying those behaviors. These plans are
individualized and aim to promote positive
behavior and replace undesirable ones.
9. Behavior Rating Scales: Standardized
behavior rating scales, completed by
teachers, parents, or students themselves,
can be used to assess specific behaviors or
social-emotional skills. Examples include
the Behavior Assessment System for
Children (BASC) and the Social Skills
Improvement System (SSIS).
10. Digital Tools and Apps: There are
various digital tools and apps designed to
help educators track and manage student
behavior more efficiently. These tools often
include features for data collection, analysis,
and reporting.
Evaluating Student Learning in Social
Science
Evaluating the Cognitive Domain
Essay Test
 A type of test which tests the
student’s capability to express,
argue and construct their own ideas
through a written format. This type of
test goes deeper into the learner’s
own critical thinking and writing skills
which makes this test different than
any conventional type of tests.
 It is derived from the French term
“essayer” which means “to try” or “to
attempt”.
TWO TYPES OF ESSAY TEST
 Restricted Essay Test
 Non-Restricted Essay Test
ESSAY TEST: RESTRICTED RESPONSE
(CLOSE ENDED QUESTION)
 Students are required to output short
but concise answers to a topic.
 Limited content is restricted solely
on the scope of a specific topic
being discussed
e.g. Write a short essay
summarizing the events of the
Reformation Period.
ESSAY TEST:
NON-RESTRICTED/EXTENDED
DIFFERENCE BETWEEN RESTRICTED
AND NON-RESTRICTED RESPONSE
Restricted
 The scope of the answers is
restricted.
  The difficulty in writing a restricted
response essay is light.
 Restricted response is more
preferred in finding specific learning
objectives.
 Restricted response is easy to
score.
 It is always fact-checked.
Non-restricted/Extended
 The answers are not restricted.
 It is much more difficult to construct.
 It is focused more on the behaviors,
attitude, mood, mindset of the
person answering.
 It is much more difficult to score.
 Extended response takes into
consideration the skill in generating
ideas.
Advantages and Disadvantages of Essay
Type Tests
Advantages
 It allows creative freedom to
construct an answer based on the
topic.
 It is constructing not selecting.
 It allows students ample time to
prepare an answer on the given
question.
 It measures higher level cognitive
skills, originality, difficulty and
cohesion of answers.
Disadvantages
 It is time consuming.
 Although it allows creative freedom,
it is some form bound to the scope
of the topic or question.
 It is time consuming to prepare and
answer as well as being difficult to
score or rate.
 The evaluation is highly subjective.
 It carries some form of personal
attachment depending on the topic
or question.
COMPLETION TYPE TESTS
FILLING IN THE BLANKS
 It is a type of completion test
wherein it contains statements which
must be completed by providing an
answer on the blank spaces.
 This type of test usually requires
specific information such as names
of people, dates, events, location, or
definition of terms.
DEFINING TERM OR CONCEPT
 A concept is described as an idea
that is conceived in the mind,
thought and notion.
 A concept is also defined as an
abstract idea that is generalized
from particular instances.
 A term is defined as a word or
phrase which is used to describe
something or a concept.
 Examples: Finding the definition of
terms on the following phrases:
Perspicacity, Accumulate,
Cacophony.
 Examples of concepts are: Theories,
Thought, Truth, Values etc.
QUESTION ANSWERING
 A question is defined as a sentence
that is worded or expressed with the
intent to elicit information from
different sources.
 In this context, answering a question
is a type of completion test which
aims to evoke or draw out a
response or reply or answer a
particular question.
ADVANTAGES AND DISADVANTAGES
OF QUESTION ANSWERING
Advantages
• Scoring is easy.
• Grading is also easy.
Disadvantages
• Memorization is the key
requirement.
SIMPLE RECALL
 A simple recall test is defined as a
test of memory by which a person is
presented with a stimulus (examples
are transitional questions like “What
did we discuss last time?”) and then
that person is asked to recall as
many information as possible.
 Examples are: filling in the blanks,
enumeration and identification type
of test.
IMPORTANCE OF COMPLETION TYPE
TEST
 Completion type test is important in
the sense that it is much easier to
measure lower level cognition
assessment.
 It is better to assess the
memorization skills of the learners.
ENUMERATION TYPE TESTS
SELECTION TYPE TEST
  Selection type test is described as a
type of test by which students are
supplied with questions and potential
answers and the students taking the
test must choose one answer.
 Example of selection type test is
multiple choice.
TRUE OR FALSE TEST
 True or false test is a type of
selection test which contains a
series of question that can either be
true or false.
 This type of test is usually utilized to
assess surface level knowledge but
it can be modified in a way that it
can assess to a higher level of
knowledge. Example is the modified
true or false.
ADVANTAGES AND DISADVANTAGES
OF TRUE OR FALSE TYPE TEST
Advantage/s
• Scoring is easy
Disadvantages
• Considered to be “one of the most
unreliable forms of assessment”
(Weimer, 2018).
• It can be written in a way that all
statements are true but it is not.
• Guessing is rewarded.
MATCHING TYPE TEST
 Matching type test is described as a
test which measures the ability to
determine the relationship between
a set of similar terms or answers that
corresponds to a specific question.
MULTIPLE CHOICE
 Is defined as a type of test which a
question is paired with several
possible answers and students are
tasked to choose the best answer
among several answers to the
question.
 One example of a multiple-choice
type of test are questionnaires that
showcases 4 several answers to one
question.
ADVANTAGE AND DISADVANTAGE OF
MULTIPLE CHOICE
Advantages
• It is not difficult to score.
• It can be constructed to evaluate
higher levels of thinking.
• It can accommodate lots of content
within a limited time frame.
Disadvantages
• It is literacy-skill based.
• Guessing is an option.
• Can be easily influenced by
information that can be
misinterpreted.
• Good question making always takes
time.
EVALUATING THE AFFECTIVE DOMAIN
The affective domain in education pertains
to emotional and social aspect of learning. It
encompasses attitudes, values, emotions,
and belief that influences a student’s
behavior, motivation, and interaction with
the learning process and broader
environment.
IMPORTANCE OF EVALUATING
ATTITUDES
Evaluating attitudes and values is crucial
because it provides insights into students’
motivation, perspective and emotional
responses of learning.
SAMPLE CHECKLIST FOR EVALUATING
ATTITUDES
Attitudes evaluation involves the systematic
assessment of an individual’s opinion,
beliefs, feelings, and inclination towards a
particular subject, concept, or situation.
IMPORTANCE OF USING CHECKLIST
• Organization
• Efficiency
• Accuracy
• Complexity
• Consistency
SEMANTIC DIFFERENTIAL SCALE
• Semantic differential scale are a
type of rating scale used in survey
and research to measures the
connotative meaning of concept,
objectives, or ideas.
• Semantic differential scale measure
attitudes by capturing the emotional
and evaluative dimensions
associated with a particular subject.
THURSTONE AND LIKERT TYPE
SCALE
• The Thurstone scale, developed by
Louis Leon Thurstone, involves
 creating a set of statement or items
related to a particular construct.
• The Likert scale, developed by
Rensis Likert, is commonly used
rating scale where respondents
indicate their level of agreement or
disagreement.
LIKERT SCALE
ADVANTAGES:
1. Likert scales can help reduce bias
and ambiguity, by offering a range of
options instead of a binary yes or no.
2. They can also capture the intensity
and direction of respondents’ feelings,
which can reveal important insights into
their motivations, preferences, and
challenges.
DISADVANTAGES:
1. They may also introduce
measurement errors, such as social
desirability, acquiescence, or central
tendency biases, which can affect the
validity and accuracy of the data.
THURSTONE SCALE
ADVANTAGES:
1. The Thurstone scale allows you to
write as many statements as you want.
2. You can be assured of your survey
reliability because the judges that will
rate your scale are highly
knowledgeable.
DISADVANTAGES:
1. The Thurstone scale is time-consuming.
This is because the questions are created
and administered in two tedious steps that
involve lots of time.
2. Limited answer options. With the
Thurstone scale, there are no in-between,
just two options. Either you agree or you
disagree.
COMPARISON OF THURSTONE SCALE
AND LIKERT SCALE
• Both scale aim to measures
attitudes or opinions, but they differ
in their development and format
EVALUATING THE
PSYCHOMOTOR DOMAIN
PSYCHOMOTOR DOMAIN
The psychomotor domain is a critical
aspect of education, focusing on the
development of physical skills, coordination,
and actions. Assessing this domain is
essential to measure the practical abilities
students acquire. Evaluating the
psychomotor domain means judging how
well someone can use their body or hands
to do things like sports, craft, or physical
movement.
The psychomotor domain is skill based.
It is steeped in a demonstration and three
practical instructional levels -
1. Imitation,
2. Practice, and
3. Habit.
PSYCHOMOTOR SKILLS
Psychomotor skills are classified
under unspecified number of types. They
range from simple skills that don't require
many muscles (organs/senses) to be used,
the skills that many muscles are used, and
circulation skills that requires a body-to-
body activity
Skill: The ability to perform kinesthetic
activity in an easy, precise, harmonious way
with the constant changing circumstances.
Psychomotor: - It is related to mental
abilities, adaptive abilities, general skill and
motor skills. Skill is the ability to do
something well.
Elements to be Considered in Student
Performance
1. Practice and Experience
The amount of practice and
experience a student has in a particular skill
greatly influences their performance level.
2. Learning Curve
Recognizing that students might
progress through different stages of skill
acquisition, from novice to expert, and
evaluating their performance accordingly.
3. Feedback and Reflection
Providing constructive feedback and
encouraging students to reflect on their
performance helps them identify areas for
improvement.
4. Context
Considering the context in which the
skill is being evaluated—whether it's a
controlled environment, real-world scenario,
or simulation.
COMMON TOOLS USED in EVALUATING
PSYCHOMOTOR DOMAIN
1. Observation
The term observational tools
and techniques are not synonymous,
although they are used interchangeably by
many persons. An observation technique
generally implies the use of a particular
observational tool such as rating scale, a
checklist, etc. However, the process of
observing and recording an individual's
behavior is what is meant by the phrase
"observation technique".

ADVANTAGES OF OBSERVATION
1. Frequent observation of a student's work
and work habits can provide a continuous
check on his progress.
2. Observational data provide teachers with
valuable supplementary information, much if
which could not be obtained in any other
way.
3. The errors or problems, as they arise can
be immediately directed and corrective
action taken quickly.

CHECK LIST
It is basically a method of recording
whether a characteristic is present or absent
or whether an action was or was not taken
place. It provides a simple "yes - no"
judgment.

Advantages:
• It is adapted to most subject matter
areas.
• It is useful in evaluating those
learning activities that involve a
procedure.
• Process record observations.
• It objectively evaluates traits or
characteristics.

RATING SCALE
Rating scale is a standardized
method of recording, interpretation of
behavior, with this technique students/
individuals rated on a scale from low to high
with respect to a particular trait.

PERFORMANCE SETTING
Performance testing in evaluating
the psychomotor domain involves assessing
how well a person can physically perform
certain tasks or skills. It focuses on their
ability to coordinate movements, handle
objects, and demonstrate motor skills. This
type of testing aims to determine the
person's level of proficiency, accuracy, and
speed in executing specific actions that
require physical abilities. Performance
testing helps educators understand how
effectively someone can apply what they've
learned in real-world scenarios, whether it's
playing an instrument, conducting a
scientific experiment, or performing a
medical procedure.