PROF ED 9

LESSON 3, 4, 5
LESSON 3 Different Classifications of Assessment

Classifications and Their Types

1. Purpose
a. Educational
b. Psychological
2. Form
a. Paper-and-Pencil
b. Performance-based
3. Function
a. Teacher-made
b. Standardized
4. Kind of Learning
a. Achievement
b. Aptitude
5. Ability
a. Speed
b. Power
6. Interpretation of Learning
a. Norm-referenced
b. Criterion-referenced

Definitions

 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 assessments.
 Formative assessment – is a continuous process of gathering information about student learning
at the beginning, during, and after instruction so that the teachers can decide how to improve
their instruction until learners are able to meet the learning targets.
 Purpose:
Summative Assessment- to determine and record what the learners have learned.
Formative Assessment – is to track and monitor student learning and their progress toward the
learning target.
 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.
 Psychological Assessments- such as tests and scales, are measures that determine the learner’s
cognitive and non-cognitive characteristics.
o Examples of cognitive tests; that measure ability, aptitude, intelligence, and critical thinking.
o Affective measures are for personality, motivation, attitude, interest, and disposition.
o 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.
 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.
 Performance-based type of assessments- require learners to perform tasks, such as
demonstrations, arrive at a product, show strategies, and present information.
Examples includes 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.
 Standardized tests – have fixed directions for administering and scoring. They can be purchased
with test manuals, booklets, and answer sheets.
 Norm- when these tests were developed, the items were sampled on a large number of target
groups.
 The norm group’s performance is used to compare the results of those who took the test.
 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
 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.
 Achievement tests measure what learners have learned after instruction or after going through a
specific curricular program.
 Yaremko et al. 1982-Achievement is a measure of what a person has learned withing or
up to a given time.
 Arkinson- It is a measure of the accomplished skills and indicates what a person can do
at present.
 Kimball 1989 explained the traditional and alternative views on the achievement of
learners.
 Lohgman 2005, aptitudes are the characteristics that influence a person’s behavior that
aid goal attainment in a particular situation.
 Corno et al. 2002. Aptitudes refers to the degree of readiness to learn and perform well
in a particular situation or domain.
 Speed Tests- consist of easy items that need to be completed within a time limit.
Example of speed test is a typing test in which examinees are required to correctly type as many
words as possible given a limited time amount of time.
 Power Tests- consist of times with increasing level of difficulty, but time is sufficient to complete
the whole test.
Example of a power test was the one developed by the National Council of Teacher of
Mathematics that determines the ability of the examinees to utilize data to reason and become
more creative, formulate, solve, and reflect critically on the problems provided.
 Criterion-referenced test has a given set of standards, and the scores are compared to the given
criterion. An example is the 50-item test.
 The norm-referenced test interprets results using the distribution of scores of sample group
 Uses of norm- (1) A norm is the basis of interpreting a test score. (2) A norm can be used to
interpret a particular score.
LESSON 4 Planning a Written Test

 To design a well-planned written test, first and foremost, you should be able to identify the
intended learning outcomes in a course, where a written test is an appropriate method to use.
 Clear articulation of learning outcomes is a primary consideration in lesson planning because it
serves as the basis for evaluating the effectiveness of the teaching and learning process
determined through testing or assessment.
 Table of specifications (TOS), - sometimes called a test blueprint, is a tool used by the teachers
to design a test.

General steps in developing a TOS:

1. Determine the objectives of the test:

3 types of objectives: (1) cognitive (2) affective (3) psychomotor
Cognitive objectives are designed to increase an individual’s knowledge, understanding,
and awareness.
Affective objectives aim to change an individual’s attitude into something desirable.
Psychomotor objectives are designed to build physical or motor skills.
2. Determine the coverage of the test.
3. Calculate the weight for each topic. The weight assigned per topic in the test is based on the
relevance and the time spent to cover each topic during instruction.
4. Determine the number of items for the whole test.
5. Determine the number of items per topic.

Different formats of a test table of specification

(3) types of TOS: one-way. (2) two-way (3) three-way.

1. One-Way TOS- A one way TOS maps out the content or topic, test objectives, number of hours
spent, format, number. And placement of items.

2. Two-Way TOS – A two-way TOS reflects not the only content, time spent, and number of items but
also the levels of cognitive behavior targeted per test content based on the theory behind cognitive
testing.

3. Three-Way TOS – This type of TOS reflects the features of one-way and two-way TOS
LESSON 5 Construction of Written Tests

Major categories and formats of traditional tests.

1. Selected-response type, in which learners select the correct response from the given options.
2. Constructed-response type, in which the learners are asked to formulate their own answers.

Selected-Response Tests require learners to choose the correct answer or best alternative from
several choices.

 Multiple Choice Test. It is the most commonly used format in formal testing and typically
consists of a stem (problem), one correct or best alternative (correct answer), and three or more
incorrect or inferior alternatives (distractors).
 True-False or Alternative Response Test. It generally consists of a statement and deciding if the
statement is true (accurate/correct) or false (inaccurate/incorrect).
 Matching-Type Test. It consists of two sets of items to be matched with each other based on a
specified attribute.

Constructed-Response Tests require learners to supply answers to a given question or problem.

These include:

 Short Answer Test. It consists of open-ended questions or incomplete sentences that require
learners to create an answer for each item, which is typically a single word or short phrase. This
includes the following types:
 Completion. It consists of incomplete statements that require the
learners to fill in the blanks with the correct word or phrase.
 Identification. It consists of statements that require the learners to identify or recall the
terms/concepts, people, places, or events that are being described.
 Enumeration. It requires the learners to list down all possible answers to the question.
 Essay Test. It consists of problems/questions that require learners to compose or construct
written responses, usually long ones with several paragraphs.
 Problem-Solving Test. It consists of problems/questions that require learners to solve problems
in quantitative or non-quantitative settings using knowledge and skills in mathematical concepts
and procedures, and/or other higher-order cognitive skills (e.g., reasoning, analysis, critical
thinking, and skills).