Test is one form of assessment.

It is a method of Testing measures the level of skill or knowledge

measuring a person's ability, knowledge, or that has been reached.
performance in a given domain.
Measurement is assigning numbers to represent Evaluation is used to make a judgement or put a
how much of a particular quality a student has value to the learning and the achievement of the
demonstrated. outcomes based on established criteria.
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 Placement Assessment - used to determine the Learner's prerequisite skills, degree of mastery of the course
goals, and/or best modes of learning.

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 Placement Assessment - used to determine the Learner's prerequisite skills, degree of mastery of the course
goals, and/or best modes of learning.

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 During an instructional process, the main concern of a classroom teacher is to monitor the learning progress of
the students.
 If it is not achieved, the teacher will give a group or individual remediation and consider the following
assessment.
 A type of assessment used to monitor the learning progress of the students during instruction.

Purposes:
 To provide immediate feedback to both the student and teacher regarding the success and failures of learning;
 To identify the learning errors that are in need of correction;
 To provide teachers without information on how to modify instruction; and
 To improve learning and instruction.
Purposes:
 To determine the extent to which the instructional
objectives have been met;
 To certify student mastery of the intended learning
outcomes as well as use it for assigning grades;
 To provide information for judging the appropriateness
of the instructional objectives; and
 To determine the effectiveness of instruction.
 Used to describe student performance according to
relative position in some known group.

 It is assumed that the level of performance of the

students will not vary much from one class to another
class.
 Used to describe student performance according to a
specified domain of clearly defined tasks.

 Used when the teacher wants to determine how well

the students have learned specific knowledge or skills in
a certain course or subject matter.
Example: Multiple binomial terms correctly.
Non-standardized Test vs. Standardized Test
 Non-standardized Test: Type of test developed by the
classroom teachers.
 Standardized Test: Type of test developed by test
specialists, and is administered, scored and interpreted
using a certain standard condition.
Objective Test vs. Subjective Test
 Objective Test: Type of test in which two or more
evaluators give an examinee the same score.
 Subjective Test: Type of test in which the scores are
influenced by the judgment of the evaluators, meaning
there is no one correct answer.
 Supply type items/Constructed response test. It requires
students to create and supply their own. Answer or
perform a certain task to show the. mastery of knowledge
or skills
 FIXED-RESPONSE TEST : Is a type of test that requires the
examinees to select an answer from a given option such as
multiple-choice, matching type test, of true/false test.
People also ask
What is individual test?
 A test of intelligence, personality, or any other
psychological attribute, designed to be administered to
one respondent at a time
 A Group Test consists of tests that can be administered to a large group of people at one time.
 Achievement tests which measure the degree to which  Measure a student's general level of the achievement
an individual has mastered certain instructional regarding a broad range of learning outcomes
objectives or specific learning outcomes.
Traditional assessment refers to such testing techniques
 This is a method of evaluation that measures a
student’s level of proficiency in a subject as opposed to
the student’s level of knowledge. The overall goal of
alternative assessment is to allow students to
demonstrate their knowledge and execute task.
There are components of the assessment process. These
include
 Creative projects.
 One-on-one conferencing.
 Oral presentations.
 Presentations.
 Portfolios.
 Performance-based assessment requires students
 Portfolio assessments ask students or teachers to
to demonstrate or apply their knowledge, skills,
collect work products that show growth over a
and strategies by creating a response or product or
specific period of time.
doing a task.
 Use Multiple Methods
 Specify the Objectives
 Stick to the Goals
 Eschew Biases
 Engage Learners
 Record the Results
 Give Feedback
 Modify Instructional Strategies