ASSESSMENT

in LEARNING
Types of Test According to Function
1. Educational Test
- measures outcomes or effects of instruction
ex. Achievement Test
2. Psychological Test
- measures intangible aspects of a learner’s
behaviour
a. Intelligence Test – measures general mental
maturity
ex. Binet-Simon Intelligence Test (Intelligence test
used particularly on children aged 3 to 15 years.)
Jens Martensson 2
 b. Aptitude Test – predicts future
performance; a test designed to determine a
person's ability in a particular skill or field of
knowledge.
c. Personality Test – measures intangible
aspects of personality
ex. 1. Rating Scale - defined as a close-
ended survey question used to represent
respondent feedback in a comparative form
for specific particular
features/products/services.

Jens Martensson 3
 2. Personality Inventory - is a self-report
questionnaire (a survey filled out by the client)
that asks a series of questions about thoughts,
interests, feelings, and behaviors that is aimed at
developing a general profile about a person’s
personality and lifestyle.

Jens Martensson 4
 c. Projective Technique - any personality
test designed to yield information about
someone's personality on the basis of their
unrestricted response to ambiguous objects or
situations

Rorschach Inkblot Test

Thematic Apperception Test

Jens Martensson 5
Types of Test According to Language Mode

1. Verbal Test – consists of words and entails reading,

writing or speaking skills
ex. Achievement Test, Diagnostic Test
2. Non-verbal Test – composed of numerals or
drawings
ex. Philippine Non-verbal Intelligence
Test

Jens Martensson 6
 Types of Test According to Nature and Manner of
Administation
1. Standardized Test – constructed by test experts over
a period of years
- measures broad objectives
- measures academic performance
and innate potentials
- often has normative data, usually
copyrighted and administered to hundreds or
thousands of examinees

Jens Martensson 7
 - administered using uniform
procedure
2. Teacher-made Tests – constructed by teachers
- measures specific objectives
- no normative data, not copyrighted
and administered to class
- measure performance
- procedure in test-taking is often
dictated by teachers

Jens Martensson 8
 Types of Test According to Interpretation of
Scores

1. Criterion-Referenced Test – scores are interpreted in

regard to a certain criterion often stated in the
objective
ex. You can make 6 knots in 2 minutes
You have named 11 of 15 parts of a microscope
Your score is 15.

Jens Martensson 9
2. Norm-referenced Test – describe the performance of
the examinees in terms of the relative
position in the group.
Ex. You topped the test
You are the lowest
Your z-score is +2.
Your score is equal to 50%.

Jens Martensson 10
Exercises:
Norm-referenced or criterion-referenced?
1. With the use of periodic table, the students must be
able to identify whether the elements are metals,
non-metals or metalloids with complete accuracy.
2. After the discussion on the characteristics of a
rubric, the students must be able to rate a rubric that
they have made.
3. Ruby’s percentile rank in a test is 80. What does it
mean.

Jens Martensson 11
4. You can name 12 parts of the cell.

5. You top the test.

6. You can run the 100 meters in 11 seconds.

7. You belong to the upper 25% of the class.

8. You can assemble the parts of the m16 in 3 minutes.

Jens Martensson 12
Types of Test According to Time Requirement

1. Power Test
- Time is often not really followed
- Measures accuracy

2. Speed Test
- Have strict time limit
- Measures speed

Jens Martensson 13
Types of Test According to Item Format
1. Supply Type
- Require the examinees to provide answer to the
given question
- Simple Recall, Labelling, Completion Test
2. Selective Type
- Ask the examinees to provide answer from the
given options
- MCQ, Matching Type, Alternative Response

Jens Martensson 14
 Types of Test According to Domain or Target
Measured
1. Cognitive Test – measures knowledge, abilities and
thinking skills; e.g. Achievement Test, Aptitude Test,
Intelligence Test
2. Affective Test – measures attitudes, values,
motivation, and social skills; e.g. Rating Scales,
Interview, Questionnaire, Sociogram
3. Performance Based Test – measures communication
and psychomotor skills as well as learning outputs;
e.g. reports, projects, presentations

Jens Martensson 15
GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT

Improvement of student learning is the main purpose of

classroom assessment. This can be done if assessment is
integrated with good instruction and is guided by certain
principles. Gronlund (1998) provided the general guidelines
for using student assessment effectively.

Jens Martensson 16
1. Effective assessment requires a clear concept of all
intended learning outcomes
2. Effective assessment requires that a variety of
assessment procedures should be used.
3. Effective assessment requires that the instructional
relevance of the procedure should be considered.
4. Effective assessment requires an adequate sample of
student performance.
5. Effective assessment requires that the procedures must
be fair to everyone.

Jens Martensson 17
6. Effective assessment requires specifications of criteria
for judging successful performance.

7. Effective performance requires feedback to students

emphasizing strengths of performance and
weaknesses to be corrected.

8. Effective assessment must be supported by

comprehensive grading and reporting system.
 

Jens Martensson 18
Jens Martensson 19