ASSESSMENT I

Measurement
How good,
adequate, or
How much desirable
does a it is?
student learn
or know?
Evaluation
How much
change has occurred
on the student’s
acquisition of a skill,
knowledge or
value?

Assessment
Measurement
•Process of obtaining a numerical
description of the degree to which an
individual possesses a particular
characteristic.
•Process of assigning symbols to
dimension of phenomena.
Evaluation
•It involves an interpretation of what has
been gathered through measurement,
wherein value judgments are made about
performance.
Assessment
•Is a collection, evaluation, and use of
information to help teachers make better
decisions
•Includes tasks such as making a test,
administering it, and scoring the results
in large context that includes
interpretation and use of the results.
•Is more than testing or measurement
since it comprises 4 essential components
which are: purpose, measurement,
evaluation, and use.
 Relationship of Components of Classroom Assessment:

EVALUATION

How will I
interpret the USE
PURPOSE MEASUREMENT
results? What
Why am I performance How will I
What techniques
doing this standards and use the
should I use to
assessment? criteria will I use? result?
gather information?
 Purpose of Educational Assessment

• Improve of Student Learning

• Identification of Students’ Strengths and
Weaknesses
• Assessment of the Effectiveness of a particular
Teaching Strategy
• Assessment and improvement of Teaching
Effectiveness
• Communication with and involvement of
Parents in their Children’s Learning
CLASSROOM ASSESSMENT
is an ongoing process of identifying,
gathering, organizing and interpreting
quantitative information about what the
learners know and can do.
 Types of Classroom Assessment :

1. Formative Assessment – refers to the ongoing form of

assessment that are closely linked to the learning
process.(UNESCO-TLSF)
Assessment as/ for Learning

Learner Teacher
 Types of Classroom Assessment :

2. Summative Assessment- it measures whether

learners have met the content and performance
standard. Judgments derived from this are usually for
the benefit of people other than the learner (UNESCO-
TLSF)
Learner Teachers

Assessment of Learning

Parents/ Other
Principal stakeholders
guardian
 Components of Summative Assessment
COMPONENTS PURPOSE WHEN
GIVEN
Written Work 1. Assess learner’s understanding of concepts and At end of
(WW) application of skills in written form the topic
2. Prepare learners for quarterly assessment or unit

Performance 1. Involve students in the learning process (individual or At end of

Tasks (PT) collaborative) a lesson
2. Give students opportunities to demonstrate and focusing
integrate their knowledge, understanding and skills in on a topic/
real-life situation by performing and/or producing skill
evidence of learning lesson
3. Give students the freedom to express their learning in
appropriate and diverse ways. Several
4. Encourage student inquiry, integration of knowledge, times
understanding and skills in variuos contexts beyond the during the
assessment period qrtr.

Quarterly Synthesize all the learning skills, concepts, and values Once, at
Assessment learned in an entire quarter end of the
qrtr
What is assessed in the classroom?
A. Content Standard – identify and set he essential
knowledge and understanding that should be learned?
B. Performance Standards- describe the abilities and skills
that learners are expected to demonstrate in relation to
the content standards and integration of 21st –century
skills.
C. Learning Competencies- refers to the knowledge,
understandings, skills and attitudes that students need
to demonstrate in every lesson and/or learning activity.
D. Concept Development – defines a broad range of
cognitive processes from basic to complex.
BLOOM’S TAXONOMY
Remembering Understanding Applying Analyzing Evaluating Creating
Count Associate Apply Analyze Appraise Categorize
Define Calculate Combine
Compute Arrange Assess Compile
Describe Convert Change Breakdown Compare Compose
Draw Classify
Defend Combine Conclude Create
Identify Complete Drive
Labels Discuss Compute Design Contrast
Design
List Distinguish Demonstrate Detect Criticize Devise
Match Estimate Discover Develop Critique Explain
Name Explain Divide Diagram Determine Generate
Outlines Examine Group
Extend Differentiate Grade Integrate
Point Extrapolate Graph Discriminate Interpret Modify
Quote Generalize Interpolate Illustrate Judge Order
Read Manipulate Organize
Recall
Give examples Modify
Infer Justify
Plan
Recite Paraphrase Operate Outline Measure Prescribe
Recognize Predict Prepare Point out Rank Propose
Record Rewrite Produce Relate Rate Rearrange
Reconstruct
Repeat Summarize Show Select Support
Related
Reproduces Solve Separate Test Reorganize
Selects Translate Subdivide Revise
State Use Utilize Rewrite
Write Summarize
Transform
Specify
Activity:
Select a topic or chapter according to your line of
expertise
Formulate learning objectives catering all the
cognitive domain
Formulate test questions parallel to each of the
learning objectives
 PRINCIPLES OF HIGH QUALITY
ASSESSMENT
1. Clarity of Learning Targets
 cognitive
 Skills, competencies and abilities
 Product, output and projects
2. Appropraiteness of Assessment
methods
written- response instrument
Product rating scales
 Performance tests
Oral Questioning
Observation and self reports
3. Properties of Assessment Methods
 a. validity
 b. reliability
 c. fairness
 d. practically and efficiency
 e. ethics in assessment
 Methods of Collecting Assessment Data
Paper and pencil technique- includes tests taken by the
students, maps drawn, written reports, completed
assignments and practices exercises.

Types of paper and pencil technique

Supply type- requires the student to produce and
construct an answer to the question.
Selection type- requires the student to choose the
correct answer from a list of choices or options.

Observation- involves watching the students as they

perform certain tasks like speaking, reading, performing
laboratory investigation and participating in group
activities.
 Sources of Evaluative information:
1. Cumulative Record- It holds all the information collected on
students over the year usually stored in the principal’s office
or guidance office.
2. Personal Contact – It refers to the teacher’s daily in
interactions with his/ her students.
e.g. oral reading, answering questions, following directions,
seatwork, interest in the subject, using instructional
materials.
3. Analysis –through teacher’s analysis of the errors committed
by students, he/ she can be provided with much
information about their attitude and achievements.
4. Open-ended Themes and Diaries
5. Conferences
6. Testing
 Approaches to Evaluation

1.Norm- referenced evaluation

Example: 1. Raul’s score in the periodical
examination is below the mean.
2. Leo is ranked 3rd in the unit exam in math.
2. Criterion- reference evaluation
Example: Pedro scored 9 out of 10 in the
spelling test.
Activity 2.
Differentiate Assessment of Learning,
Assessment as Learning, and Assessment for
Learning.
CONSTRUCTING OBJECTIVE PAPER-
AND -PENCIL TESTS

GENERAL PRINCIPLES OF
TESTING:
•Measure all instructional objectives
•Cover all learning tasks
•Use appropriate test items.
•Make test valid and reliable
•Use test to improve learning
 ATTITUDES OF A GOOD TEST AS AN
ASSESSMENT TOOL

Validity
(adequate/ tests behavior & skills/
tests all instructional objectives)
Reliability
Objectivity
Scorability
Administrability
Relevance
Balance
Effeciency
Difficulty
Discrimination
Fairness
STEPS IN CONTRUCTING CLASSROOM
TESTS

Identification of instructional objectives and

learning outcomes
Listing of the topics to be covered by the test
Preparation of a Table of specifications (TOS)
Selection of the appropriate type of tests
Writing of test items
Sequencing the items
Writing the directions or instructions
Preparation of the answer sheet and scoring key
 PREPARING THE T.O.S.
List down the topics covered for inclusion in the test
Determine the objectives to be assessed by the test
Specify the number of days/ hours spent for teaching
a particular topic.
Determine percentage allocation of test items for each
of the topics covered.
Determine the number of items to construct for each
topic.
Distribute the number of items to the objectives to be
tested.
GENERAL GUIDELINES IN WRITING TEST
ITEMS
Avoid wording that is ambiguous and
confusing
Use appropriate vocabulary and
sentence structure.
Keep questions short and to the point.
Write items that have one correct
answer.
Do not provide clues to the answer.
 CRITERIA FOR PREPARING TEST DIRECTIONS
Assume that the examinees and the examiner know nothing at
all about the objective tests.
In writing directions, use a clear, concise style. Be as explicit as
possible but avoid long drawn-out explanations.
Emphasize the more important directions and key activities
through the use of underlining, italics, or different type size or
style.
Field or pretest the directions with a sample of both examinees
and examiners to identify possible misunderstandings and
inconsistencies and gather suggestions for improvement.
Keep directions for different forms, subsections or booklets as
uniform as possible.
Where necessary or helpful, give practice items before each
regular section.
Types of Test

AS MODE OF RESPONSE:
Oral
Written
Performance
AS TO EASE OF QUANTIFICATION
Objective
Subjective

AS MODE OF ADMINISTRATION
Individual
Group
As to test construction:
Standardized
Unstandardized
As to the mode of interpreting
results:
Norm- Referenced
Criterion- Referenced
As to the nature of the answer:
Personality
Intelligence
Aptitude
Achievement
Summative
Diagnostic
Formative
Socio- metric
Trade
 GUIDELINES IN WRITING MULTIPLE
CHOICE ITEMS
Each item should be clearly stated, in the form of a
question or an incomplete statement.
Do not provide grammatical or contextual clues to the
correct answer.
Use language that even the poorest readers will
understand.
Write a correct or best answer and several plausible
distracters.
 GUIDELINES IN WRITING MULTIPLE
CHOICE ITEMS
Each alternative response should fit the stem in order
to avoid clues to its correctness.
Refrain from using negative or double negatives. They
tend to make the items confusing and difficult.
Use all of the above and none of the above only when
they will contribute more that another plausible
distractor.
Do not use items directly from the textbook. Test for
understanding not memorizing.
 GUIDELINES IN WRITING
ALTERNATIVE- RESPONSE (True or
False) ITEMS
Avoid the use of negatives.
Avoid the use of unfamiliar language.
Avoid trick items that appear to be true but are
false because of an inconspicuous word or
phrase.
Use quantitative and precise rather than
qualitative language where possible.
 GUIDELINES IN WRITING
ALTERNATIVE- RESPONSE (True or
False) ITEMS
Don’t make true items longer than false items.
Refrain from creating a pattern of response.
Present a similar number of true and false
statements
Be sensitive to the use of specific determiners.
A statement must only have one central idea.
Avoid quoting exact statements from the
textbook.
 GUIDELINES IN WRITING MATCHING ITEMS

Specify the basis for matching the premises with the

responses.
Be sure that the whole matching type exercise is found
on one page only.
Avoid including too many premises on one matching
item.
Both the premises and responses in the same general
category or class.
Premises or responses composed of one or two words
should be arranged alphabetically.
 GUIDELINES IN CONSTRUCTING COMPLETION
ITEMS

It is best to use only one blank in a completion item.

The blank should be placed near or at the end of the
sentence.
Give clear instructions indicating whether synonyms
will be correct and whether spelling will be a factor in
scoring.
 GUIDELINES IN CONSTRUCTING COMPLETION
ITEMS

Be definite enough in the incomplete statement so

that only one correct answer is possible. Avoid using
direct statements from the textbook with a word or
two missing.
All blank for all items should be equal length
and long enough to accommodate the longest
response.
 GUIDELINES IN CONSTRUCTING
ARRANGEMENT ITEMS
Items to be arranged should belong to one category
only.
Provide instructions on the rationale for arrangement
or sequencing
Specify the response code students have to use in
arranging the items
Provide sufficient space for the writing of the answer.
 GUIDELINES IN WRITING
COMPLETION –DRAWING ITEMS

Provide instruction on how the drawing will be completed

Present the drawing to be completed

GUIDELINES IN WRITING CORRECTION
ITEMS

Underline or italicize the word or phrase to

be corrected in a sentence.
Specify in the instruction where students
will write their correction of the underlined
or italicized word or phrase.
Write items that measure higher levels of
cognitive behavior.
GUIDELINES IN WRITING IDENTIFICATION ITEMS
The direction of the test should indicate clearly what
has to be identified.
Sufficient space has to be provided for the answer to
each item
The question should not be copied verbatim from the
textbook

GUIDELINES IN WRITING ENUMERATION ITEMS

The exact number of expected answers have to be
specified.
Spaces for the writing of answers have to be provided
and should be of the same length.
 GUIDELINES IN WRITING ANALOGY
The pattern of relationship in the first pair of words
must be the same pattern in the second pair.
Options must be related to the correct answer.
The principle of parallelism has to be observed in
writing the options
More than three options have to be included in each
analogy item to lessen guessing.
All items must be grammatically consistent.
 GUIDELINES IN WRITING INTERPRETIVE ITEMS
The interpretive exercise must be related to the
instruction provided the students.
The material to be presented to the students should
be new to the students but similar to what was
presented during instruction
Written passages should be as brief as possible. The
exercise should not be a test of general reading ability.
The student have to interpret, apply, analyze and
comprehend in order to answer a given question in the
exercise.
 GUIDELINES IN WRITING SHORT EXPLANATION
ITEMS

Specify in the instruction of the test, the number of

sentences that students can use in answering the
question.
Make the question brief and to the point for the
students not to be confused.
 Learning Task:
Construct a 5- item tests using the indicated
types of test:

1. Matching type
2. True or false
3. Identification
4. Analogy
5. Completion