ASSESSMENT IN

LEARNING

Prepared by: Esther Grace Carretero

Assessment refers to the process of gathering,
describing or quantifying information about the student
performance. It includes paper and pencil test,
extended responses (example essays) and performance
assessment are usually referred to as "authentic
assessment tasks (example presentation of research
work).
Measurement is a process of obtaining a numerical
description of the degree to which an individual
possesses a particular characteristic. Measurement
answers the questions “How much?“

Evaluation it refers to the process of examining the

performance of student. I also determines whether or
not the student has met the lesson instructional
objectives
-Test is an instrument or systematic procedure
designed to measure the quality ability or knowledge
of students by giving a set of question in a uniform
manner. Since test is a form of assessment, tests also
answer the question “How does individual student
perform?“
-Testing is a method used to measure the level of
achievement or performance of the learners. It also
refers to the administration, scoring and interpretation
of an instrument (procedure) designed elicit
information about performance in a sample of a
particular area of behaviour
Types of Measurement (2)

Norm-referenced Test is a test designed to measure

the performance of a student compared with other
students. Each individual is compared with other
examinees and assigned a score-usually expressed as
a percentile, a grade equivalent score or a stanine.
The achievement of student is reported for broad skill
areas, although some norm-referenced tests do
report student achievement for individual.The
purpose is to rank each student with respect to the
achievement of others in broad areas of knowledge
and to discriminate high and low achievers.
Criterion-referenced Test is a test designed to measure the
performance of students with respect to some particular criterion or
standard. Each individual is compared with a pre- determined set of
standard for acceptable achievement. The performance of the other
examinees are irrelevant. A student's score is usually expressed as a
percentage and student achievements reported for individual skills.

The purpose is to determine whether each student has achieved

specific skills or concepts. And to find out how much students know
before instruction begins and after it has finished. Other terms less
often used for criterion-referenced are objective referenced, domain
referenced, content referenced and universe referenced.

According to Robert L. Linn and Norman E Gronlund (1995) pointed

out the common characteristics and differences of Norm-Referenced
Tests and Criterion-Referenced Test
Common Characteristics of Norm-Referenced Tests
and Criterion-Referenced Tests
1. Both require specification of the achievement
domain to be measured
2. Both require a relevant and representative sample
of test items.
3. Both use the same types of test items.
4. Both used the same rules for item writing (except for
item difficulty).
5. Both are judge with the same qualities of goodness
(validity and reliability).
6. Both are useful in educational assessment.
 Differences between Norm-Referenced Tests and Criterion-
Referenced Tests

Norm-Referenced Tests Criterion-Referenced Tests

1. Typically covers a large domain
of learning 1 tasks, with just a
few items measuring each
specific task
2. Emphasizes discrimination
among Individuals in terms of
relative of level of learning.
3. Favors items of large difficulty
and typically omits very easy
and very hard items.
4. Interpretation requires a clearly
defined group
1.Typically focuses on a delimited
domain of learning tasks, with a
relative large number of items
measuring each specific task
2. Emphasizes among individuals
can and cannot perform
3. Matches item difficulty to
learning tasks, without altering item
difficulty or omitting easy or hard
items..
4. Interpretation requires a clearly
defined and delimited achievement
domain.
 TYPES OF ASSESSMENT(4)

A. Placement Assessment is concerned with the entry performance

of student. The purpose of placement evaluation is to determine
the prerequisite skills, degree of mastery of the course objectives
and the best mode of learning.
B. Diagnostic Assessment is a type of assessment given before
instruction. It aims to identity the strengths and weaknesses of
the students regarding the topics to be discussed.

The purpose of diagnostic assessment:1. to determine the level of

competence of the students;2 to identify the students who have
already knowledge about the lesson;3. to determine the causes of
learning problems and formulate a plan for remedial action.
 TYPES OF ASSESSMENT(4)
C. Formative Assessment is a type of assessment used to monitor the leaming
progress ofthe students during or after instruction.

Purpose of formative assessment: 1. to provide feedback immediately to both

student and teacher regarding the success andfailures of learning: 2. to identify
the learning errors that is in need of correction;3. to provide information to the
teacher for modifying instruction and used for improving learning and
instruction.

D.Summative Assessment is a type of assessment usually given at the end of a

course of unit.

Purpose of summative assessment 1. to determine the extent to which the

instructional objectives have been met;2. to certify student mastery of the
intended outcome and used for assigning grades; 3. to provide information for
judging appropriateness of the instructional objectives.4. to determine the
effectiveness of instruction.
 MODES OF ASSESSMENT

A .Traditional Assessment
1. Assessment in which students typically select an answer or
recall information to complete the assessment Test may be
standardized or teacher made test, these tests may be multiple-
choice, fill-in-the-blanks, true-false, matching type.
2. Indirect measures of assessment since the test (terns are
designed to represent competence by extracting knowledge
and skills from their real life context
3. Items on standardized instrument tends to test only the domain
of knowledge and skill to avoid ambiguity to the test takers.
4. One-time measures to rely on a single correct answer to each
item. There is a limited potential for traditional test to measure
higher order thinking skills.
 MODES OF ASSESMENT
B. Performance Assessment
1. Assessment in which students are asked to perform real-world
tasks that demonstrate meaningful application of essential
knowledge and skills (Jon Mueller).
2. Direct measures of student performance because task are design to
incorporate contexts problems, and solution strategies that
students would use in real life.
3. Designed ill-structured challenges since the goal is to help students
prepare for the complex ambiguities in life.
4. Focus on processes and rationales. There is no single correct
answer, instead students are led to craft polished, thorough and
justifiable responses, performances and products
5. Involve long-range projects, exhibits, and performances are linked
to the curriculum.
6. Teacher is an important collaborator in creating tasks, as well as in
developing guidelines for scoring and interpretation.
 Modes of Assessment

C. Portfolio Assessment
1. Portfolio is a collection of student's work specifically selected to
tell a particular story about the student.
2. A portfolio is not a pile of student work that accumulates over
a semester or year
3. A portfolio contains a purposefully selected subset of student
work
4. It measures the growth and development of students
The Key to Effective Testing
Objectives: The specific statements of the aim of the instruction; it should
express what the students should be able to do or know as a result of taking
the course, the objectives should indicate the cognitive level, affective level
and psychomotor level of expected performance.
Instruction:It consists all the elements of the curriculum designed to teach the
subject, including the lesson plans, study guide, and reading and homework
assignment the instruction should corresponds directly to the objectives.
Assessment:The process of gathering, describing or quantifying information
about the performance of the learner testing components of the subject, the
weight given to different subject matter areas on the test should match with
the objectives as wellas the emphasis given to each subject area during
instruction.
Evaluation: Examining the performance of students and comparing and
judging its qualityDetermining whether or not the learner has met the
objectives of the lesson andthe extent of understanding
INSTRUCTIONAL OBJECTIVES
Instructional objectives play a very important role in the
instructional process and the evaluation process. It serves as a guides
for teaching and learning, communicate the intent of the Instruction
to others and it provide a guidelines for assessing the learning of the
students Instructional objectives also known as behavioral objectives
or learning objectives are statement which clearly describe an
anticipated learning outcome.
Characteristics of well-written and useful instructional
objectives
1. Describe a learning outcome.
2. Be student oriented-focus on the learner not on the
teacher.
3. Be observable or describe an observable product.
4. Be sequentially appropriate.
5. Be attainable within a reasonable amount of time.6.
Be developmentally appropriate.
Factors to Consider when Constructing Good Test
Items
E. APPROPRATENESS the test item that the teacher construct must assess the
exact performances called for in the learning objectives. The test item should
require the
A .VALIDITY same
is the performance
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student as specified
measures what is in the learning
intended to
objectives.
measure. It is the usefulness of the test for a given purpose. A valid test is
always TABLE
F. ADEQUACY
reliable. theOF SPECIFICATIONS
test should contain a wide sampling of items to determine
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RELIABILITY outcomes
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 ITEM ANALYSIS
• Item Analysis refers to the process of examining the student's
response to each item in the test. According to Abubakar S. Asaad and
Willam M. Hailaya (Measurement and Evaluation Concepts &
Principles) Rex Bookstore (2004 Edition), there are two characteristics
of an item. These are desirable and undesirable characteristics.
• An item that has desirable characteristics can be retained for
subsequent use and that with undesirable characteristics is either be
revised or rejected.
• Three criteria in determining the desirability and undesirability of an
item.
• a. difficulty of an item
• b. discriminating power of an item
• c. measures of attractiveness
• Difficulty index (D,) refers to the proportion of
the number of students in the upper and
lower groups who answered an item correctly.
In a classroom achievement test, the desired
indices of difficulty not lower than 0.20 nor
higher than 0.80. The average index of
difficulty from 0.30 or 0.40 to a maximum of
0.60
 Index of Discrimination
• Discrimination Index is the difference between the proportion of high performing
students who got the item right and the proportion of low performing students who
got an item right The high and low performing students usually defined as the upper
27% of the students based on the total examination score and the lower 27% of the
students based on the total examination score. Discrimination Index is the degree to
which the item discriminates between high performing group and low performing
group in relation of scores on the total test.
• Index of discrimination are classified into positive discrimination, negative
discrimination and zero discrimination.
• Positive Discrimination if the proportion of students who got an item right in the
upper performing group is greater than the proportion of the low performing group.
Negative Discrimination if the proportion of the students who got an item right in ne
low performing group is greater than the students in the upper performing group.
And Zero Discrimination if the proportion of the students who got an item right in
the upper performing group and low performing group are equal.