ASSESSMENT OF LEARNING

refers to strategies designed to confirm what students know, determine whether or not
they have met curriculum outcomes.
Assessment is the systematic collection, review, and use of information about
educational programs undertaken for purpose of improving student learning and
development.
Measurement is the process of quantifying or assigning number to the individual's
intelligence, personality, attitudes and values, and achievement of the students.
Evaluation is a process of summing up the results of measurement or tests, giving
them, some meaning based on value judgments;
Classroom Assessment can be classified into two:
A. Nature of Assessment
1. Maximum Assessment
It is used to determine what individuals can do when performing at their best (e.g.,
aptitude test, achievement test)
2. Typical Assessment
It is used to determine what individuals will do under natural conditions (e.g., attitude,
interest, personality inventories, observational techniques and peer appraisal)
B. Format of Assessment
1. Fixed-choice Test
An assessment used to measure knowledge and skills effectively and efficiently (e.g.,
multiple-choice, true or false)
2. Complex-performance Assessment
An assessment procedure used to measure the performance of the learner in contexts
and on problems valued in their own right (e.g., experiments, projects, essays).
Role of Assessment in Classroom instruction
1. Placement Assessment is concerned with the entry performance and typically
focuses on the questions: Does the learner possess the skills needed to begin
the planned instruction?
2. Formative Assessment is a type of assessment-used to monitor the learning of
the students; to provide immediate feedback to both student and teacher
regarding the success and failures of learning.
3. Diagnostic Assessment is a type of assessment given at the beginning of
instruction or during instruction to identify the strengths and weaknesses of the
students
4. Summative Assessment is a type of assessment usually given at the end of a
course or unit to determine the extent to which the objectives have been met.
METHODS OF INTERPRETATION OF TEST DATA
1. Norm-reference interpretation (Performance are compared to another group)
It is used to describe student performance according to some relative position in
some known group.
2. Criterion-reference interpretation (Mastery Level)
It is used to describe student performance according to the specified domain of
clearly defined learning tasks.

TYPES OF TESTS
Non-standardized test versus Standardized test
❖ A non-standardized test is a type of test developed by classroom teachers.
❖ Standardized test is a type of test developed by specialists.
Objective test versus Subjective test
❖ Objective test is a type of test in which two or more evaluators give an
examination the same score
❖ Subjective test is a type of test in which the scores are influenced by the
judgment of the evaluators: there is not one correct answer. -essay, Problem
solving, performance
Supply test versus Fixed-response (or Select type of test)
❖ Supply test requires the examiner to provided answers.
❖ Fixed response test has options which the examines can select from.

Individual test versus Group test

❖ Individual test is a test administered to student on a one-on- one basis using oral
questioning.
❖ Group test is administered to a group of individuals/students

Mastery test versus Survey test

❖ Mastery Test measures the degree of mastery of a limited set of learning
outcomes using criterion-referenced interpretation
❖ Survey test measures students' general achievement over a broad range of
learning outcomes using norm-referenced interpretation.
Speed test versus Power test (pahirap nang pahirap)
❖ Speed test measures the number of items an individual can complete over a
certain period of time.
❖ Power test measures the level of performance rather than speed of response.
(Level of difficulty)
CHARACTERISTICS OF A GOOD TEST
1. Validity refers to the extent to which a test measure what it is supposed to measure
a) Content validity refers to the relationship between test and the instructional
objectives (including topics)
b) Criterion-related Validity refers to the extent to which scores from a test relate to
similar measures.
c) Predictive Validity refers to a measure of the extent to which a student's current
test result can be used to estimate accurately the outcome of the student's
performance at later time.
d) Construct Validity refers to the measure of the extent to which a test measures
theoretical and unobservable
2. Reliability (stable a consistent) is the ability of the test to show similar results when
it is repeated or when a different form is used.
a. Test-retest Method - determined by administering the same test twice to the
same group of students with any time interval between the tests.
b. Equivalent Form - administering two different but equivalent forms of test (also
called parallel or alternate forms) to the same group of students in close
succession.
c. Split half Method - administer test once and score two equivalent halves of the
test.
3. Objectivity refers to the degree to which personal judgment is eliminated in the
scoring of the test.
4. Administrability - refers to the ability of the test to be administered easily.
5. Fairness - means the test item should not have any biases.
6. Scorability - is the quality wherein the test can be scored in a simplest way and at a
quickest possible time.
7. Adequacy - refers to the degree to which a test contains a fairly wide sampling of
items to determine the objectives or abilities
8. Interpretability - is the quality of the test in which the test results can be readily,
easily; and properly interpreted.

Steps in developing assessment tools

1. Examine instructional objectives/ topics previously discussed and make a table of
specifications.
2. Construct and assemble the test items.
3. Check the assembled test items. Write directions
4. Make the answer key. Analyze and improve the test items.
ITEM ANALYSIS is a process of examining the student's response
to individual item in the test. Good items are to be retained and
defective items may be improved, revised or rejected. to continue
Two Kinds of Item Analysis
1. Quantitative item analysis
a. Item Difficulty Index
b. Item Discrimination Index
c. Response Options analysis
2. Qualitative item analysis
is a process in which the teacher proofreads the test before it is administered or when
teacher gets students' feedback regarding the test
Difficulty Index refers to the proportion of the number of students in the upper and
lower group who answered item correctly.
Formula: Df= n/ N
Df is the difficulty index
n is the number of students selecting. item correctly in the upper group and in the lower group
N is the total number of students who answered the test in the upper and lower group

Discrimination Index is the power of the item to discriminate the

students between those who scored high and those who scored low
Three Types of Discrimination Index
1. Positive Discrimination - more students in the upper group
got the item correctly than those students in the lower group
2. Negative Discrimination - when more students in the lower
group got the item correctly than in the higher group
3. Zero Discrimination - when the number of students in the
upper group and lower group who answer the test is equal.

Analysis of Response Options

Measure of Attractiveness gauges the level of effectiveness of incorrect options or
distractors in a multiple-choice test. This is done by counting the number of students
who selected the incorrect option in both the upper and lower groups. The incorrect
options should be less for the upper group than the lower group.
MEASURES OF CENTRÄL TENDENCY is the center of concentration of scores in any
set of data
The two most important purposes:
❖ it is a shortcut description of a mass of quantitative data because a single
number can stand for the entire group
❖ it also describes indirectly the population from which the sample is drawn.
Types of Central Tendency
1. Mean - also known as arithmetic mean or mean average or the sum of the values in
the data set divided by the number of values
2. Median is the middle most value of the given data set
3. Mode is the value in the data set that occurs most frequently
Measures of Variability indicate the degree of dispersion or scatter in the distribution of
measures
Kinds of Variability
1. Range
2. Mean Absolute Deviation
3. Standard Deviation
4. Variance
5. Quartile Deviation
Range is the difference of the maximum value and the minimum value of the data set.

Mean Absolute Deviation is the average deviation of the absolute score value from the
mean.
Standard Deviation is the measure of how spread out the numbers are from the
mean in a distribution.

Variance is the square of the standard deviation

Variance= sd₂
Variance= 2.04₂ = 4.16

THE BELL CURVE

Measure of Skewness shows the degree of symmetry or asymmetry of
distribution.

Positive Skewness (skewed to the right) Negative Skewness (skewed to the left)
Distribution has a longer tail to the right. Distribution has a longer tail to the left.
Mo < Md < Mean Mean < Md < Mo
More students go below the mean More students got above the mean
Most of the students did not perform Most of the students performed well
well
Measure of Kurtosis shows the relative flatness or peakedness of distribution

Platykurtic - distribution is relatively flat

Leptokurtic - distribution is usually peaked.
Mesokurtic - in between platykurtic and leptokurtic

Describing Individual Performance

Converting raw scores to standard scores
Types of Standard Scores
1. z-score
2. t-score
3. percentile rank
Z-score
value indicates the distance between the given raw score and the mean value in units of
the standard deviation.
Formula where;
Z is the z-score
Z= x – x × is the raw score
sd × is the mean
sd is the standard deviation
Example: In which subject did a student perform well
Data: English Math
x=92 mean = 95
x= 88 mean = 80
sd=3 sd = 4
By using the formula for z-score:
English = 92 - 95/3 = -3/3 = -1
Math = 88 - 80/4 = 8/4=2
He performed better in Math than in English because the z-score
for Math is 2 and for English is -1.
NOTE: The bigger the value for z-score the better the performance. If the z-score is O it
means that the raw score is equal to the mean.
T-score is another type of standard score where the mean is 50 and the standard
deviation is 10.
Formula
T-score = 10z + 50
where z is the z-score
Example: In which subject did a student perform well?
Data: English Math
x = 92 x = 88
mean = 95 mean = 80
sd=3 sd=4
By using the formula for z-score
Z-score (English) = 92 - 95 / 3 =-3/3 =-1
Z-score (Math) = 88 - 80 / 4 = 8/4 = 2

Since the z for English is -1 and z for math is 2, we can

solve for T-score
T-score (English) = 10(-1) + 50 = -10+50 = 40
T-score (Math) = 10(2) + 50 = 20 + 50 = 70

The student performed better in Math than in English.

Note: the bigger the t-score value the better the performance.
Percentile Rank indicates the percentage of scores that lies BELOW a given score
Example interpretation
If a raw score of 45 is equal to a percentile rank of 99.
it means:
• 99% of the students who took the examination had raw scores equal to or lower than 45.
• He/she surpassed in performance 99% of his/her classmates