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𝙏𝙔𝙋𝙀𝙎 𝙊𝙁 𝘼𝙎𝙎𝙀𝙎𝙎𝙈𝙀𝙉𝙏
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.
Diagnostic Assessment is a type of assessment given
before instruction. It aims to identify the strengths and
weaknesses of the students regarding the topics to be
discussed.
The purpose of diagnostic assessment:
To determine the level of competence of the students;
To identify the students who have already knowledge
about the lesson;
To determine the causes of learning problems and
formulate a plane for remedial action.
Formative Assessment is a type of assessment used to
monitor the learning progress of the students during or
after instruction.
Purpose of formative assessment:
To provide feedback immediately to both student and
teacher regarding the success and failure of learning;
To identify the learning errors that is need of correction;
To provide information to the teacher for modifying
instruction and used for improving learning and
instruction.
Summative Assessment is a type of assessment usually

given at the end of a course or unit.
Purpose of summative assessment:
To determine the extent to which the instructional
objectives have been met;
To certify student mastery of the intended outcome and
used for assigning grades;
To provide information for judging appropriateness of
the instructional objectives;
To determine the effectiveness of instruction.
𝙈𝙊𝘿𝙀 𝙊𝙁 𝘼𝙎𝙎𝙀𝙎𝙎𝙈𝙀𝙉𝙏
Traditional Assessment
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.
Indirect measures of assessment since the test items
are designed to represent competence by extracting
knowledge and skills from their real-life context.
Items on standardized instrument tends to test only the
domain of knowledge and skill to avoid ambiguity to the
test takers.
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.
Performance Assessment
Assessment in which students are asked to perform real-
world tasks that demonstrate meaningful application of
essential knowledge and skills
Direct measures of student’s performance because task is
design to incorporate contexts, problems, and solutions
strategies that students would use in real life.
Designed ill-structured challenges since the goal is to
help students prepare for the complex ambiguities in life.
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.
Involve long-range projects, exhibits, and performances are
linked to the curriculum
Teacher is an important collaborator in creating tasks,
as well as in developing guidelines for scoring and
interpretation
Portfolio Assessment
Portfolio is a collection of student’s work specifically to tell
a particular story about the student.
A portfolio is not a pie of student work that accumulates
over a semester or year
A portfolio contains a purposefully selected subset of
student work
It measures the growth and development of students.
𝙏𝙝𝙚𝙡𝙚 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 consist 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 correspond 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 objectives as well as the emphasis given to each
subject area during instruction.
Evaluation: Examining the performance of students and
comparing and judging its quality. Determining whether
or not the learner has met the objectives of the lesson
and the extent of understanding.
𝙄𝙉𝙎𝙏𝙍𝙐𝘾𝙏𝙄𝙊𝙉𝘼𝙇 𝙊𝘽𝙅𝙀𝘾𝙏𝙄𝙑𝙀𝙎: It serves as guides for

teaching and learning, communicate the intent of the
instruction to others and it provide a guideline 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:
Describe a learning outcome
Be student oriented-focus on the learner not on the teacher
Be observable or describe an observable product
Be sequentially appropriate
Be attainable within a reasonable amount of time
Be developmental appropriate
Factors to Consider when Constructing Good Test
Item’s:
𝙑𝘼𝙇𝙄𝘿𝙄𝙏𝙔 is the degree to which the test measures what is
intended to measure. It is the usefulness of the test for a
given purpose. A valid test us always reliable.
𝙍𝙀𝙇𝙄𝘼𝘽𝙄𝙇𝙄𝙏𝙔 refers to the consistency of score obtained

by the same person when retested using the same
instrument or one that is parallel to it.
𝘼𝘿𝙈𝙄𝙉𝙄𝙎𝙏𝙍𝘼𝘽𝙄𝙇𝙄𝙏𝙔 the test should be administered

uniformly to all students so that the scores obtained will
not vary due to factors other than differences of the
students’ knowledge and skills. There should be a clear
provision for instruction for the students, proctors and even
the who will check the test or the scorer
𝙎𝘾𝙊𝙍𝘼𝘽𝙄𝙇𝙄𝙏𝙔 the test should be easy to score, directions
for scoring are clear, provide the answer sheet and the
answer key.
𝘼𝙋𝙋𝙍𝙊𝙋𝙍𝙄𝘼𝙏𝙀𝙉𝙀𝙎𝙎 the test item that the teacher construct
must assess the exact performances called for in the
learning objectives. The test item should require the same
performance of the student as specified in the learning
objectives.
𝘼𝘿𝙀𝙌𝙐𝘼𝘾𝙔 the test should contain a wide sampling if

items to determine the educational outcomes or abilities so
that resulting scores are representatives of the total
performance in the areas measured.
𝙁𝘼𝙄𝙍𝙉𝙀𝙎𝙎 the test should bit be biased to the examinees;
it should not be offensive to any examinee’s subgroups. A
test can only be good if it is also fair to all test takers.
𝙊𝘽𝙅𝙀𝘾𝙏𝙄𝙑𝙄𝙏𝙔 represents the agreement of two or more
raters or a test administrator concerning the score of a
student. If the two raters who assess the same student on
the same test cannot agree in score, the test lacks
objectivity and the score of neither judge is valid, thus, lack
of objectivity reduces test validity in the same way that lack
reliability influence validity.
𝙏𝘼𝘽𝙇𝙀 𝙊𝙁 𝙎𝙋𝙀𝘾𝙄𝙁𝙄𝘾𝘼𝙏𝙄𝙊𝙉𝙎
Table of specification is a device for describing test items
in terms of the content and the process dimensions.
That is, what a student is expected to know and what he or
she is expected to do with that knowledge. It is described by
combination of content and process in the table of
specification.

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𝙏𝙔𝙋𝙀𝙎 𝙊𝙁 𝘼𝙎𝙎𝙀𝙎𝙎𝙈𝙀𝙉𝙏

Placement Assessment is concerned with the entry

Summative Assessment is a type of assessment usually

Instruction: It consist all the elements of the curriculum

Assessment: The process of gathering, describing or

𝙄𝙉𝙎𝙏𝙍𝙐𝘾𝙏𝙄𝙊𝙉𝘼𝙇 𝙊𝘽𝙅𝙀𝘾𝙏𝙄𝙑𝙀𝙎: It serves as guides for

𝙍𝙀𝙇𝙄𝘼𝘽𝙄𝙇𝙄𝙏𝙔 refers to the consistency of score obtained

𝘼𝘿𝙈𝙄𝙉𝙄𝙎𝙏𝙍𝘼𝘽𝙄𝙇𝙄𝙏𝙔 the test should be administered

𝘼𝘿𝙀𝙌𝙐𝘼𝘾𝙔 the test should contain a wide sampling if

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