ASSESSMENT OF

LEARNING
( TEST MEASUREMENT AND
EVALUATION)

PROF. ANA MARIE P. LUNGAYAN

 LET COMPETENCIES
1. Apply principles in constructing and interpreting traditional
and alternative / authentic forms of high quality assessment.
 Roles of assessment
 Principles of High Quality Assessment
 Process and Product- Oriented
 Performance-Based Assessment
 Portfolio Assessment
 Development of classroom Assessment tools
 Test Standardization
 LET COMPETENCIES

2. Utilize processed data and results in reporting and interpreting

learner’s performance to improve teaching and learning.
 Utilization of assessment data
 Utilization and reporting of test results
 Planning and Implementing Parent-Teacher
Conference
 LET COMPETENCIES

3. Demonstrate skills in the use of techniques and tools in

assessing affective learning.
 Affective assessment-competencies
 Techniques and tools.
 Basic Concepts

TEST
- An instrument design to measure any quality ,
ability, skill or knowledge.

- A method to determine a student’s ability to

complete certain task or demonstrate mastery of a
skill or knowledge of content.
TESTING
- A strategy or a method employed to obtain
information for evaluation purposes.

MEASUREMENT
– quantification of what students learned through
the use of tests, questionnaires, rating scales,
checklists and other devices.
ASSESSMENT
– full range of information gathered and
synthesized by teachers about their students and their
classrooms ( Arends , 1994)
- A prerequisite to evaluation
- The process of gathering information to monitor
progress and make educational decisions if necessary.
Evaluation
- the process of making overall judgment about
one’s work or a whole school’s work.

- a process of systematic analysis of both

qualitative and quantitative data in order to make
sound judgment or decision
 Types and Approaches to Assessment
FORMATIVE VS. SUMMATIVE ASSESSMENT

FORMATIVE ASSESSMENT
- designed to assist the learning process by providing feedback to the learner,
which can be used to identify strengths and weaknesses and hence improve future
performance

SUMMATIVE ASSESSMENT
- used primarily to make decisions for grading or determine readiness for
progression.
- designed to judge the learner’s overall performance.
INFORMAL VS. FORMAL ASSESSMENT

INFORMAL ASSESSMENT
- the judgments are integrated with other tasks.

FORMAL ASSESSMENT
- occurs when students are aware that the task that they are
doing is for assessment purposes.
CONTINUOUS VS. FINAL ASSESSMENT
CONTINUOUS ASSESSMENT
- occurs throughout a learning experience
- provides both students and teachers with the
information needed to improve teaching and learning process.
FINAL ASSESSMENT
- takes place only at the end of the learning
activity.
- used for summative decision- making
PROCESS VS. PRODUCT ASSESSMENT

PROCESS ASSESSMENT
- focuses of on the steps or procedures underlying
a particular ability or task.

PRODUCT ASSESSMENT
- focuses on evaluating the result or outcome of a
process.
DIVERGENT VS. CONVERGENT ASSESSMENT

DIVERGENT ASSESSMENT
- a range of answers or solutions might be
considered correct.

CONVERGENT ASSESSMENT
- has only one correct response ( per item)
 Purposes of Classroom Assessment
1. Assessment for learning
- it is diagnostic and formative for the purposes of greater learning
achievement.

- it is not used for grading and Report Cards

- includes three types of assessment done before or during

instruction.
a. Placement

- done prior to instruction.

- its purpose is to assess the needs of the learners to have
basis in planning for a relevant instruction.
- teachers use this assessment to know what their
students are bringing into the learning situation and use this as a
starting point for instruction.
- the results of this assessment put students in specific
learning groups to facilitate teaching and learning.
b. Formative
- done during instruction.
- it is in this assessment where teachers continuously
monitor the student’s level of attainment of the learning
objectives.
- the results of this assessment are communicated
clearly and promptly to the students for them to know their
strengths and weaknesses and the progress of their
learning.
c. Diagnostic
- done during instruction
- used to determine students’ recurring or
persistent difficulties.
- searches for underlying causes of students’
learning problems that do not respond to first aid
treatment.
- helps in the formulation of a plan for detailed
remedial instruction.
2. Assessment of Learning

- done after instruction

- refer as summative assessment
- it is for grading and report cards
- is assessment for purposes of providing evidence of
achievement for reporting
- certify what students know and can do within a level of
proficiency or competency.
- the information from assessment of learning is usually
expressed as marks or letter grades
- a powerful factor that could pave the way for
educational reforms.
3. Assessment as Learning
- assessment as a process of developing and supporting
student’s active participation in their own learning.
- involves self and peer assessment.
- provides students with the opportunity to use the feedback
to improve learning.
- done for teachers to understand and to perform well their
role in assessing FOR and OF learning
- requires teachers to undergo training on how to assess
learning and be equipped with competencies needed in performing
their work as assessors.
 Modes of Assessment
MODE DESCRIPTION EXAMPLES
The objective paper-and-pen test • Standardized Test
Traditional which usually assesses low-level •Teacher-made Tests
thinking skills

A mode of assessment that requires • Essay

actual demonstration of skills or • Speeches
Performance creation of products of learning • Projects
• Exhibitions
• Real-world simulations
•Portfolios

A process of gathering multiple • Working Portfolios

indicators of student progress to • Show Portfolios
Portfolio support course goals in dynamic, • Documentary Portfolios
ongoing and collaborative process
Traditional vs. Authentic Assessment
Traditional Authentic

Selecting a response Performing a task

contrived Real – life

Recall / Recognition Construction / Application

Teacher – structured Direct Evidence

 Principles of Evaluation ( Gronlund, 1981)

1. Evaluation should be based on clearly stated instructional objectives geared

towards the aims of the school and the nation. Evaluation should be valid.
2. Evaluation procedures and techniques should be selected in terms of the
clearly stated objectives or the purpose they will serve.
3. Evaluation should be comprehensive.
4. Evaluation should be continuous and an integral part of the teaching- learning
process.
5. Evaluation should be used judiciously. Evaluation should be fair.
 Principles of Evaluation ( Gronlund, 1981)

6. Evaluation targets and standards should be made public.

7. Evaluation should be diagnostic.
8. Evaluation should be practical.
9. Evaluation should be authentic.
10. Evaluation should be balance.
11. Evaluation should be reliable.
Types of Evaluation Procedures

PLACEMENT
SUMMATIVE
EVALUATION
- done before instruction
EVALUATION
- Done after instruction
- Determines mastery of prerequisite - Certifies mastery of the intended learning outcomes
skills
Types of Evaluation Procedures

DIAGNOSTIC
FORMATIVE
EVALUATION
EVALUATION - Determine recurring or persistent
- Reinforces successful learning difficulties
- Provides continuous feedback to - Searches for the underlying causes
both students and teachers concerning of these problems that do not respond
learning success and failures to first aid treatment
- Helps formulate a plan for a
detailed remedial instruction
 TYPES OF TESTS
According to: Educational test- measures the Psychological test- measures the
results of instruction intangible aspects of an individual
What it measures Ex. Aptitude test
Ex. Achievement test - Personality test
- Intelligence test

Norm – referenced test – a student is Criterion – referenced test

How it is interpreted compared to other students - a student is compared against a
set of criteria.

Its scope Survey – measures a broad range of Mastery test – measures specific
objectives learning objectives

Level of difficulty and time Power – items are on increasing Speed – items are of the same level
allotment level of difficulty but taken with of difficulty but taken with limited
ample time time.
 TYPES OF TESTS
According to: Individual – one at a time Group – many individuals at the
same time
How it is given

Verbal – uses words in written or oral Non-verbal- uses pictures or

It language mode form symbols

Who constructed it and who can take Standardized – made by an expert , Informal – made by a classroom
it tried out, so it can be used to wider teacher, not tried out, so it can be
group used only by his/her own students.

The degree of influence of the rater Objective – unaffected by personal Subjective – affected by personal
on the outcome biases. biases of the one doing the
judgment.
INSTRUCTIONAL OBJECTIVES
 Cognitive Domain ( Bloom)
Levels of Learning Description Some Question Cues
Outcomes

Involves remembering or recalling List , define , identify , name,

Knowledge previously learned material or a recall, state, arrange
( Remembering) wide range of materials

Ability to grasp the meaning of Describe, interpret, classify,

Comprehension material by translating material differentiate, explain , translate
( Understanding) from one form to another or by
interpreting material

Ability to use learned material in Apply, demonstrate , solve,

Application new and concrete situations. interpret, use, experiment
( Applying )
 Cognitive Targets
Levels of Learning Description Some Question Cues
Outcomes

Ability to break down material into

Analysis its component parts so that the Analyse, separate, explain,
(Analyzing) whole structure is understood examine, discriminate, infer

Synthesis Ability to put parts together to Integrate, plan , generalize,

( Creating) form a new whole construct, design, propose

Evaluation Ability to judge the value of Assess , decide , judge, support,

( Evaluating) material on the basis of a definite summarize, defend
criteria
 Affective Domain (Krathwohl)
Categories Description Some Illustrative
Verbs

Includes awareness of some Listen , observe, follow , accept,

Receiving stimulus, willingness to receive attend
the stimulus and controlled
attention.

- Active participation on the part Comply , perform, practice

Responding of the student. assist

Valuing Ability to see worth or value in

a subject, activity
Accept , prefer, appreciate,
believe , commit
 Categories Description Some Illustrative
Verbs

Organization Conceptualization of a value and

organization of a value system.
Adhere, generalize, integrate,
organize

Value Values have been internalized

and have controlled ones’
Display , perform , practice, act

Characterization behavior for a sufficiently long

period of time
 Psychomotor Domain (Harrow)
Categories Description Some Illustrative
Verbs

Early stages in learning a Carry out , assemble, practice,

complex skill after an follow, repeat, sketch , move
indication of readiness to take
Imitation a particular type of action.

- A particular skill or sequence

is practiced continuously until Acquire , complete, conduct ,
Manipulation it becomes habitual and done improve , perform , produce
with some confidence and
proficiency.
 Psychomotor Domain (Harrow)
Categories Description Some Illustrative
Verbs

A skill has been attained with Acquire , complete, excel,

Precision proficiency and efficiency master, succeed , surpass

An individual can modify Adapt , change , excel ,

movement patterns to meet a reorganize , rearrange , revise
Articulation particular situation.

An individual responds Arrange, combine , compose ,

Naturalization automatically and creates new construct, create , design
motor acts or ways of
manipulation out of
understandings, abilities and
skills developed.
TYPES OF TESTS ACCORDING TO FORMAT
1. SELECTIVE TYPE
A. Multiple choice – consists of a stem which describes the problem and
3 or more alternatives which give the suggested solutions.
B. True- False or Alternative Response - consists of declarative
statement that one has to mark true or false, right or wrong,
correct or incorrect, yes or no, fact or opinion
C. Matching type – consists of two parallel columns: Column A, the
column of premises from which is sought; Column B, the column
of responses from which the selection is made.
 TYPES OF TESTS ACCORDING TO FORMAT
3. ESSAY TEST
A. Restricted response - limits the content of the response by
restricting the scope of the topic

B. Extended Response - allows the students to select any

factual information that they think is pertinent,
to organize their answers in accordance with their
best judgment
Test Plan ( Table of Specification – TOS)

 - classifies each test item according to

what topic or concept it tests and what
objective it addresses.
 Stages in the Development and validation of an Assessment
Instrument
Phase 1 : Planning Stage
1. Specify the objectives / skills to be measured.
2. Prepare the Table of Specifications ( TOS)
3. Decide on the item format.

Phase 2 : Test Construction

1. Writing of test items based on the TOS
2. Consultation with experts for validation
 Stages in the Development and validation of an Assessment
Instrument
Phase 3 : Test Administration / Try Out Stage
1. First trial run ( i.e. 50 to 100 students)
2. Scoring & first item analysis
3. Revision of the test items
4. Second trial run/ field testing
5. Second item analysis
6. Writing the final form of the test
Phase 4 : Evaluation stage
1. Administration of the final form of the test
2. Establish test validity
3. Estimate test reliability.