Lesson 1.

3: Classification and Qualities of Assessment

Classification of Assessments

The different forms of assessment are classified according to purpose, form, interpretation
of learning, function, ability and kind of learning.

Classification Type
Purpose Educational
Psychological
Form Paper-and-Pencil
Performance-based
Function Teacher-made
Standardized
Kind of Learning Achievement
Aptitude
Ability Speed
Power
Interpretation of Learning Norm-referenced
Criterion-referenced

When do we use educational and psychological

Educational Assessment are used in the school setting for the purpose of tracking the
growth of learners and grading their performance. This assessment in the educational setting
comes in the form of formative and summative assessment.

Psychological Assessment such as test and scales are measures that determine the
learners cognitive and non-cognitive characteristics. Examples are those that measure ability,
aptitude, intelligence and critical thinking. Affective measures are for personality, motivation,
attitude, interest and disposition. The results of these assessments are used by the school’s
guidance counselor to perform interventions on the learner’s academic, career and social and
emotional development.

When do we use paper-and-pencil and

The use of paper-and-pencil and performance-based tasks depends on the nature

Examples of learning targets that require a paper-and-pencil type of test

➢ Identify the parts of the plants

Examples of learning targets that require performance-based assessment

➢ Varnish a wooden cabinet

Methods of Interpreting the Results

1. Norm-referenced Interpretation
It is used to described student performance according to relative position in some known
group. In this method of interpretation, it is assumed that the level of performance of
students will not vary much from one class to another class.
Example: Ranks 5th in a classroom group of 40.
2. Criterion-referenced Interpretation
It is used to describe student performance according to a specified domain of clearly
defined learning tasks. This method of interpretation is used when the teacher wants to
determine how well the students have learned specific knowledge edge or skills in a
certain course of subject matter.
Examples; Divide three-digit whole numbers correctly and accurately; multiply binomial
terms correctly.

Qualities of a Good Assessment Tools

a. 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 is always reliable. It refers to the
appropriateness of score-based inferences; or decisions made based on the students’ test
results. The extent to which a test measures what it is supposed to measure.
b. RELIABILITY refers to the consistency of score obtained by the same person when retested
using the same instrument or ne that is parallel to it. Reliability refers to the consistency of
measurement; that is, how consistent test results or other assessment results from one
measurement to another.
c. ADMINISTRABILITY the test should be administered uniformly to all students so that the
scores obtained will not very 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 one who will check the test or the scorer.
d. SCORABILITY the test should be easy to score, directions for scoring is clear provide the
answer sheet and the answer key. Scorability means that the test should be easy to score,
direction for scoring should be clearly stated in the instruction. Provide the students an
answer sheet and the answer key for the one who will check the test.
e. APPROPRIATENESS the test item that the teachers 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.
f. ADEQUACY the test should contain a wide sampling of items to determine the educational
outcomes or abilities so that the resulting scores are representatives of the total
performances in the areas measured.
g. FAIRNESS the test should not be biased to the examinees. It should not be offensive to
any examinee subgroups. A test can only be good if it is also fair to all test takers.
h. OBJECTIVITY represents the agreement of two or more raters or a test administrator
concerning the scores of the students. If the two raters who assess the same student on
the same test cannot agree on 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.
 i. PRACTICALITY AND EFFICIENCY refers to the teacher’s familiarity with the methods
used, time required for the assessment, complexity of the administration, ease of scoring,
ease of interpretation of the test results and the materials used must be at the lowest cost.

Guidelines for Effective Student Assessment

Improvement of student learning is the main purpose of classroom assessment. This can
be done if assessment is integrated with good instruction and guided by certain principles.

Gronlund (1998) provided the general guidelines for using student’s assessment effectively.
1. Effective assessment requires a clear concept of all intended learning outcomes.
2. Effective assessment requires that a variety of assessment procedures should be used.
3. Effective assessment requires that the instructional relevance of the procedure should
be considered.
4. Effective assessment requires an adequate sample of student performance.
5. Effective assessment requires that the procedures must be fair to everyone.
6. Effective assessment requires specifications of criteria for judging successful
performance.
7. Effective performance requires feedback to students emphasizing strengths of
performance and weaknesses to be corrected.
8. Effective assessment must be supported by comprehensive grading and reporting
system.