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Lesson 3 Different Classifications of Assessment

BS Education (Colegio de Sta. Ana de Victorias)

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COLEGIO DE STA. ANA DE VICTORIAS, INC.

Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830

MODULE 1: AN INTRODUCTION TO ASSESSMENT IN LEARNING

LESSON 3: Different Classifications of Assessment

LEARNING OUTCOMES

At the end of the lesson the student should be able to:

 Illustrate scenarios in the use of different classifications of assessment

 Rationalize the purpose of different forms of assessment
 Decide on the kind of assessment to be used.

PERFORMANCE TASK AND SUCCESS INDICATORS

At the end of the lesson, you should be able to demonstrate your knowledge and skills in
illustrating and selecting the appropriate kind of assessment.

Contents of the Illustrative Success Indicators

Scenario
Rationalized the kind of assessment all the possible justifications to help the teacher identify
used student learning and how learners will benefit from the
information are provided.
provided the procedure on how to all necessary procedures that are appropriate in
conduct the assessment conducting the assessment are described.
provided the purpose of the all the possible purposes of conducting the
assessment assessment are clearly indicated.

What are the different classifications of assessment?

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

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When do we use educational and psychological assessments?

1. Educational assessments
 are used in the school setting for the purpose of tracking the growth of learners
and grading their performance.
 It comes in the form of formative and summative assessment

Formative Assessment
 is a continuous process of gathering information about student learning at the
beginning, during, and after instruction so that teachers can decide how to
improve their instruction until learners are able to meet the learning targets
 it is used to track and monitor student learning and their progress toward the
learning target
 it comes in the form of paper-and-pencil test and performance-based test
 before instruction begins, formative assessments serves as a diagnostic tool to
determine whether learners already know about the learning target.
 Formative assessments given at the start of the lesson determines the following:
1. What learners know and do not know so that instruction can supplement
what learners do not know.
2. Misconceptions of learners so that they can be corrected
3. Confusion of learners so that they can be clarified
4. What learners can and cannot do so that enough practice can be given to
perform the task

Summative Assessment
 is used to determine and record what the learners have learned.
 This comes in the form of periodic test, weekly test, unit or chapter test,

 Educational assessment during instruction is done where the teacher stops at certain
parts of the teaching episodes to ask learners questions, assign exercises, short essays,
board work and other tasks.
 If the majority of the learners are still unable to accomplish the task, then the teacher
realizes that further instruction is needed by learners .through drills, practice exercises,
remedial teaching, etc. until the learners are able to meet the learning target or attain
mastery of the lesson.
 At this point of instruction, the results of assessment are not yet graded because the
learners are still in the process of reaching the learning target and some learners do not
progress at the same rate as the others.
 When the teacher observes that majority or all of the learners are able to demonstrate
the learning target, then the teacher can now conduct the summative test.
 It is best to have a summative assessment for each learning target so that there is
evidence that learning has taken place.
 Both formative and summative should be aligned to the same learning target.

2. Psychological Assessments
 Are measures that determine the learner’s cognitive and non-cognitive
characteristics
 Examples of cognitive tests 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.

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When do we use paper-and-pencil and performance-based type of assessments?

Paper-and-pencil

 It requires a single correct answer in the form of :

 binary (true or false)
 short answer (identification)
 matching type
 multiple choice
 it usually pertains to a specific cognitive skill such as recalling, understanding, applying,
analyzing, evaluating and creating
 Example of learning targets that require paper-and-pencil type of assessment:
 Identify the parts of the plants
 Label the parts of the microscope
 Compute the compound interest
 Classify the phase of a given matter
 Provide the appropriate verb in the sentence
 Identify the type of sentence

Performance-based

 it requires learners to perform tasks such as :

demonstrations writing essay
product reporting in front of the class
show strategies reciting a poem
present information demonstrating how a problem was solved
creating a word problem reporting the results of the experiment
dance and song performance painting and drawing
playing a musical instrument

 performance-based tasks are usually open-ended and each learner arrives with various
possible responses.
 The use of paper-and-pencil and performance-based tasks depends on the nature and
content of the learning target.
 Example of learning targets that require performance-based assessment:
 Varnish a wooden cabinet
 Draw a landscape using paintbrush in the computer
 Write a word problem involving multiplication of polynomials
 Deliver a speech convincing your classmates that you are a good candidate for
the student council
 Write an essay explaining how humans and plants benefit from each other
 Mount a plant specimen on a glass slide.

How do we distinguish teacher-made from standardized test?

Standardized Test

 Have fixed directions for administering and scoring.

 Can be purchased with text manuals, booklets and answer sheets
 When the test are developed, the items are sampled on a large number of target groups
called norms
 The norm group’s performance is used to compare the results of those who took the
test.

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Category Specific Example Visit the site for their description

Intelligence Wechsler Adult https://wechslertest.com/
test Intelligence Scale
Achievement Metropolitan https://www.tests.com/MAT-8-Testing
Test Achievement Test

Aptitude test Raven’s Progressive https://www.pearsonclinical.co.uk/Psychology/A

Matrices dultCognitionNeuropsychologyandLanguage/A
dultGeneralAbilities/Ravens-Progressive-
Matrices/Ravens-Progressive-Matrices.aspx

Critical Watson Glaser Critical https://www.assessmentday.co.uk/watson-

thinking test Thinking Appraisal glaser-critical-thinking.htm

Interest test RIASEC Markers https://openpsychometrics.org/tests/RIASEC/

Scale
Personality NEO Personality https://www.hogrefe.co.uk/neopir.html
test Inventory

Non-standardized or teacher-made tests

 Usually intended for classroom assessment

 They are used for classroom purposes, such as determining whether learners have
reached the learning targets
 Intended to measure behavior (such as learning) in line with the objectives of the course
 Examples: quizzes, long tests and exams.
 Formative and Summative tests are usually teacher-made tests.
 Can a teacher-made test become a standardized test?
Answer: Yes, as long as it is valid, reliable, and with a standard procedure for
administering, scoring, and interpreting results.

What information is sought from achievement and aptitude tests?

Achievement Test
 Measures what learners have learned after instruction or after going through a specific
curricular program.
 It provides information on what learners can do and have acquired after training and
instruction.
 It is a measure of what a person has learned within or up to a given time (Yaremko et al.
1982)
 It is a measure of the accomplished skills and indicates what a person can do at present
(Atkinson 1995)
 Achievement can be reflected in the final grades of learners within a quarter.
 A quarterly test is composed of several learning targets and is a good way of
determining achievement of learners.
 It can be measured by using the:
 Wide Range Achievement Tests,
 California Achievement Test and
 Iowa Test for Basic Skills

Aptitude Tests

 According to Lohgman( 2005) , aptitudes are the characteristics that influence a

person’s behavior that aid goal attainment in a particular situation.

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 Aptitude refers to the degree of readiness to learn and perform well in a particular
situation or domain (Corno et al. 2002)
 Examples:
 Ability to comprehend instructions
 Manage one’s time
 Use previously acquired knowledge appropriately
 Make good inferences and generalizations
 Manage one’s emotions
 Assessment of aptitude can go beyond cognitive abilities such as:
 Cognitive Abilities Measurement :
measures working memory capacity,
ability to store old information and process new ones.
Speed of an individual in retrieving and processing new information, etc.

How do we differentiate speed from power test?

Speed Test

 Speed test is consists of easy items that need to be completed within a time limit.
 Example: a typing test in which examinees are required to correctly type as may words
as possible given a limited amount of time.

Power Tests

 Power test is consist of items with increasing level of difficulty but time is sufficient to
complete the whole test.
 Example : a test that determines the ability of the examinees to utilize data to reason
and become creative, formulate, solve, and reflect critically on the problems provided.

How do we differentiate norm-referenced from criterion referenced test?

Criterion-referenced Tests

 Criterion-referenced test has a set of standards, and the scores are compared to a given
criterion.
 Example: in a 50-item test; 40-50 is very high, 30-39 is high, 20-29 is average, and 10-
19 is low and 0-9 is very low.
 One approach in criterion-referenced interpretation is that the score is compared to a
specific cutoff.
 An example is the grading in schools where the range of grades 96-100 is highly
proficient, 90-95 is proficient, 80-89 is nearly proficient and below 80 is beginning.

Norm-referenced test

 Norm-referenced test interprets results using the distribution of scores of a sample

group.
 The mean and standard deviations are computed for the group.
 The standing of every individual in a norm-referenced test is based on how far they are
from the mean and standard deviation of the sample
 Standardized tests usually interpret scores using a norm set from a large sample.
 Having established norm for a test means obtaining the normal or average performance
in the distribution of scores. A normal distribution is obtained by increasing the sample
size.
 A norm is a standard and is based on a very large group samples. Norms are reported in
the manual of standardized tests
 A normal distribution takes the shape of the bell curve where it shows the number of
people within a range of scores.

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 It also reports the percentage of people with particular scores.

 The norm is used to convert a raw score into standard scores for interpretability
 What is the use of a norm?
1. A norm is the basis of interpreting a test score
2. A norm can be used to interpret a particular score.

APPLY

The following guide questions are used when deciding the purpose, form, and interpretation of
assessment.

1. What information do you want to obtain from your learners?

2. What is the specific learning target that you want to assess?
3. Are you assessing learning progress or what learners have learned?
4. Given your specific learning target, which form of assessment is appropriate?
5. How will you interpret the results if you do not have a set of norms?

The following guide questions are used when deciding on the function, kind of learning, and
ability to be assessed.

1. What information do you want to obtain from your learners?

2. What is the specific learning target that you want to assess?
3. Is there an available instrument to determine the information you want to know about
your learners?
4. If you have an available standardized instrument, do you want to determine what the
learners have learned or their potential future learning?
5. If you have an available instrument, are you after their maximum performance>
6. If you are using a standardized instrument, do you have a copy of the test manual with
available norms to interpret the score?

ACTIVTIES 3.1 and 3.2

Group yourselves with 5 members in each group. Be ready to present this on .Please fill in the
template below

COLEGIO DE STA. ANA DE VICTORIAS, INC.

Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830

MODULE 1: AN INTRODUCTION TO ASSESSMENT IN LEARNING

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LESSON 3: Different Classifications of Assessment

NAME ___________________________________ Course/Yr _____________________

___________________________________ _____________________
___________________________________ _____________________
___________________________________ _____________________
___________________________________ ______________________

ACTIVITY 3.1 : Case A

The following are illustrative scenario. Provide your answers to the questions based on the
information presented.

A teacher in Mathematics wanted to determine how well the learners have learned their
lesson on fractions. After two weeks of drills and exercises, the teacher wanted to record how
well the learners have learned about fractions. The specific learning competencies taught by the
teacher are: 1) Adding similar fractions and 2) Solving word problems involving the addition of
similar fractions. The school has an available standardized test on mathematics, but it covers
many topics aside from fraction.

What information does the math teacher

want to determine among the learners?

What is the specific learning target that the

math teacher wants to assess?

Is the math teacher assessing learning

progress or what learners have learned?

Given your specific learning target, which

form of assessment is appropriate?

How will the math teacher interpret the

results if the learners have learned?

ACTIVITY 3.2 : CASE B

A School Principal wanted to determine who among a group of applicants will be

admitted to the school. The principal wanted to determine if the learners have learned well in
their present grade level. The learners come from different schools, and it is assumed that they
all learned the common standards as indicated in the K to 12 curriculum. There is an available
instrument in the school that determines the important learning competencies based on the K to
12 curriculum

What information does the principal want to

determine about the learners?

What are the specific learning targets that

the principal intends to assess?
Is there an available instrument to determine
the information that the principal wants to
know among the learners?

Given the available standardized instrument,

does the principal want to determine what
the learners have learned or their potential

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for future learning?

Is the principal after the learners’ maximum

performance?

Given that there is an available instrument,

how will the scores be interpreted? How will
the school principal decide who will be
accepted in the school?

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