As future educators, one should know the different types of teacher made-test and non-test instruments and the roles of assessment in instructional decision in-order to provide the best assessment possible in evaluating the student learning.
Made Test and Non-test Instruments and Roles of Assessment
1. Made test and Non-test
Instruments; and
Roles of Assessment in
Instructional Decisions
PRESENTED BY:
ABELIDA, GRACE FATIMA
2.
3. Objectives:
Able to differentiate between made-test and non-test instruments.
Able to know the four roles of assessment in instructional decisions.
4. Made test vs. Non-test
Made test
Definition: A method of measuring a
person’s ability, knowledge, or
performance in a given domain.
Takes place at identifiable times,
under time constraints
Uses prepared administrative
procedure
Must be able to be measured and
evaluated and reported
Non-test
Is an on-going process
Gives feedback to help students
increase competence
• Informal : impromptu feedback,
marginal comments on drafts
Does not make fixed judgment or
record results.
• Formal: review of journal writing or
student’s portfolio
5. Teacher Made test Assessment
Written Test – tests that are
administered on paper or on a
computer. A test taker could respond
to specific items by writing or typing
within a given space of the test or on
a separate form or document.
Types of written test:
Subjective
Objective
6. Teacher Made test Assessment
Multiple Choice
test taker would be
given a number of set
answers for each
question, and the
candidate must choose
which answer or group
of answers is correct.
Alternative
Response / True or
False
Present test-taker with
a binary choice – a
statement either true or
false. This method
presents problems, as
depending on the
number of questions.
Matching Type
is an item that provides
a test taker to match
identifying
characteristics to the
correct term.
7. Completion Type
o A fill-in-the-blank item provides a test
taker with identifying characteristics
and requires the test taker to recall the
correct term.
Essay
o Items such as short answer or essay
typically require a test taker to write
a response to fulfil the requirements
of the item.
o Essay items take less time to
construct.
Teacher Made test Assessment
8. Non-test Assessment Techniques
Case studies and problem-solving
assignment
o Type of assessment which require the
student to place him or herself in or
react to a situation where there prior
learning is needed to solve the
problem or evaluate the situation.
o Case studies should be realistic and
practical with clear instructions.
Homework
o Is a structured practice exercise that
usually plays a part in grading.
o Sometimes instructors assign reading
or other homework which covers the
theoretical aspects of the subject
matter, so that the class time can be
used for more hands-on practical
work.
9. Projects
o Usually designed so that
the students can apply
many of the skills they have
developed in the course by
producing a product of
some kind.
o Usually given early in the
course with a completion
date toward the end of the
quarter.
Portfolio
o Collection of student
projects and products.
Like a photographer
portfolio they should
contain the best example
of their work. For subjects
that are paper-based, the
collection of portfolio is
simple.
Observation
o Should follow an
established plan or
checklist organized around
concrete, objective data.
o Needs to be tied to the
objective of the course.
Non-test Assessment Techniques
10. Anecdotal Record
o Provide information regarding a
student’s development over a period
of time.
o Provide ongoing records about
individual instructional needs
o Captures observations of significant
behaviour that might otherwise be
lost
o Provide ongoing documentation of
learning that may shared with
students, parents and teacher.
Anecdotal record is a record of
some significant item of conduct, a
record of an episode in the life of
students, a word picture of the
student in action, a word snapshot at
the moment of the incident, any
narration of events in which may be
significant about his personality. -
Randall
11. Checklists
o Contains a list of behaviours or
specific steps, which can be
marked as Present/Absent,
Complete/Incomplete, Yes/No,
etc.
o Used to record observations of
an individual, a group or a whole
class.
Rating Scale
o Allow teacher to indicate the
degree of frequency of the
behaviours, skills and strategies
displayed by the learner.
o Used to record the quality of the
student’s performance at a given
time or within a given process.
12. Roles of Assessment in Instructional
Decisions
Placement
Diagnostic
Formative
Summative
13. Placement
Used to determine the entry behaviour of the pupils.
Used to determine the performance at the beginning of the instruction.
GOAL: to determine the position in instructional sequence and the mode of
evaluation.
14. Diagnostic
Type of assessment that is normally undertaken before instruction to
determine the student prior knowledge of a particular knowledge or lesson.
It’s purpose is to anticipate potential learning problems and group / place
students in the proper course or unit of study.
15. Types of Diagnostic Assessment
Pre-tests (on contents and abilities)
Self-assessments (identifying skills
and competencies)
Discussion board responses (on
content-specific prompts)
Interviews (brief, private, 10-minute
interview of each student)
16. Formative
Usually administered during the instructional process to provide feedback to
students and teachers on how well the former are learning the lesson being
taught.
Results of formative assessment are neither recorded nor graded but are
used for modifying or adjusting instruction.
Helps detect which student needs attention.
17. Types of Formative Assessment
Observations during in-class
activities; of student’s non-verbal
feedback during lecture
Homework exercises as review for
exams and class discussions
Reflection journals that are
reviewed periodically during the
semester
Question and answer sessions,
both formal –planned and informal
- spontaneous
18. Summative Role
This type of assessment is undertaken to determine student
achievement for grading purposes.
To determine the mastery at the end of the course.
Overall assessment.
19. Types of Summative Assessment
Examinations (major, high-stakes
exam)
Final Examination (a truly
summative assessment)
Term Paper (drafts submitted
throughout the semester would be
a formative assessment)
Projects (project phases submitted
at various completion points could
be formatively assessed)
Portfolios (could also be assessed
during it’s development as a
formative assessment)
Performances
Student evaluation of the course
(teaching effectiveness)