Assessment of Learning

ASSESSMENT OF LEARNING
PREPARED BY:KATRINA KAYE G. VILLARIN

ASSESSMENT OF LEARNING
It focuses on the development and utilization
of assessment tools to improve the teaching
learning process.
MEASUREMENT: refers to the quantitative aspect of
evaluation.
EVALUATION: the qualitative aspect of evaluation.
TEST: consist of questions or exercise or other
devises for measuring the outcome of learning.

CLASSIFICATION OF TEST
1. According to manner
and response
a. oral
b. written
2. According to method
of preparation
a. subjective
b. objective
3. According to nature of
answer
a. personality test
b. intelligence test
c. aptitude test
d. achievement or
summative test
e. sociometric test
f. diagnostic or
formative test
g. trade or vocational
test

• Objective test- test which have definite
answers and therefore are not subject for
personal bias.
• Teacher made test- constructed by the
teacher based on the content of different
subject taught
• Diagnostic test- to measure a student
strength and weaknesses.

• Formative test- done to monitor students
attainment of the instructional
objectives.
• Summative test- done at the conclusion of
instruction.
• Standardize test- are test for which
contents have been selected and for which
norms and standards have been established.

• Criterion referenced measure- a measuring
device with a pre determined level of success or
standard on the part of the test takers.
• Norm referenced measure- is a test the is scored
on the basis of the norm or standard level of
accomplishment by the whole group taking the
test.

CRITERIA OF A GOOD EXAMINATION
Validity
Refers to a degree to which the test measures
what it is intended to measure. It is the usefulness
of the test for a given measure.
RELIABILITY
Pertains to the degree to which a test measures
what is suppose to measure. The test of reliability
is the consistency of the result when it is
administered to different group of individuals with
similar characteristics in different places at
different times.

OBJECTIVITY
is the degree to which personal bias
is eliminated in the scoring of the
answers. When we refer to the quality of
measurement, essentialy we mean to have
the amount of information contained in a
score generated by the measurement.

Measurement may differ in the amount on information the
members contain. These are:
Nominal Measurement
Are the least sophisticated, they merely classify object or
events by assigning numbers to them. These numbers are
arbitrary and imply no qualification, but the categories must be
mutually exclusive and exhaustive.

Ordinal Measurement
Ordinal scales classify, but they also assign
rank order. Example, ranking individuals in a
class according to their test scores. Their scores
are ordered from highest to lowest.
Interval Measurement
in order to be able to add and subtract scores,
we use interval scales. This measurement contains
the nominal and ordinal properties and is also
characterized by equal units between score points.

Ratio measurement
the most sophisticated type of
measurement includes all the proceeding
properties, but in a ratio scale, the
zone point is not arbitrary; a score of
zero includes the absence of what is
being measured.

Norm-referenced and criterion-referenced
Measurement
norm-referenced has been used in education;
norm-referenced test continue to comprise a
substantial portion of the measurement in
today’s schools. Criterion-referenced
measurement emphasize that the type of
measurement or testing depends on how the
scores are interpreted . Both type can be use
effectively by the teacher.

Norm- referenced interpretation
stems from the desire to differentiate
among individuals or to discriminate
among the individuals of some defined
groups on whatever is being measured.

Criterion-referenced interpretation
It means referencing an individual’s
performance to some criterion that is a
defined performance level. A second
meaning for this term involves the idea of
a defined behavioral domain that is, a
defined body of learner’s behavior.

Distinction between Norm-Referenced and
Criterion- Referenced Test
Criterion-referenced tests
focus on a specific group of learner
behaviors. Criterion referenced test tends to
focus more on sub skills than on board skills.
Norm-reference test
are usually more general and comprehensire
and cover a large domain of content and
learning tasks.

STAGES IN TEST CONSTRUCTION
I. Planning the test
A. Determining the objectives
B. Preparing the table of
specification.
C. Selecting the appropriate item
format
D. writing the test items
E. editing the test items
II. Trying out the test
A. administering the first try out –
then item analysis
B. administering the second try out
then item analysis
C. preparing the final form of test
III. Establishing test
validity
IV. Establishing the test
reliability
V. Interpreting the test
scores

MAJOR CONSIDERATON IN TEST CONSTRUCTION
Type of test
It is a take home test rather that an in
class test, how do you make sure that students
work independently, have equal access to sources
and resources, or spent a sufficient but not
enormous amount of time on the task? The test
plan must include a wide array of issues.
Anticipating this potential problem allows the
test constructor to develop positions or policies
that are consistent with his/her testing
philosophy.

TEST LENGTH
a major decision in the test planning is
how many items should be included on the
test. There should be enough to cover the
content adequately, but the length of the
class period or the attention span or fatigue
limits of the students usually restrict the
test length.

ITEM FORMATS
determining what kind of items to include
on the test is a major decision once the
planning decisions are made, the item writing
begins. This task is often the most feared by
the beginning test constructors. However, the
procedures are more common sense than formal
rules.

POINTS TO BE CONSIDERED IN PREPARING A TEST
1. Are the instructional objectives clearly defined?
2. What knowledge, skills and attitudes do you want
measure?
3. Did you prepare table of specifications?
4. Did you formulate well defined and clear test items?
5. Did you employ correct English in writing items?
6. Did you avoid giving to the correct answer?
7. Did you test the important ideas rather than the
trivial?
8. Did you adapt the test's difficulty to your student's
ability?

POINTS TO BE CONSIDERED IN PREPARING A TEST
9. Did you avoid using textbook jargons?
10. Did you cast the items in positive form?
11. Did you prepare a scoring key?
12. Does each item have single correct
answer?
13. Did you review your items?

DIFFERENT TYPES OF TEST
1.The test items should be selected very carefully. Only
important facts should be included.
2. The test should have extensive sampling of items.
3. The test items should be carefully expressed in simple,
clear, definite, and meaningful sentences.
4 There should be only one possible correct response for
each test item.
5. Each item should be independent. Leading clues to other
items should be avoided.
6 Lifting sentences from books should not be done to
encourage thinking and understanding.

7. The first person personal pronouns and we should not be used.
8. Various types of test items should be made to avoid monotony .
9. Majority of test items should be of moderate difficulty, Few
difficult and few case items should be included.
10. The test items should be arranged in ascending order of
difficulty, Easy items should the beginning encourage the
examinee to pursue the most difficult items the end.
11. Clear, concise, and complete directions should precede Sample
test items be provided for expected responses.
12. Items which can be answered previous experience alone without
knowledge ofthe 12. subject matter should not be included
13. Catchy should not be used in the test items.

14. Test items must be based upon the objectives of the course
and upon the course content.
15. The test should measure degree of achievement or determine
difficulties the learners 16. The test should emphasize ability
to apply and use facts as well as knowledge of facts.
17. The test should be of such length that it can be completed
within the allotted by all or nearly all of the pupils, The
teacher should perform the test herself to determine its
approximate time allotment.
18. Rules governing good language expression, grammar, spelling,
punctuation, and capitalization should be observed items.
19. Information on how scoring be done should be provided.
20. Scoring Keys in correcting and scoring tests provided.

POINTERS TO BE OBSERVED IN CONSTRUCTING AND
SCORING THE DIFFERENT KINDS OF TEST
A. Recall types
1. Simple recall type
a. This type consists of questions calling for a single word or
expression as an answer
b. Items usually begin with who, where, when, and what
c. Score is the number of correct answers,
2. Completion type
a. Only important words or phrases should omitted avoid confusion.
b. Blanks should equal lengths.
c. The blank, as much possible, is placed near end of the
sentence.
d. Articles a, an, and the be provided before omitted word phrase
to clues for answers.
e. Number of correct answers

3. Enumeration Type
a. the exact number of expected answers should
be stated.
b. blanks should be on equal length.
c. score is the number of correct answer.
4. Identification Type
a. The items should make an examinee think of a
word, number or group of words that would complete
the statement or answer the problem.
b. Score is the number of correct answer.

POINTERS TO BE OBSERVED IN CONSTRUCTING
AND SCORING THE DIFFERENT KINDS OF TEST
B. RECOGNITION TYPES
1.True-false or alternate-response type
a. Declarative sentences should be used.
b. The number of "true" and "false" items
should be more or less equal
c. The truth or falsity of the sentence
should not be too evident.
d. Negative statements should be avoided.
e. The "modified true-false" is more
preferable than the "plain true-false"

f. In arranging the items, avoid the regular
recurrence of "true" and "false" statements.
g. Avoid using specific determiners like: all,
always, never, none, nothing, most, oflen, some, etc,
avoid weak statements as may, sometimes, as rule, in
general etc.
h. Minimize the use qualitative terms like few,
great, many, more, etc.
i. Avoid leading clues answers in all items.
J. Score is the number of correct answers in
"modified true-false and right answers minus wrong
answers "plain true false“.

2. Yes-No type
a. The items should be in interrogative
sentence.
b. The same rules as in “true or false”
are applied.

3. Multiple response type
a. There should be three to five choices. The
number of choices choose in the item.
b. The choices should be numbered or lettered so
that only the number or letter can be written on
the space provided,
c. If the choices are figures, thy should be
arranged in ascending order.
d. Avoid the use of “a” or “an” as the last word
prior to the listing of the responses.

e. Random occurrence of responses should be
employed.
f. The choices, as much as possible should
be at the end of the statement.
g. The choices should be related in some
way or should belong to the same class.
h. Avoid the use of “none of these” as one
of the choices.
i. Score is the number of correct answers.

4. Best Answer Type
a. There should be three in five choices
all of which are right but vary in
their degree of merit, importance or
desirability.
b. The other rules for multiple response
items are applied here.
d. Score is the number of correct answer.

5. Matching Type
A. There should be two columns under “A” are the stimuli
which should be longer and more descriptive than the responses
under column “B”. The response may be a word, a phrase, a
number or a formula.
B. The stimuli under column “A” should be numbered and the
responses under column ”B” should be lettered. Answers will be
indicated by letters only on lines provided in column “A”.
C. The number of pairs usually should not exceed twenty
items.

D. The number of responses in column “B”
should be two or more than the number of
items in column “A” to avoid guessing.
E. Only one correct answer for each item
should be possible.
F. Matching sets should neither be too long
or too short.
G. All items should be in the same page.
H. Score is the number of the correct answer.

C. Essay type examination.
1. Comparison of two things.
2. Explanation of the use of meaning of a
statement or passage.
3. analysis
4. Decision for or against
5. discussion

How to construct essay examinations.
1.Determine the objectives or essentials for each question to
be evaluated.
2. Phrase questions in simple, clear and concise language.
3. Suit the length of the questions to the time available for
answering the essay examination. The teacher should try to
answer the test herself,
4. Scoring:
a. Have a model answer in advance.
b. Indicate the number of points for each question.
c. Score a point for each essential.

ADVANTAGES AND DISADVANTAGES OF THE
OBJECTIVE TYPE OF TEST
Advantages
a. The objective test is free from personal bias in scoring.
b. It is easy to score. With a scoring key, the test can be
corrected by different individuals without affecting the
accuracy of the grades given.
c. It has high validity because it is comprehensive with
wide sampling of essentials.
d. It is less time-consuming since many items can be
answered in a given time.
e. It is fair to students since the slow writers can
accomplish the test us fast as the fast writers.

OBJECTIVE TYPE OF TEST
Disadvantages
a. It is difficult to construct and
requires more time to prepare.
b. It does not afford the students the
opportunity in training for self- and thought
organization.
c. organization. It cannot be used to test
ability in theme writing or journalistic
writing.

ESSAY TYPE OF TEST
Advantages
a. The essay examination can be used in practically all subjects of
the school curriculum.
b. It trains students for thought organization and self expression
c. It affords students opportunities to express their originality
and independence of thinking .
d. Only the essay test can be used in some subjects like composition
writing journalistic writing which cannot be tested the objective type
test
e. Essay examination measures higher mental abilities comparison,
interpretation, defense of opinion and decision
f. The essay test is easily prepared.
g. It is inexpensive.

ESSAY TYPE OF TEST
Disadvantages
a. The limited sampling of items makes the test
unreliable measure of achievements or abilities.
b. Questions usually are not well prepared.
c. Scoring is highly subjective due to the
influence of the corrector's personal judgment
d. Grading of the essay test is inaccurate
measure pupils' achievements due to subjectivity of
scoring.

STATISTICAL MEASURES OR TOOLS USED IN
INTERPRETING NUMERICAL DATA
FREQUENCY DISTRIBUTION
a simple common sense technique for
describing a set of test scores is through
the use of frequency distribution. It is
merely listing of the possible score values
and the number of persons who ahieve each
scores.

STEPS THAT ARE INVLOVED IN CREATING THE
FREQUENCY DISTRIBUTION
FIRST, list the possible
score values in rank order, from
highest to lowest then a second
column indicate the frequency or
number of person who receive each
scores.

When there is a wide range of scores in a
frequency distribution, the distribution can be
quite long , with a lot of zeros in the column
of frequencies. Such a frequency distribution
can make interpretation difficult and
confusing. a grouped frequency distribution
would be more appropriate in this kind of
situation. groups of score values are listed
rather than each separate possible score value.

If we were to change the frequency distribution and
Table 2 into a grouped frequency distribution, you
might choose intervals such as 48 -50 , 45 -47, and so
forth. The frequency corresponding to intervals 48 -50
would be 9 (1 + 3 + 5). The choice of width of the
interval is arbitrary cramp , but it must be the same
as all intervals. In addition, it is a good idea to
have an odd numbered interval width so that the
midpoint of the interval is a whole number. This
strategy will simplify subsequent grass at 10
descriptions of data. The group frequency distribution
is presented in Table 3.

Measures of Central Tendency
Frequency distributions are helpful for indicating the
shape of to describe a distributions of scores , but we need
more information than the shape to describe the distribution
adequately. We need to know we're on the scale of
measurement a distribution is located and how the scores are
dispersed in the description . For the former, we compute
measures of central tendency, and for the latter we compute
measures of dispersion. Measures of central tendency are
points of the scale of measurement, and they are
representative of how the scores then to others . There are
three commonly used measures of central tendency, the mean,
the median, and the mode, but the mean is by far the most
widely used.

The Mean
The mean of a set of scores is the
arithmetic mean. It is found by summing the
scores and dividing the sum by the number of
scores . The mean is the most commonly used
measure of central tendency because it is
easily understood and is based on all the
scores in the set; hence , it summarizes a
lot of information. The formula of the Mean is
as follows.

The Median
Another measure of central tendency is the median
which is the point that divides distribution in half;
that is, half of the scores fall above the median and
half of the scores fall below the median.
When they are only a few scores, the median can often
be found by inspection . if there is an odd number of
scores , the middle score is the median . When there
is even a number of scores, the median is halfway
between the two middle scores . However, when they are
tied scores in the middle of the distribution, or when
the scores are in a frequency distribution, the median
may not be so obvious.

Consider again the frequency distribution in
table 2. there were 25 scores and distribution,
so the middle score should be the median. A
straightforward way to find this median is to
augment the frequency distribution with a
column of cumulative frequency. Cumulative
frequencies indicate the number of scores at or
below each score. Table 4 indicates the
cumulative frequencies for the data in Table 2.

For example, 7 persons scored at or below a
score of 40 , and 21 persons scored at or
below a score of 48.
To find the median , we need to locate the
middle score in the cumulative frequency
column, because this score is the median.
Since there are 25 scores in the distribution
, the middle one is the 13th, a score of 46.
Thus, 46 is a median of this distribution;
half of the people scored above 46 and half
scored.

When there are times in the middle of the
distribution, there may be a need to
interpolate between scores to get the exact
median. However, such precision is not needed
for most classroom tests . The whole number
closest to the median is usually sufficient.

The Mode
The measure of central tendency that is
the easiest to find is the mode . the mode is
the most frequently occurring score in the
distribution . The mode of the scores in
table 1 is 48. 5 persons had two scores of 48
and no other score occurred as often.

Each of the three measures of central tendency - the
mean , median , and the mode means a legitimate definition
of “average” performance on this test. However , each does
provide different information . The arithmetic average was
44; half the people scored at or below 46 and more people
received 48 than any other score.
When a distribution has a small number of very extreme
scores , though , the median may be a better definition of
central tendency . the mode provides the least information
and is used infrequently as “average”. The mode can be
used with nominal scale data , just as an indicator of the
most frequently appearing category . The mean, the median,
and the mode all describes central tendency:
The mean is the arithmetic average
The median divides the distribution in half
The mode is the most frequent score

Measures of Dispersion
Measures of central tendency are useful for
summarizing average performances, but they tell us nothing
about how the scores are distributed or spread out around
the averages . Two sets of test scores may have equal
measures of central tendency , but they may differ and
other ways. One of the distributions may have the scores
tightly clustered around the average , and the other
distribution may have scores that are widely separated. As
you may have anticipated, there are descriptive statistics
that measure dispersion, which are also called measures of
variability. These measures indicate how spread out the
scores tend to be.

The Range
The range Indicates the difference between the highest
and lowest scores in a distribution . It is simple to
calculate, but it provides limited information. We subtract
the lowest from the highest score and add 1 so that we
include both scores in the spread between them. For the
scores of Table 2 the range is 50 - 34 + 1 = 17.
A problem with using the range is that only the two
most extreme scores are used in this computation. There's
no indication of the spread of scores between highest and
lowest. Measures of dispersion that take into consideration
every score in the distribution are the variance and
standard deviation. The standard deviation is used a great
deal in Interpreting scores from standardized tests.

The Variance
 The variance measures how widely
the scores in the distribution are
spread about the mean . In other
words , the variance is the
average squared difference
between the scores and the mean.
 The computation of the variance
for the scores of table 1 is
illustrated in table 5 period the
data for the students K through V
are omitted to save space, but
these values are included in the
column totals and in the
computation.

The Standard Deviation
The standard deviation also indicates how spread out the scores
are, but is expressed in the same units as original scores. The standard
deviation is computed by finding the square root of the variance.
S = S2
For the data in table 1 , the variance is 22.8. The standard
deviation is 22.8, or 4.77. The scores of most norm groups have the
shape of a normal distribution- a symmetrical bell-shaped distribution
with which most people are familiar. With the normal distribution,
about 95% of the scores are within 2 standard deviation of the mean,
Even the scores are not normally distributed, most of the scores
will be within 2 standard deviations of the mean. In the example, the
mean minus 2 standard deviation is 34.46, and the mean plus two
standard deviation is 53.54. Therefore only one score is outside of this
interval; the lowest score, 34, is slightly more than two standard
deviations from the mean.

Graphing Distributions
A graph of distribution of test course is often better understood
than is the frequency distribution or mere table of numbers . The general
pattern of scores , as well as and unique characteristics of the
distribution , can be seen easily in simple graphs. There are several
kinds of graphs that can be used, but a simple bar graph, or a histogram,
is as useful as any.
The general shape of the distribution is clear from the graph. most
of the scores in a distribution are high, at the upper end of the graph.
Such a shape is quite common for the scores of classroom tests. That is,
test scores will be grouped toward the right and of the measurement scale.
A normal distribution has most of the test scores in the middle of
the distribution and progressively Fewer Scores toward extremes. the
scores of norm groups are seldom graphed but they could be if we were
concerned about seeing the specific shape of the distribution of scores.
Usually, we know or assume that the scores are normally distributed.

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