2. “Teaching today is a far more complicated
profession than it was a couple of decades
ago… Today, we not only test the measure the
cognitive development but also the affective
and psychomotor development of the
learners, as well.”
- Dr. Roberto N. Padua
5. The teacher must assess the
students in three domains:
Cognitive
Psychomotor Affective
6. What is a TEST?
• According to Posner (1995), test is a set
of questions with an accepted set of
presumably correct answers, designed to
gather information about some individual
characteristics, like scholastic
achievement.
7. TEST
• a device used to indirectly measure the
intangible aspects of students’ life
• A device used to gather information about
students’ learning progress
• Compels students’ to give their responses
8. NON - TEST
• a device that do not force students to give
their responses
• Usually based on teacher’s direct
observations as students perform the
assigned tasks
9. TESTING
• Administration and use of
the test and its results in
order to make educational
decisions (Kubiszyn and
Borich, 2000)
10. EDUCATIONAL DECISISONS
1. To promote or to retain a student
in a particular grade/year level
2. To proceed to the next objective or
to reteach the lesson
3. To revise or to continue an existing
curriculum
11. Kinds of Educational Decisions
• Instructional Decisions
• Grading Decisions
• Diagnostic Decisions
• Selection Decisions
• Placement Decisions
• Guidance and Counseling Decisions
• Program or Curriculum Decisions
• Administrative Policy Decisions
12. MEASUREMENT
• Process of quantifying test results
• Begins when the teacher compares
student’s responses with the presumably
correct responses in the scoring key
13. ASSESSMENT
• Process of gathering, analyzing and
interpreting data (Angelo, 1995)
• Process of gathering information about
student’s learning and then analyzing
and interpreting them for the purpose of
making decisions (Lucas and Corpuz,
2007)
• Uses a variety of instruments to collect
necessary data to enhance its
validity
14. TRIANGULATION
• Practice of checking
information supplied by
assessments
15. Testing vs. assessment
TESTING ASSESSMENT
• Tests, usually paper and • Paper and pencil tests
pencil tests, are scored and other measurement
independent of context instruments are
and other relevant administered, scored and
information. evaluated contextually.
• Tests are utilized to reach • Results of variety of
educational decisions. instruments are
• Testing is limited in integrated to reach
scope. educational decisions.
• Assessment is broader in
scope.
17. 1. ANECDOTAL
RECORD
• Focuses only on the unique experience
showing attitude that needs some
modification or intervention
• Teacher records a student’s behavior
across time, to establish its patterns and
causes.
• An intervention can be designed to modify
or strengthen such behavior.
18. 2. checklist
• For classroom activities, students are
expected to master and perform the
expected tasks.
• For classroom observation, the teacher
may design a checklist that can capture
the presence or absence of the mastery of
educational objectives.
19. 3. Daily assignments
• Students are required to submit the
accomplished assignment in a specified
period of time.
• Teacher may use assignment results for
various types of assessment.
20. 4. Debates
• With two opposing views about an issue, a
debate can be organized where students
take opposing positions on a topic and
defend their side.
21. 5. demonstrations
• Visual enactment of a particular skill or
activity
• Teacher observes and rates students as
they perform the skill or skills required for
a certain activity.
22. 6. games
• Students can engage themselves in
enjoyable activities without fear of being
tested.
• In case of academic games, where
students’ cognitive processes are
involved, the teacher can include an
assessment of the student’s mastery of
concepts and ideas.
23. 7. journal
• Students have the potential to write and
reflect upon their learning experiences.
• They can write daily account of their
performance in an assigned task.
24. 8. Oral and written reports
• The teacher assigns a research topic to
students; the latter conducts research and
report the outcome in an oral and written
format.
25. 9. Panel discussion
• Organized to verify the truth or veracity of
the information obtained in a research or
library work
• Teacher rates the quality of the student’s
participation in a panel discussion.
26. 10. Portfolio of student’s work
• Students can be required to collect
evidence and reflect upon their own
learnings.
• They compile these evidence in a portfolio.
27. 11. projects
• Teacher may design a project that
challenges students to show more or all
aspect of creativity.
• When given the opportunity, students can
be original, elaborative and risk-taking.
28. 12. Teacher observation
• Observing is one potent skill expected of a
good teacher.
• He can observe while students work on
the assigned task.
• He can also ascertain whether students
understand the directions and perform the
assigned task with speed and accuracy.
29. 9 Types of
Assessment
(According to
Cohen, et al.,
1997)
30. 1. Norm -
Referenced
• Gives us information on what a student
can do in comparison with other students
in the class
• Helps the teacher to put students in a
ranked order of achievement
31. 2. Criterion -
Referenced a
• Uses specific preset criteria from which
student’s performance is compared
without referring to other students’
performance
32. 3. Domain -
Referencedfield or
• Determines learning in a particular
area of the subject matter and the three
domains of learning
33. 4. Diagnostic
• Identifies weaknesses, strengths, and
problems of student’s learning
• Can be the teacher’s basis of planning
what to do next in the teaching and
learning process
34. 5. Formative
• Pinpoints whether students have achieved
the objectives of the lesson taught
• Shapes the contents and processes of
future teaching and learning plans
• Provides feedback about the effectiveness
of teaching as manifested by student’s
learning
35. 6. Summative
• Considered as the terminal assessment of
learning
• Comes at the end of the unit, program,
term or school year
• Main purpose of this is to give rating or
grade to students based on their
performance or achievement.
36. 7. Ipsative
• Process of self-assessment
• Gives students the opportunity to evaluate
their own learning
• Students can formulate their own learning
styles, methods and strategies with the
purpose of improving their own learning.
37. 8. Authentic
• Determines what students can actually do
in real-life situations rather than using
some easy-to-score responses to
questions
38. 9. Performance
• Determines whether students can
demonstrate their learning through
performance in real or simulated situations
• More applicable to determine student’s
skills in communication and other
psychomotor skills
• Requires the student to demonstrate
knowledge, learning and understanding
through a real-task application
40. Factors to Consider:
1. Type of measuring procedure to use
2. Range of difficulty of items
3. Objectives to be sampled
4. Scoring procedures
5. Length of the measurement
6. Time limits
7. Arrangement of items
8. Method of recording and reporting
results
42. Evaluation
• The process of determining the changes in the
child as a result of teaching and his experiences
• Systematic attempt at acsertaining the amount
of progress made in the child’s education
directed toward the realization of objectives in
education
• Process of attaching quality or value judgment to
the quantity obtained through the process of
assessment
43. References:
• Assessment of Students’ Learning by
Alberto A. Rico (2011)
• Assessment of Learning Outcomes (Book
2) by Danilo S. Gutierrez, Ph. D. (2008)
