assessment in learning and teaching in an education

ASSESSMENT IN
LEARNING 1
OSCAR O. ANCHETA JR.
Instructor

Choose a word from the Word Cloud
and explain its relevance/relationship to
assessment!

LESSON 1:
Basic Concepts and
Principles in
Assessing Learning

LEARNING OUTCOMES:
In this lesson, you are expected to:
describe assessment in learning
and related concepts and,
demonstrate understanding of
the different principles in
assessing learning.

What is assessment?
 Rooted in the Latin word assidere, which
means “to sit beside another.”
 Generally defined as the process of gathering
quantitative and/or qualitative data for the
purpose of making decisions.

What is Assessment in
Learning?
 A systematic and purpose-oriented collection,
analysis, and interpretation of evidence of
student learning in order to make informed
decisions relevant to the learners.
 It aims to use evidence on student learning to
further promote and manage learning.
 Assessment in learning can be characterized
as (a) a process, (b) based on specific
objectives, and (c) from multiple sources.

What is measurement?
 The process of quantifying the attributes of
an object
What is evaluation?
 Refers to the process of making value judgements
on the information collected from measurement
based on specified criteria.

What is Testing?
 Testing is the most common form of
assessment.
 Refers to the use of a test or battery of tests
to collect information on student learning over
a specific period of time.
 Can be categorized as either a selected
response (objective format) or constructed
response (subjective format).

What is the significance of
TOS to the test?
 The Table of Specification (TOS) maps out
the essential aspects of a test (test objective,
contents, topics, item distribution).
 Is used in the design and development of
tests.

When is a test considered to
be good and effective?
 If it has acceptable psychometric properties.
 This means that a test should be
valid, reliable, has acceptable
level of difficulty, and can
discriminate between learners
with higher and lower ability.

What is grading?
 The process of assigning value to the
performance or achievement of a learner
based on specified criteria or standards.
 Grades can be based from, recitation,
seatwork, homework, projects, and tests.
 Grading is a form of evaluation which
provides information whether a learners
passed or failed a subject or a particular
assessment task.

What are the different measurement
framework used in assessment?
1. Classical Test Theory (CTT)
2. Item Response Theory (IRT)

What is Classical Test Theory?
 Known as true score theory, this explains that
variations in the performance of examinees on a given
measure is due to the variations in their abilities.
 Assumes that all measures are imperfect (affected by
internal and external conditions.
 Provides an estimation of the item difficulty based
on the frequency or number of examinees who
correctly answer a particular item.
 Provides an estimation of item discrimination based
on the number of examinees with a higher or lower
ability to answer a particular item.

What is Item Response Theory?
 Analyzes test items by estimating the
probability that an examinee answers an
item correctly or incorrectly.
 Assumes that the characteristics of an item
can be estimated independently of the
characteristics or ability of the examinee
and vice versa.
 Aside from item difficulty and discrimination,
ITR analysis can provide fit statistics and
item characteristics curve.

What are the different types of
assessment in learning?
1. Formative Assessment
2. Summative Assessment
3. Diagnostic Assessment
4. Placement Assessment
5. Traditional Assessment
6. Authentic Assessment

1. Formative Assessments
 Provides information to both teachers and
learners on how they can improve the
teaching-learning process.
 Used at the beginning and during instruction
for teachers to assess learner’s understanding.
 Can be used to inform learners about their
strengths and weaknesses to enable them to
take steps to learn better and improve their
performances as the class progresses.

2. Summative Assessments
 Aims to determine learners’ mastery of content or
attainment of learning outcomes.
 Typically used for evaluating learners’ performance in
class and providing teachers with information about
the teaching effectiveness of their teaching strategies
and how they can improve their instruction in the
future.
 Can inform learners about what they have done well
and what they need to improve on in their future
classes or subjects.

3. Diagnostic Assessment
 Aims to detect the learning problems or
difficulties of the learners so that corrective
measures or interventions are done to ensure
learning.
 Done right after seeing signs of learning
problems in the course of teaching.
 Can also be done at the beginning of the
school year for a spirally-designed
curriculum.

4. Placement Assessment
 Done at the beginning of the school year to
determine what the learners already know or
what are their needs that could inform the
design of instruction.
 Grouping of learners based on the results of
the placement is done before instruction.
 Example: Entrance Examination

5. Traditional Assessment
 Refers to the use of conventional
strategies/tools.
 Typically used as the basis for evaluating and
grading learners.
 Viewed as an inauthentic type of
assessment.

7. Authentic Assessment
 Refers to the use of assessment strategies or
tools that allow learners to perform or create
a product that is meaningful to the learners.
 The most Authentic Assessments are those
that allow performance that most closely
resemble real-world tasks or applications in
real world settings or environments.

What are the different principles in
assessing learning?
1. Assessment should have a clear
purpose.
2. Assessment is not an end in itself.
3. Assessment is an ongoing,
continuous, and a formative process.
4. Assessment is learner-centered.

What are the different principles in
assessing learning?
5. Assessment is both process and product-
oriented.
6. Assessment must be comprehensive and
holistic.
7. Assessment requires the use of appropriate
measures.
8. Assessment should be as authentic as
possible.

ACTIVITY 1: CONCEPT
MAPPING
DIRECTION:
1. Create a graphic organizer to summarize
and encapsulate the fundamental concepts and
principles involved in assessing learning.
2. Following the illustration, elucidate/explain
the relationships among the concepts.

LESSON 2:
Assessment Purposes,
Learning Targets, and
Appropriate Methods

LEARNING OUTCOMES:
explain the purpose of classroom
assessment and,
formulate learning targets that
match appropriate assessment
methods.

What is the purpose of
classroom assessment?
 Purpose of assessment may be classified in
terms of the following:
1. Assessment of Learning
2. Assessment for Learning
3. Assessment as Learning

1. What is Assessment of
Learning?
 Refers to the use of assessment to determine
learners’ acquired knowledge and skills from
instruction and whether they were able to
achieve the curriculum outcomes.
 It’s generally summative in nature.

2. What is Assessment for
Learning?
 Refers to the use of assessment to identify
the needs of learners in order to modify
instruction or learning activities in the
classroom.
 It is formative in nature and it is meant to
identify gaps in learning experiences of
learners so they can be assisted in achieving
the curriculum outcomes.

3. What is Assessment as
Learning?
 Refers to the use of assessment to help
learners become self-regulated.
 It is formative in nature and meant to use
assessment tasks, results, and feedback to
help learners practice self-regulation and
make adjustments to achieve the curriculum
outcomes.

What are the roles of classroom
assessment in the teaching-learning
process?
1. Formative
2. Diagnostic
3. Evaluative
4. Facilitative
5. Motivational
Focuses on acquiring information on the current
status and level of learner’s knowledge and skills or
competencies.
Focuses on identifying specific learner’s weaknesses
or difficulties that may affect their achievement.
Focuses on measuring learners’ performance or
achievement for the purpose of making judgement or
grading in particular.
Focuses on improving the teaching-learning process.
Focuses on providing mechanisms for learners to be
motivated and engaged in learning and achievement
in the classroom. mechanisms

What are Learning Targets?
 Are statements on what learners are
supposed to learn, and what they can do
because of instruction.
 Learning targets specify both the content and
criteria of learning.

How are Learning targets different and
related to Goals, Standards, and
Objectives?
 Goals are general statements about desired
learner outcomes in a given year or during the
duration of a program.
 Standards are specific statements about what
learners should know and are capable of doing at
a particular grade level, subject, or course. Types:
(1) Content, (2) Performance, (3) Development,
and (4) Grade Level.
 Objectives are specific statements of learners’
performance at the end of an instructional unit.

What are the 3 domains of
Bloom’s Taxonomy?
1. Cognitive
2. Affective
3. Psychomotor
Knowledge-based goals
Skills-based goals
Feelings/Emotions-
based goals

Bloom’s Taxonomy of Educational
Objectives in the Cognitive Domain

Revised Bloom’s Taxonomy of
Educational Objectives in the Cognitive
Domain (Anderson & Krathwohl, 2001)

Dimensions of Cognitive
Process
Cognitive
Level
Description Illustrative Verbs
1.
Knowledge
Recall or recognition
of learned materials
like concepts, events,
facts, ideas, and
procedures.
Define, recall, name,
enumerate, and label
1.
Remember
Recognizing and
recalling facts.
Identify, list, name,
underline, recall,
retrieve, locate

Process
Cognitive
Level
2.
Comprehen
sion
Understand the
meaning of learned
material, including
interpretation,
explanation, and
literal translation.
Explain, describe,
summarize, discusses,
and translates
2.
Understand
Understanding what
the information
means.
Describe, determine,
interpret, explain,
translate, and
paraphrase

Process
Cognitive
Level
3.
Application
Use of abstract ideas,
principles, or methods
to specific concrete
situations.
Apply, demonstrate,
produce, illustrate, and
use.
3. Apply Applying the facts,
rules, concepts, and
ideas in another
context.
Apply, employ,
practice, relate, use,
implement, carry out,
and solve.

Process
Cognitive
Level
4. Analysis Separation of a concept
or idea into constituent
parts or elements and
an understanding of the
nature and association
among the elements.
Compare, contrast,
categorize, classifies,
and calculates.
4. Analyze Breaking down
information into parts.
Analyze, calculate,
examine, test,
compare, differentiate,
organize, and classify.

Process
Cognitive
Level
5. Synthesis Construction of
elements or parts from
different sources to form
a more complex or
novel structure.
Compose, construct,
create, design, and
integrate.
6. Create Combining parts to
make a whole.
Compose, produce,
develop, formulate,
devise, prepare,
design, construct,
propose, and re-
organize.

Process
Cognitive
Level
6.
Evaluation
Making judgment of
ideas or methods based
on sound and
established criteria.
Appraise, evaluate,
judge, conclude, and
criticize.
5. Evaluate Judging the value of
information or data.
Assess, measure,
estimate, evaluate,
critique, and judge.

Knowledge Dimensions
KNOWLEDGE DESCRIPTION SAMPLE
QUESTION
1. Factual This is basic in discipline. It tells the facts or bits
of information. This type of knowledge usually
answers questions that begin with who, where,
what, and when.
What is the
capital city of the
Philippines?
2. Conceptual It tells the concepts, generalizations, principles,
theories, and models that one needs to know in a
discipline. Usually, answers questions that begin
with what?
What makes the
Philippines the
“Peal of the
orient sea”?
3. Procedural It tells the processes, steps, techniques,
methodologies, or specific skills needed in
performing a specific task. Usually answers
questions that begin with how.
How do we
develop items
for an
achievement
test?
4.
Metacognitive
It makes one understand the value of learning in
one’s life. It requires reflective knowledge and
strategies on how to solve problems or perform a
task through understanding oneself or context.
Why is teaching
the most suitable
course for you?

Types of Learning Targets
1. Knowledge
targets
Refers to the factual, conceptual, and
procedural information that learners must
learn in a subject or content area.
Knowledge-based thought processes that
learners must learn. It involves application of
knowledge in problem-solving, decision-
making, and other tasks that require mental
skills.
Use of knowledge and/or reason to
perform or demonstrate physical skills.
Use of knowledge, reasoning, and skills in
creating a concrete or tangible product.
2. Reasoning
targets
3. Skills
targets
4. Product
targets

Sample Learning Targets
Objective Learning Targets
At the end of the lesson, the
students should be able to
demonstrate their ability to
write the literature review
section of a thesis proposal.
K- “I can explain the
principles in writing the
literature review of a thesis
proposal.”
R-”I can argue the
significance of my thesis
through literature review.”
S-I can search and organize
related literature from various
sources.”
P-I can write effective
literature review section of a
thesis proposal.”

What is the relationship of Learning
Targets to assessment?
1. Clarity of Expectations: Learning targets provide clear statements
of what students are expected to know, understand, and be able to
do by the end of a lesson, unit, or course. Assessment measures
whether students have achieved these targets.
2. Alignment: Learning targets should be aligned with curriculum
standards, instructional objectives, and assessment criteria.
Assessments should directly reflect the learning targets to ensure
that they effectively measure student attainment of the intended
knowledge and skills.
3. Assessment Design: Learning targets guide the design of
assessments. Educators develop assessment tasks, questions, and
rubrics based on the specific learning targets to be assessed. This
alignment ensures that assessments are meaningful and relevant to
the learning objectives.

4. Feedback and Progress Monitoring: Assessments provide valuable
feedback to both students and teachers regarding student understanding and
progress toward achieving the learning targets. Through assessment results,
teachers can identify areas of strength and areas needing improvement,
while students can gauge their own learning and identify areas for growth.
5. Differentiation and Personalization: Learning targets help teachers
differentiate instruction to meet the diverse needs of students. Similarly,
assessments can be designed to provide opportunities for students to
demonstrate their understanding in various ways, accommodating different
learning styles and preferences.
6. Goal Setting and Reflection: Learning targets provide a basis for setting
learning goals and objectives. Assessment results inform students and
teachers about progress toward these goals, prompting reflection on learning
strategies and areas for further development.

7. Instructional Planning: Learning targets guide instructional
planning by informing the selection of teaching strategies, resources,
and activities that best support student attainment of the desired
learning outcomes. Assessment data also inform instructional decision-
making, allowing teachers to adjust their approaches based on student
needs.
IN SHORT, learning targets GUIDE
teachers in selecting appropriate
assessment methods in learning.

Matching Learning Targets with Paper-
and Pencil Types of Assessment
Learning
Targets
Selected
Response
Constructed
Response
MC T/F MT SA PS Essay
Knowledge AAA AAA AAA AAA AAA AAA
Reasoning AA A A A AAA AAA
Skills A A A A AA AA
Product A A A A A A
NOTE: MC-Matching Type, T/F-True or False, MT-Matching Type, SA-Short
Answer, PS-Problem Solving, MORE “A” MEAN BETTER MATCHES.

Matching Learning Targets with Other
Types of Assessment
Learning Targets PB TP R O
Knowledge A AAA AAA AA
Reasoning AA AA AAA AA
Skills AA AAA A AA
Product AAA AAA A A
NOTE: PB-Project-Based, P-Portfolio, R-Recitation, O-
Observation, MORE “A” MEAN BETTER MATCHES.

Activity 2: Case Study Analysis:
“Assessing Learning in a Third-Grade
Mathematics Class”
Background:
Mrs. Thompson teaches third-grade mathematics at Oakridge
Elementary School. She is in the midst of a unit on multiplication and
division, and she wants to assess her student’s understanding of these
foundational concepts. Mrs. Thompson has a diverse group of 25
students in her class, each with varying levels of mathematical
proficiency.
Scenario:
Mrs. Thompson is planning her unit assessment and wants to ensure
that it accurately measures her students' mastery of multiplication and
division skills. She decides to design a variety of assessment tasks to
accommodate different learning styles and abilities.

The assessment includes the following components:
Written Assessment: A written test consisting of a combination of
multiple-choice questions, short-answer questions, and word
problems related to multiplication and division.
Hands-On Activities: Hands-on activities such as manipulative-
based tasks and group problem-solving exercises to assess
students' ability to apply multiplication and division concepts in
real-world contexts.
Performance Tasks: Performance tasks where students
demonstrate their understanding through activities like creating
arrays, solving word problems independently, and explaining their
problem-solving strategies.
As Mrs. Thompson reviews her assessment plan, she considers
how to provide constructive feedback to her students. She wants
to ensure that her feedback is supportive and encourages
students to reflect on their learning progress.

How to Write Your Case
Analysis

ANSWER:
PROBLEM STATEMENT:
Mrs. Thompson, a third-grade mathematics teacher
at Oakridge Elementary School, needs to design an
effective assessment to measure her students'
understanding of multiplication and division
concepts. She faces the challenge of
accommodating diverse learners while ensuring
that the assessment aligns with learning objectives
and provides meaningful feedback to support
student learning.

ANSWER:
Recommendation:
To address these challenges, Mrs. Thompson
should continue with her multifaceted
assessment approach, including written
assessments, hands-on activities, and
performance tasks. She should also implement
strategies for providing personalized and
constructive feedback tailored to each student's
needs and performance.

ANSWER:
Evidence and Supporting Arguments:
Multifaceted Assessment Approach: Incorporating various assessment components
allows Mrs. Thompson to capture a holistic view of her students' understanding of
multiplication and division. Written assessments provide insight into students' conceptual
understanding and procedural fluency, while hands-on activities and performance tasks
assess their ability to apply these concepts in real-world contexts.
Accommodating Diverse Learners: The inclusion of hands-on activities and
performance tasks enables Mrs. Thompson to cater to students with diverse learning
styles and abilities. Manipulative-based tasks and group problem-solving exercises offer
opportunities for active engagement and promote deeper understanding among students
with varying levels of mathematical proficiency.
Personalized Feedback: By providing personalized feedback based on individual
student performance, Mrs. Thompson can address specific strengths and areas for
improvement. Constructive feedback encourages students to reflect on their learning
progress and fosters a growth mindset. Additionally, offering guidance on problem-
solving strategies helps students develop critical thinking skills and enhances their overall
mathematical proficiency.

ANSWER:
Conclusion:
In conclusion, Mrs. Thompson's multifaceted assessment
approach, coupled with personalized feedback
strategies, allows her to effectively assess her students'
understanding of multiplication and division concepts in
the third-grade mathematics class at Oakridge
Elementary School. By accommodating diverse learners
and fostering reflection and growth through constructive
feedback, Mrs. Thompson promotes student
engagement, learning, and development in mathematics.

Activity 3: Assessment Plan
SUBJECT
SPECIFIC LESSON
LEARNING OBJECTIVES
LEARNING TARGETS
ASSESSMENT ACTIVITY/TASK
Why use of this assessment?
How does this assessment task/
activity improve your
instruction?
How does this assessment
task/activity help your learners
achieve the intended learning
objectives?

LESSON 3:
Different
Classifications of
Assessment

LEARNING OUTCOMES:
 illustrate scenarios in the use of
different classifications of assessment,
 Rationalize the purposes of different
forms of assessment, and
 Decide on the kind of assessment to
be used.

What are the different
classifications of assessment?
CLASSIFICATIO
N
TYPE
1. PURPOSE EDUCATIONAL
PSYCHOLOGICAL
2. FORM PAPER-AND-PENCIL
PERFORMANCE-BASED
3. FUNCTION TEACHER-MADE
STANDARDIZED
4. KIND OF LEARNING ACHIEVEMENT
APTITUDE
5. ABILITY SPEED
POWER
6. INTERPRETATION OF
LEARNING
NORM-REFERENCED
CRITERION-REFERENCED

1. PURPOSE
a. Educational
 Used in a school setting for the
purpose of tracking the growth of
the learners and grading their
performance.
 Comes from formative and
summative assessments to
provide information about
student learning.
 Parallelism between tasks
provided must be observed. to
track the growth of the learners
and grade.
b. Psychological
 These are tests and scales that
measures and determine the
learner’s cognitive and non-
cognitive characteristics.
 Examples: Ability, aptitude,
intelligence, and critical thinking.
 Affective measures for personality,
motivation, attitude, interest, and
disposition.
 Used by GC for learners’
academic, career, and social and
emotional development.

2. FORM
a. Paper-&-Pencil
 Are cognitive tasks that require
a single correct answer.
 Usually come in test types (T
or F, Identification, MT, MC).
 Pertain to a specific cognitive
skill (Remembering,
Understanding, Applying,
Analyzing, Evaluating, and
Creating).
b. Performance-based
 Requires students to
perform tasks
(demonstrations, arrive at
product, show strategies,
present information).
 Focuses on skills
development that are
complex.
 Usually open-ended, and
each learner arrives with
various possible responses.

Check your understanding!
1. Color the shapes according to the instructions.
2. Connect the dots to reveal the hidden picture.
3. Circle the word that rhymes with 'cat'.
4. Draw a line to match each number to its corresponding quantity.
5. Write the missing letter to complete the word.
6. Recite a short poem about friendship in front of the class.
7. Build a model of a simple machine using classroom materials.
8. Demonstrate how to properly wash your hands to keep germs
away.
9. Role-play a scenario where you're showing kindness to a friend.
10. Present a short story you wrote about your favorite animal to the
class.

3. FUNCTION
a. Teacher-made
 Also called non-
standardized, usually
intended for classroom
assessment.
 Are used for classroom
purposes, such as
determining whether
learners have reached the
learning target.
 Examples: Formative and
summative assessments
b. Standardized
 Have fixed directions for
administering, scoring, and
interpreting results.
 Can be purchased with test
manuals, booklets, and
answer sheets.
 Sampled on a large number of
target groups called the norm.

4. Kind of Learning
a. Achievement
 Measure what learners have
learned after instruction or
after going through a
specific curricular program.
 Measure of what a person
has learned within or up to a
given time.
 Measure the accomplished
skills and indicate what a
person can do at present.
b. Aptitude
 Aptitudes are characteristics that
influence a person’s behavior that
aid goal attainment in a particular
situation.
 Refers to the degree of readiness
to learn and perform well in a
particular situation or domain.
 Examples; Ability to comprehend
instructions, manage one’s time,
use acquired knowledge, manage
emotions, make good
inferences/generalizations, etc.

5. Ability
a. Speed Tests
 A speed test measures how quickly an
individual can complete a given task or
set of tasks within a specific time frame.
 The emphasis is on completing tasks
with accuracy and efficiency, focusing
on the speed of performance.
 Examples of speed tests include timed
math drills, reading comprehension
tests with time limits, and timed typing
exercises.
 Speed tests are often used to assess
processing speed, reaction time, and
the ability to work efficiently under time
pressure
b. Power Tests
 A power test assesses an individual's ability to
solve complex problems or perform tasks that
may not necessarily be constrained by time
limits.
 The focus of a power test is on the depth of
understanding, problem-solving ability, and
cognitive skills required to tackle challenging
tasks.
 Examples of power tests include standardized
tests like the SAT or GRE, which include
questions of varying difficulty levels and allow
test-takers to spend more time on each
question.
 Power tests aim to measure intellectual
capacity, reasoning ability, and the application
of knowledge in more open-ended contexts.

6. Interpretation of Learning
a. Norm-referenced
 Purpose: Norm-referenced tests are designed
to compare an individual's performance
against a group of peers or a "norming group."
 Interpretation: Scores are reported in
percentiles, which indicate where an
individual's performance ranks relative to
others in the norming group.
 Focus: The focus is on relative standing and
ranking among test takers rather than mastery
of specific content.
 Examples of norm-referenced tests include
standardized achievement tests like the
Scholastic Aptitude Test (SAT), American
College Testing (ACT), and intelligence
quotient (IQ) tests.
b. Criterion-referenced
 Purpose: Criterion-referenced tests aim
to evaluate an individual's level of
mastery or proficiency in specific
content areas or skills.
 Interpretation: Scores indicate the
degree to which the individual has met
predetermined criteria or standards.
 Focus: The focus is on whether the
individual has achieved a certain level
of proficiency or mastery in the content
area being assessed.
 Examples: State standardized tests,
licensure exams, proficiency exams,
mastery tests.

ACTIVITY 4: (TRUE OR
FALSE)
1. True or False: The SAT is an example of a
psychological assessment.
2. True or False: Performance-based assessments are
always paper-and-pencil tests.
3. True or False: Teacher-made assessments are
standardized tests.
4. True or False: An achievement test measures
inherent abilities.
5. True or False: Aptitude tests assess specific skills or
knowledge.

FALSE)
6. True or False: Speed is a measure of how quickly tasks
can be completed.
7. True or False: Power tests focus on the depth or
complexity of problem-solving abilities.
8. True or False: Norm-referenced tests compare
individuals' performance against predetermined standards.
9. True or False: Criterion-referenced tests determine if
individuals have met specific criteria or standards.
10. True or False: IQ tests are examples of educational
assessments.

FALSE)
11. True or False: A spelling test is a performance-based
assessment.
12. True or False: Standardized tests are always
teacher-made.
13. True or False: Aptitude tests measure achievement
in a specific subject area.
14. True or False: Criterion-referenced tests focus on
ranking test takers relative to each other.
15. True or False: The GRE (Graduate Record
Examination) is an example of a speed test.

FALSE)
16. True or False: Power tests assess the rate or efficiency
of completing tasks.
17. True or False: Psychological assessments measure
cognitive abilities and emotional intelligence.
designed to compare individuals' performance against each
other.
19. True or False: Criterion-referenced tests are used to
determine if individuals have achieved specific standards.
20. True or False: The ACT (American College Testing) is a
norm-referenced test.

LET’S CHECK!
1. True or False: The SAT is an example of a
psychological assessment.
2. True or False: Performance-based
assessments are always paper-and-pencil tests.
standardized tests.
4. True or False: An achievement test measures
inherent abilities.
5. True or False: Aptitude tests assess specific
skills or knowledge.
F
F
F
F
F

LET’S CHECK!
6. True or False: Speed is a measure of how quickly
tasks can be completed.
7. True or False: Power tests focus on the depth or
complexity of problem-solving abilities.
8. True or False: Norm-referenced tests compare
individuals' performance against predetermined
standards.
9. True or False: Criterion-referenced tests determine
if individuals have met specific criteria or standards.
10. True or False: IQ tests are examples of
educational assessments.
T
T
T
T
F

LET’S CHECK!
11. True or False: A spelling test is a performance-
based assessment.
12. True or False: Standardized tests are always
teacher-made.
13. True or False: Aptitude tests measure
achievement in a specific subject area.
14. True or False: Criterion-referenced tests focus
on ranking test takers relative to each other.
15. True or False: The GRE (Graduate Record
Examination) is an example of a speed test.
T
F
F
F
F

LET’S CHECK!
16. True or False: Power tests assess the rate or
efficiency of completing tasks.
17. True or False: Psychological assessments measure
cognitive abilities and emotional intelligence.
designed to compare individuals' performance against
each other.
19. True or False: Criterion-referenced tests are used to
determine if individuals have achieved specific standards.
20. True or False: The ACT (American College Testing) is
a norm-referenced test.
F
T
F
T
T

LESSON 4 :
Planning a Written
Test (2 Weeks)

LEARNING OUTCOMES:
set appropriate instructional
objectives for a written test and
prepare a table of specifications
for a written test.

Why do you need to define the test
objectives or learning outcomes
targeted for assessment?
 Clear articulation of learning outcomes are
primary consideration in lesson planning
because it serves as the basis for evaluating the
effectiveness of the teaching and learning
process determined through testing or
assessment.
 Learning objectives/outcomes are measurable
statements that articulate, at the beginning
course, what students should know and be able
to do or value as a result of taking the course.

Why do you need to define the test
objectives or learning outcomes
targeted for assessment?
 These learning goals provide the rationale for
the curriculum and instruction.
They provide teachers with the focus and
direction on how the course is to be handled,
particularly in terms of course content,
instruction, and assessment, and provide
students with the reasons and motivation to
study and persevere.
 Setting objectives for assessment is the process of establishing
direction to guide both the teacher in teaching and the student
in learning.

What are the objectives for testing?
 In developing a written test, the cognitive behaviors of learning outcomes are usually
targeted.
 For the cognitive domain, it is important to identify the levels of behavior expected from
students.

What is a table of specifications?
 Sometimes called a test blueprint.
 A tool used by teachers to design a test.
 It is a table that maps out the test objectives, contents, or topics covered by the test, the levels of cognitive behavior
to be measured, the distribution of items, the number, placement, and weights of test items, and the test format.
 Generally, TOS is prepared before a test is created.

Why is TOS important?
 Ensures that the instructional objectives and what the test captures match.
 Ensures that the test developer will not overlook details that are considered essential to a good test.
 Makes developing a test easier and more efficient.
 Ensures that the test will sample all-important content areas and processes.
 Is useful in planning and organizing.
 Offers an opportunity for teachers and students to clarify achievement expectations.

What are the general steps in
developing a TOS?
1. Determine the objectives of a test. For a written test, you
can consider cognitive objectives, ranging from remembering
to creating ideas, that could be measured using common
formats for testing.
2. Determine the coverage of the test. Only topics or
contents that have been discussed in class and are relevant
should be included in the test.

developing a TOS?
3. Calculate the weight for each topic.
Topics/Learning Content Time Spent (No. of
Hours)
Percentage of Time
Theories and Concepts 30 MINUTES 10 %
Psychoanalytic Theories 90 MINUTES 30%
Trait Theories 60 MINUTES 20%
Humanistic Theories 30 MINUTES 10%
Cognitive Theories 30 MINUTES 10%
Behavioral Theories 30 MINUTES 10%
Social Learning Theories 30 MINUTES 10%
TOTAL 300 MINUTES (5 hrs) 100%

developing a TOS?
4. Determine the number of items for the whole test.
 To determine the number of items to be included in the test, the amount of time needed to answer the items is considered.
 General rule: Students are given 30-60 seconds for each item in test formats with choices, hence, for a 1-hour class, the test should not
exceed 60 items.
 However, because you need also to give time for distribution etc., the number of items should be less or maybe just 50 items.

developing a TOS?
5. Determine the number of items per topic.
Topics/Learning Content Percentage of Time No. of Items
Theories and Concepts 10 % 5
Psychoanalytic Theories 30% 15
Trait Theories 20% 10
Humanistic Theories 10% 5
Cognitive Theories 10% 5
Behavioral Theories 10% 5
Social Learning Theories 10% 5
TOTAL 100% 50 items

What are the different formats
of a TOS?
1. One-Way TOS
 Maps out the content or topic, test objectives, number of hours spent, and format, number, and placement of items.
 This type of TOS is easy to develop and use because it just works around the objectives without considering the different
levels of cognitive behaviors.

of a TOS?
Sample of One-Way TOS

of a TOS?
2. Two-Way TOS
 Reflects not only content, time spent, test content, and number of items but also the levels of cognitive behavior targeted per test content based
on the theory behind cognitive testing.
 One advantage is that it allows one to see the levels of cognitive skills and dimensions of knowledge that are emphasized by the test.
 Also shows the framework of assessment used in the development of the test.

of a TOS?
Sample of Two-Way TOS

assessment in learning and teaching in an education

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