This document discusses assessment of learning and different types of tests used to evaluate student learning. It describes formative and summative assessments, as well as standardized, criterion-referenced, and norm-referenced tests. The stages of test construction are outlined, including planning, trying out drafts, establishing validity and reliability, and interpreting scores. Guidelines are provided for constructing different types of tests such as objective, essay, and recognition tests. The advantages and disadvantages of objective and essay tests are also compared.

1. “Assessment of
Learning”

2. Assessment of learning
It focuses on the development and utilization of
assessment tools to improve the teaching-learning
process. It emphasizes on the use of testing for measuring
knowledge, comprehension and other thinking skills.
Measurement refers to the quantitative aspect of
evaluation.
Evaluation is the qualitative aspect of determining the
outcomes of learning. It involves value judgement.
Test consists of questions or exercises or other devices
for measuring the outcomes of learning.
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3. Classification of Tests
1. According to manner of response
a. oral
b. written
2. According to method of preparation
a. subjective/essay
b. objective
3. According to the nature of answer
a. personality tests e. sociometric test
b. intelligence test f. diagnostic test
c. aptitude test g. trade or vocational test
d. achievement test
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4. Objective tests are tests which have definite
answers and therefore are not subject to personal
bias.
Teacher-made tests or educational tests are
constructed by the teachers based on the contents
of different subject taught.
Diagnostic tests are used to measure a student’s
strength and weaknesses, usually to identify
deficiencies in skills or performance.

5. Formative and summative are terms often used with
evaluation, but they may also be used with testing.
Summative testing is done at the conclusion of
instruction and measures the extent to which
students have attained the desired costumers.
Standardized tests are already valid, reliable and
objective.
Standardized or norms are the goals to be achieved
expressed in terms of the average performance of
the population tested.

6. Criterion-referenced measure- is the measuring
device with a predetermined level of success or
standard on the part of test-takers.
Norm-referenced measure- is a test that 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
a good examination must pass the following criteria
Validity
refers to the degree to which a test measures what
is intended to measure.
Reliability
pertains to the degree to which a test measures
what is suppose in measure.

7. Objectivity
is the degree to which personal bias is eliminated in
the scoring of the answers.
Measurement
in these scales are nominal, ordinal, interval, and
ratio. It may differ in the amount of information the
numbers contain.
Nominal Measurement
Nominal scales are the least sophisticated they
merely classify object or events by assigning numbers
to them.
Ordinal Measurement
Ordinal scales classify, but they also assign rank
order.
Interval Measurement
In order to be able to add and subtract scores, we
use interval scales, sometimes called equal interval or
equal unit measurement.

8. Norm- Referenced and Criterion Referenced
Measurement
When we contrast norm-referenced measurement
with criterion-referenced measurement, we are
basically referring to two different ways of
interpreting information.
Norm- Referenced Interpretation
Stems from the desire to differentiate among
individuals or to discriminate among the individuals
of some defined group on whatever a being
measured.
Achievement Test as An Example.
Most standardized achievement tests, especially
those covering several skills and academic areas,
are primarily designed for norm-referenced
interpretations.

9. 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 Tryout-then Item Analysis
B. Administering the Second Tryout- then Item Analysis.
C. Preparing the Final Form of the Test.
III. Establishing Test Validity
IV. Establishing the Test Reliability
V. Interpreting the Test Score

10. MAJOR CONSIDERATIONS IN TEST CONSTRUCTION
The following are the major considerations in test
construction:
Type of Test
Our usual idea of testing is an in-class test that is
administered by the teacher. However, there are
many variations on this theme: group tests, individual
tests, written tests, oral tests, speed tests, power
tests, pretest and post tests. Each of these has
different characteristics that must be considered
when the tests are planned.

11. Test Length
A major decision in the test planning is how many
items should be included on the test.
Item Formats
Determining what kind of items to include on the test
is a major decision.
POINTS TO BE CONSIDERED IN PREPARING A TEST
1. Are the instructional objectives clearly defined?
2. What knowledge, skills and attitudes do you want
to measure?
3. Did you prepare a table a specification?
4. Did you formulate well defined and clear test
items?
5. Did you employ correct English in writing the
items?

12. 6. Did you avoid giving clues 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?
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 a single correct answer?
13. Did you review your items?

13. Role Measurement
The most sophisticated type of measurement
includes all the preceding properties, but in a ratio
scale, the zero point is not arbitrary; a score of zero
includes the absence of what is being measured.
POINTERS TO BE OBSERVED IN CONSTRUCTING AND
SCORING THE DIFFERENT TYPE OF TESTS
A. RECALL TYPES
1. Simple recall type
a. this type consists of questions calling for a
single word or expression as a answer
b. Items usually begin with who, where, and
what.
c. Score is the number of correct answers.

14. Completion Type
a. Only important words or phrases should be omitted
to avoid confession.
b. blanks should be equal lengths.
c. The blank, as much as possible, is placed near or
at the end of the sentence.
d. articles a, an, and the should not be provided
before the omitted word or phrases avoid clues for
answers.
e. Score is the number of correct answers.

15. B. RECOGNITION TYPES
1. True or 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”

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

17. 2. Yes-No type
a. The items should be in interrogative sentences.
b. The same rule as in “true-false” are applied.
3. Multiple-response type
a. There should be three to five choices. The
number of choices used in the first item should be
the same number of choices in all the items of this
type of test.
b. The choices should be numbered or lettered so
that only the number or letter can be written on the
blank provided.
c. If the choices are figures, they 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.

18. e. Random occurrence of responses should be
employed.
f. The choices, as much as possible, should be at the
end of the statements.
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 to 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.
C. Score is the number of correct answers.

19. ESSAY TYPE EXAMINATIONS
Common type of essay questions.
1. Comparison of two things
2. Explanation of the use or meaning of a statement
or passage.
3. Analysis.
4. Decisions 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.
4. Scoring

20. ADVANTAGES AND DISADVANTAGES OF THE
OBJECTIVE TYPE OF TESTS
Advantages
A. The objective test is free from personal bias in
scoring.
B. it is easy to score. Which is 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 essential.
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 as fast as the fast writers.

21. Disadvantage
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. It cannot be used to test ability in theme
writing or journalistic writing.

22. Advantage and Disadvantages of the
essay type of tests
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 and journalistic writing which cannot be tested
by the objective type test.
e. Essay examination measures higher mental abilities like
comparison, interpretation, criticism, defense of opinion and
decision
f. The essay test is easily prepared.
g. It is inexpensive.
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23. Advantage and Disadvantages of the
essay type of tests
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 judgement.
d. Grading of the essay test is inaccurate measure of
pupil’s achievement due to subjectivity of scoring.
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24. Statistical Measures or tools used in
Interpreting Numerical Data
Frequency Distribution
A simple, common sense technique for describing a set
of test scores through the use of a frequency distribution.
A frequency distribution is merely a listing of the possible
score values and the number of persons who achieved
each score. Such an arrangement presents the scores in a
more simple and understandable manner than merely
listing all of the separate scores. Consider a specific set of
scores to clarify these ideas.
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25. Nonprojected Audiovisual Aids
Nonprojected are those that do not require the use
of individual equipment such as a projector and
screen.
Graphing Distribution
A graph of a distribution of test scores is often
better understood than is the frequency distribution
or a mere table of numbers.

26. The Standard Deviation
It indicates how spread out the scores are, but it is
expressed in the same units as the original scores. The
standard deviation is computed by finding the square root of
the variance.
The Mean
The mean of a set of scores is the arithmetic mean.
The Median
Another measure of central tendency is the median which
is the point that divides the distribution in half; that is the
half of scores fall above the median and half of the scores fall
below the median.
The Mode
The measure of central tendency that is the easiest to find
is the mode.

27. Each of these three measures of central
tendency- the mean, the 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.

28. When a distribution has a small number of very
extreme scores, though, the median may be a better
definition of central tendency. 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 describe
central tendency:
1. The mean is the arithmetic average
2. The median divides the distribution in half.
3. The mode is the most frequent score.

29. Enumerative type
a. The exact number of expected answers should
be stated.
b. Blanks should be equal lengths.
c. Score is the number of correct answers.
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 answers.

30. Device
Device is any means other than the subject-
manner itself that is employed by the teacher is
presenting the subject matter to the learner.
Purpose of Visual Devices
1. To challenge students’ attention
2. To stimulate the imagination and develop the
mental imagery of the pupils
3. To facilitate the understanding of the pupils
4. To provide motivation to the learners
5. To develop the ability to listen

31. Traditional Forms of Visual Aids
1. Demonstration
2. Field trips
3. Laboratory experiments
4. Pictures, Films, Stimulations, models
5. Real Objects
Classification of Devices
1. Extrinsic- used to supplement a method used
2. Intrinsic- used as a part of the method or
teaching procedure
3. Material Devices- device that have no bearing on
the subject matter
4. Mental Device- a kind of device that is related in
form and meaning to the subject matter being
presented.

32. Measures of Dispersion
Measures of central tendency are useful for summarizing
average performance, 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 might differ in
other ways.
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33. The Range
The range indicates the difference between the highest
and lowest scores in the distribution. It is simple to
calculate, but it provides limited information. We subtract
the lowest from the highest scores 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.
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34. 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.
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