The document discusses key concepts and principles related to educational assessment including defining terms like assessment, evaluation, measurement and test. It also outlines different modes of assessment like traditional, performance and portfolio assessments. Furthermore, it discusses principles of high quality assessment and different types of tests according to their format.

1. PROFESSIONAL EDUCATION
Isiah Kobe H. Policarpio, LPT
ASSESSMENT OF
LEARNING

2. 1. Diagnose learning and strengths and
difficulties
2. Construct appropriate test items for
given objectives
3. Use/Interpret measures of central
tendency, variability and standard scores
4. Assign marks and grades
5. Apply basic concepts and principles of
evaluation in classroom instruction, testing
and measurement
LET Competencies:

3. 1. It is the process
gathering and
organizing data into an
interpretable form to
have basis for decision-
making.
A. Assessment
B. Evaluation
C. Measurement
D. Test

4. 2. It is an instrument
designed to measure
any quality, ability, skill
or knowledge.
A. Assessment
B. Evaluation
C. Measurement
D. Test

5. 3. It is the process of
systematic analysis of
both qualitative and
quantitative data in
order to make sound
judgment or decision.
A. Assessment
B. Evaluation
C. Measurement
D. Test

6. 4. It is a process of
quantifying the degree
to which
someone/something
possesses a given trait
(i.e. quality,
characteristics or
features)
A. Assessment
B. Evaluation
C. Measurement
D. Test

7. Test
▪ An instrument designed to measure any quality, ability, skill
or knowledge.
▪ Comprised of test items of the area it is designed to
measure.
Measurement
▪ A process of quantifying the degree to which
someone/something possesses a given trait (i.e. quality,
characteristics or features)
BASIC CONCEPTS

8. Assessment
▪ A process of gathering and organizing data into an
interpretable form to have basis for decision- making
▪ It is a prerequisite to evaluation.
Evaluation
▪ A process of systematic analysis of both qualitative and
quantitative data in order to make sound judgment or
decision.
BASIC CONCEPTS

9. 1. It is the process
gathering and
organizing data into an
interpretable form to
have basis for decision-
making.
A. Assessment
B. Evaluation
C. Measurement
D. Test

10. 2. It is an instrument
designed to measure
any quality, ability, skill
or knowledge.
A. Assessment
B. Evaluation
C. Measurement
D. Test

11. 3. It is the process of
systematic analysis of
both qualitative and
quantitative data in
order to make sound
judgment or decision.
A. Assessment
B. Evaluation
C. Measurement
D. Test

12. 4. It is a process of
quantifying the degree
to which
someone/something
possesses a given trait
(i.e. quality,
characteristics or
features)
A. Assessment
B. Evaluation
C. Measurement
D. Test

13. MODES OF ASSESSMENT
A. TRADITIONAL
- The objective paper and pen
test.
- Low level thinking skills.
- Standardized and Teacher-
made
- Easy to check
- Difficult to prepare.

14. MODES OF ASSESSMENT
B. PERFORMANCE
- Requires actual demonstration of skills
or creation or production of learning
- Practical, Oral and Aural Test, includes
Projects
- Easy to prepare
- Difficult to score

15. MODES OF ASSESSMENT
C. PORTFOLIO
- Process of gathering multiple indicators
of student progress
- Working, Show, and Documentary
Portfolios
- Measure’s student’s growth
- Intelligence Fair
- Time consuming
- Rating is subjective

16. 5. It is time consuming
to prepare but
intelligence-fair. It
measures the growth of
the student.
A. Traditional
B. Performance
C. Portfolio

17. 6. It is an objective
mode of assessment
that uses standardized
test. It is most
convenient to score but
difficult to prepare.
A. Traditional
B. Performance
C. Portfolio

18. 7. The preparation of
this assessment is very
easy but scoring tends
to be subjective and
bias. It is a
demonstration of
actual skills.
A. Traditional
B. Performance
C. Portfolio

19. PLACEMENT EVALUATION
Done before the
instruction
Determines the
mastery of pre-req
skills
Not Graded
SUMMATIVE EVALUATION
Done after
instruction.
Certifies the
mastery of
intended learning
outcomes.
Graded
FORMATIVE EVALUATION
Reinforces
successful
learning.
Provides
feedback
Not graded
Short quiz and
recitations
DIAGNOSTIC
EVALUATION
Determine
persistent
difficulties
Searches for the
causes of
problems
Helps formulate
plan for remedial
instruction

20. 8. Teacher Sheena
wants to identify the
causes of her students’
difficulties in four basic
operations. What type
of evaluation shall be
considered?
A. Placement
Evaluation
B. Summative
Evaluation
C. Formative
Evaluation
D. Diagnostic
Evaluation

21. 9. As part of the DepEd
grading system, the
quarterly examinations
are done in order to
certify the mastery of
the intended learning
outcome.
A. Placement
Evaluation
B. Summative
Evaluation
C. Formative
Evaluation
D. Diagnostic
Evaluation

22. 10. Before proceeding to
the new topic, Teacher
Anna prepared a short
quiz to check on the
mastery of the past
lesson.
A. Placement
Evaluation
B. Summative
Evaluation
C. Formative
Evaluation
D. Diagnostic
Evaluation

23. 11. This is a not graded
evaluation used to
provide continuous
feedback to both
students and teachers.
A. Placement
Evaluation
B. Summative
Evaluation
C. Formative
Evaluation
D. Diagnostic
Evaluation

24. PRINCIPLES OF
HIGH QUALITY
ASSESSMENT

25. Clarity of Learning Targets
Appropriateness of Assessment Methods
Validity Reliability Fairness Positive
Consequences
Practicality
and
Efficiency

26. TYPES OF TEST ACCORDING TO FORMAT
SELECTIVE TYPE
MULTIPLE CHOICE
More adequate
sampling content.
Quick and
objective to score.
Prone to guessing.
Time consuming to
construct.
TRUE-FALSE OR
ALTERNATIVE
RESPONSE
Easy to construct
and easy to score.
Can be used only
when dichotomous
answers represent
sufficient response.
MATCHING TYPE
Allows comparison
of related idea.
Not effective in
assessing isolated
facts.

27. TYPES OF TEST ACCORDING TO FORMAT
SUPPLY TEST
SHORT ANSWER
Uses a direct
question that can
be answered by a
word, phrase, or
number symbol.
COMPLETION TEST
Consist of an
incomplete
statement.

28. TYPES OF TEST ACCORDING TO FORMAT
ESSAY TEST
RESTRICTED
RESPONSE
limits the content
of the response by
restricting the
scope of the topic
EXTENDED
RESPONSE
allows the students to
select any factual
information that they
think is pertinent, to
organize their answers
in accordance with
their best judgment

29. 12. This refers to the
degree to which a score-
based inference is
appropriate,
reasonable, and useful.
A. Reliability
B. Validity
C. Fairness
D. Appropriateness

30. 13. It is unbiased and
provides students with
opportunities to
demonstrate what they
have learned.
A. Reliability
B. Validity
C. Fairness
D. Appropriateness

31. 14. The method of
assessment to be used
should match the
learning targets.
A. Reliability
B. Validity
C. Fairness
D. Appropriateness

32. 15. This refers to the
degree which a score-
based inference is
appropriate,
reasonable, and useful.
A. Reliability
B. Validity
C. Fairness
D. Appropriateness

33. 16. Teacher Darrie
wants to use a test that
is easy to score
regardless if it is
difficult to create.
A. Selective Type
B. Essay Type
C. Supply Type

34. 17. Mark, a grade 7
teacher uses this type
of test to allow the
students to express
their thoughts even if he
struggles to check each.
A. Selective Type
B. Essay Type
C. Supply Type

35. 20. Teacher Kim uses a
test that allows
students to give variety
of responses, giving him
the difficult task to
score it.
A. Selective Type
B. Essay Type
C. Supply Type

36. PORTFOLIO ASSESSMENT

37. RUBRICS
TWO TYPES OF RUBRICS
1. Holistic Rubric – requires the teacher to score
the overall process or product as a whole,
without judging the component parts
separately
2. Analytic Rubric – requires the teacher to
score individual components of the product or
performance first, then sums the individual scores
to obtain a total score

38. AFFECTIVE ASSESSMENTS
1. Closed-Item or Forced-choice Instruments – ask for
one or specific answer.
a. Checklist – measures students’ preferences,
hobbies, attitudes, feelings, beliefs, interests, etc. by
marking a set of possible responses
b. Alternate Response – measures students
preferences, hobbies, attitudes, feelings, beliefs,
interests, etc. by choosing between two possible
responses

39. c.Scales – these instruments that indicate the extent or
degree of one’s response
1) Rating Scale – measures the degree or extent of
one’s attitudes, feelings, and perception about ideas,
objects and people by marking a point along 3- or 5-
point scale
2) Semantic Differential Scale – measures the
degree of one’s attitudes, feelings and perceptions
about ideas, objects and people by marking a point
along 5- or 7- or 11- point scale of semantic adjectives
3) Likert Scale – measures the degree of one’s
agreement or disagreement on positive or negative
statements about objects and people

40. 2. Open-Ended Instruments – they are open to more
than one answer
a . Sentence Completion – measures students
preferences over a variety of attitudes and allows
students to answer by completing an unfinished
statement which may vary in length
b. Surveys – measures the values held by an
individual by writing one or many responses to a given
question
c. Essays – allows the students to reveal and
clarify their preferences, hobbies, attitudes, feelings,
beliefs, and interests by writing their reactions or
opinions to a given question

41. INSTRUCTIONAL
OBJECTIVES

42. BLOOM’S TAXONOMY

43. KRATHWOHL’S TAXONOMY

44. FIVE LEVELS OF SKILLS

45. 21. It is the ability to
use learned materials in
a new and concrete
situations.
A. Knowledge
B. Comprehension
C. Application
D. Analysis

46. 22. Luke, a grade 10
teacher asked his
students to break down
the parts of a
microscope.
A. Knowledge
B. Comprehension
C. Application
D. Analysis

47. 23. Matthew asks his
students the elements
of a poem that they
discussed yesterday.
A. Knowledge
B. Comprehension
C. Application
D. Analysis

48. 24. John asked his
student to interpret a
stanza of the poem. A. Knowledge
B. Comprehension
C. Application
D. Analysis

49. 25. Refers to the active
participation on the
part of the student. A. Receiving
B. Valuing
C. Responding
D. Organization

50. 26. It is achieved by
bringing together a
complex of values,
resolving conflicts
between them, and
beginning to build an
internally consistent
value system.
A. Receiving
B. Valuing
C. Responding
D. Organization

51. 27. Angel, a grade 8
student shows
willingness to receive or
to attend to a
particular phenomenon.
A. Receiving
B. Valuing
C. Responding
D. Organization

52. 28. A skill has been
attained with
proficiency and
efficiency.
A. Imitation
B. Manipulation
C. Precision
D. Articulation
E. Naturalization

53. 29. Early stages in
learning a complex skill
after an indication of
readiness to take a
particular type of
action.
A. Imitation
B. Manipulation
C. Precision
D. Articulation
E. Naturalization

54. 30. An individual can
modify movement
patterns to a meet a
particular situation.
A. Imitation
B. Manipulation
C. Precision
D. Articulation
E. Naturalization

55. Do you have any questions about me
or our English class?