Educational psychology assessment involves administering tests to measure intellectual abilities, academic skills, and attributes related to learning. Various tools are used at different levels, from preschool checklists to graduate-level exams. Preschool assessment uses checklists and rating scales, while K-12 uses tests like SAT, achievement tests, and diagnostic tests. Higher education relies on exams like GRE, MAT, and dynamic assessments. The goal is to evaluate strengths and weaknesses to support learning.

1. ASSESSMENT FOR
EDUCATION

2. Educational psychology assessment
generally involves the administration and
interpretation of tests or measures of
intellectual abilities, academic skills, and
other attributes associated with educational
performance and the psychological and
mental status of the individual.

3. Educational psychology is important because of its focus on
understanding and improving the crucial human capacity to
learn. In this mission of enhancing learning, educational
psychologists seek to assist students and teachers alike.

4. PRESCHOOL ASSESSMENT
• First five years of life – the span of time referred as
Preschool Period, where a time of profound
change:
Basic reflexes develop
Number of sensorimotor : crawling , sitting ,
standing , walking, running and grasping

5. TOOLS OF PRESCHOOL ASSESSMENT
Checklist and Rating are tools of assessment commonly used
with preschooler
it has a purpose of screening tools, in Preschool asssessment,it
maybe used as a first step in identifying children who are said
at risk
• .

6. CHECKLIST
• Checklist, a questionnaire on which marks are made to
indicate the presence or absence of specified behavior,
thought, event or circumstance.
• Can be done by: Professional(Psychologist or Teacher)
,Observer(parent or caretaker) etc.
• It cover a wide array of item content and still be economical
and quick to administer

8. ACHENBACH CHILD
BEHAVIOR
CHECKLIST(CBCL)
• The Child Behavior Checklist (CBCL) is a common tool
for assessing depression in children, as well as other
emotional and behavioral problems. The CBCL is one of
the most widely used measures for assessing emotional
and maladaptive behaviors in children.(Syndrome)
• Co-occuring Emotional and Behavioral problems

9. RATING SCALES
• Quite similar in definition and sometimes even identical in form to a checklist but
the difference of the two is technical which means the degree(numbers)to which
actual rating is involved.
Rating Scales:it is completed by an evaluator( a rater, judge or examiner)to make a
judgement of relative standing with regard to specified variable or list of variables.

11. CONNORS RATING SCALE-
REVISED (CRS-R)
Designed primarily to help
assess ADHD and screen for
other behavior problems relating
, for example self esteem,mood ,
family function,anxiety and
somatization.
The rating scales— each availa
long and short form—are comp
teachers, parents, and adolesce

12. WPPSI?

13. ACHIEVEMENT TEST
• Designed to measure
accomplishment, to measure the
degree of learning that has taken
place as a result of exposure to a
relatively defined learning
experience.
• Example:How to prepare a dough
for use in making pizza

14. ACHIEVEMENT TEST
•used to screen for difficulties , and in such
instances the may precede the administration of
more specific diagnostic test designed to
identify areas for remedition.

15. CURRICULUM-BASED ASSESMENT (CBA)
A term used to refer to assessment of
information acquired from teachings at
school

18. CURRICULUM-BASED MEASUREMENT (CBM)
•a type of CBA , characterized by the used
standardized measurement procedures to
derive local norms to be used it the
evaluation of the student performance on
curriculum-based task.

20. CURRICULUM-BASED MEASUREMENT (CBM)
is a method teachers use to find out how
students are progressing in basic academic
areas such as math, reading, writing, and
spelling. CBM can be helpful to parents
because it provides current, week-by-week
information on the progress their children are
making.

21. ACHIEVEMENT TEST ITEM= DRAWS ON ROTE
MEMORY IN WHICH FACT BASED ON NATURE AND
ABLE TO APPLY THEM

22. APTITUDE TEST

23. APTITUDE TEST OR PROGNOSTIC TEST OR
READINESS TEST
• tend to focus more on informal learning or life
experiences
• used to make predictions
• Aptitude tests will test your ability to perform
tasks and react to situations at work. This
includes problem-solving, prioritisation and
numerical skills, amongst other things.

27. ELEMENTARY SCHOOL LEVEL
• Children entering the educational system come from a
wide range of backgrounds and experiences and thier
rates of physiological ,social development also vary
widely.
• School Readiness test provide educators with a
yardstick(ga measure) by which to assess pupils abilities
in areas as diverse as general information and sensori
motor skills.

30. THE SECONDARY –SCHOOL LEVEL
•An aptitude test widely used in the
schools at the SECONDARY LEVEL
is SAT
•Scholastic Aptitude Test

31. SCHOLASTIC APTITUDE TEST
It is an aid College selection,,to high-
school guidance and job placement
counselors , it has value in helping
students decide whether further
academics,vocational training , or
some other of action would be most
advisable.
is a standardized test designed to
measure important skills required for
academic success at tertiary level,
and the current version contains three
main sections measuring basic critical
reading, math, and writing skills

32. THE COLLEGE LEVEL AND BEYOND

33. THE GRADUATE RECORD EXAMINATIONS(GRE)
• Used in college student planning to pursue further about his
course after graduation
• is an important step in the graduate school or business school
application process. The GRE is a multiple-choice,
computer-based, standardized exam that is often required
for admission to graduate programs and graduate
business programs (MBA) globally.

34. The GRE General Test is
a standardized test
created and
administered by the
Educational Testing
Service, commonly
known as ETS, that is
designed to measure
overall academic
readiness for graduate
school.

35. MILLER ANALOGIES TEST(MAT)
• assesses the analytical thinking ability of
graduate school candidates — an ability
that is critical for success in both
graduate school and professional life.
• It is cited as one of the most cost-
effective of all existing aptitude test when
it comes to forecasting success in
graduate school.

36. DYNAMIC ASSESSMENT
• Originally Developed for use with children,dynamic(changing)approach
to assessment may be used with testtakers of any age. approach to
aptitude assessment that departs from reliance on and can be
contrasted to fixed test(static).
• Dynamic assessment is an evaluation method used to identify an
individual's skills as well as their learning potential. DA emphasizes the
learning process and accounts for the amount and nature of examiner
investment. It is highly interactive and process oriented.

39. •Thefore, Dynamic assessment intervening
with teaching, coaching, or other guidance,
their goal may be to do everything in their
power to help test taker to master the
material in preparation for restesting.

40. ZONE OF PROXIMAL
DEVELOPMENT THEORY BY LEV
VYGOTSKY , RPSY.
is the distance between what a learner is capable of
doing unsupported, and what they can do supported.
the space between what a learner can do without
assistance and what a learner can do with adult guidance
or in collaboration with more capable peers.

41. A.R LURIA
• Contemporary(Kapanah
onan) of Vegotsky
• believed had great
influence of Luria’s
thinking
• He reffered to Vygotsky
as a genius

43. A simple and concrete example of
this is when we help children learn
to ride a bicycle - first with training
wheels, then as we hold the bicycle
steady for them (with some verbal
coaching as well), and finally
without any help, as children ride
independently.

44. DIAGNOSTIC TEST
• ‘’BINET & SIMON NAG SULAT SA CONCEPT OF
MENTAL ORTHOPEDICS(MENTAL DIAGNOSTIC), THAT
INTELLIGENCE DATA COULD BE USED TO IMPROVE
LEARNING’’
• DIAGNOSTIC , APPLIED TO TEST OR TEST DATA
USED TO PINPOINT A STUDENT’S ABILITY ,USUALLY
FOR REMEDIAL(TARUNGON OR TABANGAN)
PURPOSES

45. • Diagnostic assessments are intended to help teachers identify
what students know and can do in different domains to support
their students' learning. These kinds of assessments may help
teachers determine what students understand in order to build on
the students' strengths and address their specific needs

46. PSYCHOEDUCATIONAL TEST BATTERIES
• are test kits that generally contain twon types of test :
• Measure abilites related to academic success
• Measure educational achievement in areas such as reading
and arithmentic.
• Psychoeducational test batteries are designed to provide a
comprehensive assessment of an individual's strengths and
weaknesses across a wide range of skills and abilities.

48. K-ABC AND KABC-II(KAUFMAN ASSESSMENT
BATTERY FOR CHILDREN )ALAN S. KAUFMAN AND
NADEEN L.
• Designed for used with testtakers are 2 1/2 to 1
1/2 yrs.old only for children.
• to evaluate preschoolers, minority groups, and
children with learning disabilities. It is used to
provide educational planning and placement,
neurological assessment, and research.for
assessing cognitive( thinking, reasoning, or
remembering)
• It taps theory of Simultaneous and Sequential
Processing (Luria)

49. WOODCOCK-JOHNSON 111(WJ III) R. WOODCOCK AND M.
JOHNSON
• screening, diagnosing, and monitoring
progress in reading, writing, and
mathematics achievement areas for
persons ages 2-90+ years.
• a valid and reliable assessment tool of
both cognitive abilities and achievement
among children and adults.
• It is based on the most current
theoretical model of intelligence, Cattell-
Horn-Carroll (CHC) theory.

50. OTHER TOOLS OF ASSESSMENT IN
EDUCATIONAL SETTINGS
• Performance Assessment,evaluation of performance task
according to criteria.
• Perfomance task: example usa ka driver gi test kung
hawd ba mo drive bago makapasok sa criteria sa
evaluation
• Portfolio Assessment,or work samples t, it refer to
portable carrying case
• example: carry art work , drawings, case studies, etc.

51. • Authentic Assessment or Performance -Based
Assessment
• to evaluate learning of academic subject matter but
that demonstrate the student’s transfer of that study
to real-world.
• Example: kita mga Psych. Practitioner kung ma
apply ba nato ang ato natun an sa out side world.