Test and Measurement

1. Chapter 2
TYPES OF ASSESSMENT
ASSESSMENT OF LEARNING II

2. Objective:
To discuss the different types of assessment
being used in the teaching and learning
process.

3. Chapter Intended Learning
Outcome
Able to distinguish the different types of
assessment.
Relate to learning outcomes the different
types of assessment.

4. Assessment
 is an essential and powerful tool in the teaching
and learning process
 it is a process of obtaining data with which we
could measure student competence and learning
outcomes
 its process begins with the identification of the
specific target goals before collecting and
interpreting the information

5. 1. Traditional and Authentic
Assessment
Traditional Assessment
- best example is paper-and-pencil tests or quizzes
which mainly describe and measure student learning
outcomes
- Law and Eckes (1995) stated that traditional
assessments are single-occasion tests which measure
what learners can do at a particular time
- it is indirect and inauthentic measures of students
learning outcomes
TYPES OF ASSESSMENT

6. 1. Traditional and Authentic
Assessment
Traditional Assessment
- Bailey (1998) describe it as standardized and for
that reason, they are one-shot, speed-based, and
norm-referenced
- Smaldino (2000) stated that it is often focus on
learner’s ability of memorization and recall, which
are lower level of cognition

7. 1. Traditional and Authentic
Assessment
Authentic Assessment
- focuses on the analytical and creative thinking
skills, students to work cooperatively and that
reflect student learning, student achievement, and
student attitudes of relevant activities
- measures performances or products which have
realistic meaning that can be attributed to the
success in school

8. 1. Traditional and Authentic
Assessment
Authentic Assessment
- focuses on the analytical and creative thinking
skills, students to work cooperatively and that
reflect student learning, student achievement, and
student attitudes of relevant activities
- measures performances or products which have
realistic meaning that can be attributed to the
success in school

9. 1. Traditional and Authentic
Assessment
Three broad categories of authentic assessment
(Frey, 2012):A. The Context of the Assessment
• Realistic activity or context
• The task is performance-based
• The task is cognitively complex

10. 1. Traditional and Authentic
Assessment
Three broad categories of authentic assessment
(Frey, 2012):B. The Role of the Student
•A defense of the answer or product is required
• The assessment is formative
•Students collaborate with each other or with the
teacher

11. 1. Traditional and Authentic
Assessment
Three broad categories of authentic assessment
(Frey, 2012):C. The Scoring
• The scoring criteria are known or student-developed
• Multiple indicators or portfolios are used for scoring
• The performance expectation is mastery

12. 1. Traditional and Authentic
Assessment
Four basic characteristics of authentic assessment:
1. The task should be representative of performance in
the field.
2. Attention should be paid to teaching and learning
the criteria for assessment.
3. Self-assessment should play a great role.
4. When possible, students should present their work
publicly and defend it.

13. 1. Traditional and Authentic
Assessment
Best uses of authentic assessment (Mueller, 2010):
1. Authentic assessments are direct measures.
2. Authentic assessments capture constructive nature
of learning.
3. Authentic assessments integrate teaching, learning,
and assessment.
4. Authentic assessments provide multiple paths to
demonstration.

14. 1. Traditional and Authentic
Assessment
Attributes of Traditional and Performance
AssessmentsATTRIBUTE TRADITIONAL ASSESSMENT PERFORMANCE ASSESSMENT
Assessment Activity Selecting a response Performing a task
Nature of Activity Contrived activity Activity emulates real life
Cognitive Level Knowledge/comprehension Application/analysis/synthesis
Development of Solution Teacher-structured Student-structured
Objectivity of Scoring Easily achieved Difficult to achieve
Evidence of Mastery Indirect evidence Direct evidence
Liskin-Gasparo (1997), Mueller (2008) & Wren (2009)

15. 2. Formative Evaluation and Summative
Evaluation
Assessment for Learning
 pertains to the use of formative evaluation to
determine and improve students’ learning outcomes
Assessment of Learning
 uses summative evaluation which provides evidence
of students’ level of achievement in relation to
curricular learning outcomes
TYPES OF ASSESSMENT

16. 2. Formative Evaluation and
Summative Evaluation
Formative assessment
 results of teaching and learning plans which provides
feedback on the effectiveness of teaching and learning
process as seen from the students learning
 refers to the frequent interactive assessment of students
progress to identify learning needs and shape teaching
(OECD, 2005)
 a planned process in which the teacher or students use
assessment-based evidence to adjust ongoing learning and
instruction

17. 2. Formative Evaluation and
Summative Evaluation
Formative assessment
 can be defined as “all those activities
undertaken by teachers, and by their students in
assessing themselves, which provide information
to be used as feedback to modify the teaching and
learning activities in which they are engaged”
(Black & William, 1998)

18. 2. Formative Evaluation and
Summative Evaluation
Formative assessment
 occurs at three points of instructions:
1. during instruction
2. between lessons
3. between units

19. 2. Formative Evaluation and
Summative Evaluation
Summative assessment
 used to determine how much students have
learned at the end of term, unit or academic year
 one basis for determining the final grade as
demonstrated from the achievement of the
students

20. 2. Formative Evaluation and
Summative Evaluation
Characteristics of Formative and Summative
AssessmentCHARACTERISTICS FORMATIVE SUMMATIVE
Purpose To provide ongoing feedback and
adjustment to instruction
To document student learning at the
end of an instructional segment
When Conducted During instruction and after instruction After instruction
Student Involvement Encouraged Discouraged
Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented
Teacher Role To provide immediate, specific feedback
and instructional correctives
To measure student achievement
and give grades
McMillan
(2007)

21. 2. Formative Evaluation and
Summative Evaluation
Characteristics of Formative and Summative
AssessmentCHARACTERISTICS FORMATIVE SUMMATIVE
Learning Emphasized Deep understanding, application, and
reasoning
Knowledge and Comprehensive
Level of Specificity Highly specified and individual General and group oriented
Structure Flexible, adaptable Rigid, highly structured
Techniques Informal Formal
Impact on Learning Strong, positive, long-lasting Weak and fleeting
McMillan
(2007)

22. 3. Norm and Criterion-Referenced
Assessment
Norm-referenced assessment
 gives information on what the student can perform by
comparing to other student
 describes student performance in the class by comparing to
others
Criterion-referenced assessment
 describes the performance of the students without reference to
the performance of others which uses preset criteria or predefined
and absolute standard or outcomes
 it usually describes students’ mastery of the course content,
there is no competition for a limited percentage for a high score
TYPES OF ASSESSMENT

23. 3. Norm and Criterion-Referenced
Assessment
Summary Comparison of Two Basic Approaches to
Achievement
Principal Use
NORM-REFERENCED
Survey Testing
CRITERION-REFERENCED
Mastery Testing
Major Emphasis Measures individual differences in
achievement
Describes tasks students can
perform
Interpretation of
Results
Compares performance to that of other
individual
Compares performance to a clearly
specified achievement domain
Content of Courage Typically covers a broad commonly used Typically focuses on a limited set of
learning tasks
Nature of Test Plan Table of specifications is commonly used Detailed domain specifications are
favored
Gronlund,
2013

24. 3. Norm and Criterion-Referenced
Assessment
Summary Comparison of Two Basic Approaches to
Achievement
Principal Use
NORM-REFERENCED
Survey Testing
CRITERION-REFERENCED
Mastery Testing
Item Selection
Procedures
Items are selected that provide
maximum discrimination among
individuals (to attain a reliable ranking).
Easy items are typically eliminated from
the test.
Includes all times needed
adequately to describe
performance. No attempt is made to
alter item difficulty or to eliminate
easy items to increase the spread of
scores.
Performance
Standards
Level of performance is determined by
relative position in some known group
(ranks fifth in a group of 20)
Level of performance is commonly
determined by absolute standards
(demonstrates mastery by defining
90 percent of technical terms)
Gronlund,
2013

25. 4. Contextualized and Decontextualized
Assessment
Contextualized assessment
 the focus is on the students’ construction of functioning
knowledge and the students’ performance in application of
knowledge in the real world context of the discipline area
Decontextualized assessment
 includes written exams and term papers, which are suitable for
assessing declarative knowledge, and do not necessarily have a
direct connection to a real-life context (Biggs, 2011)
focuses on the declarative knowledge and/or procedural
knowledge in artificial situations detached from the real-work
context
TYPES OF ASSESSMENT

26. 5. Analytic and Holistic Assessment
Analytic assessment
 refers to specific approach in the assessment of learning
outcomes
 students are given feedback on how well they are doing on each
important aspect of specific task expected from them
Holistic assessment
 refers to a global approach in the assessment of a student-
learning outcome
 the teacher or the assessor has to develop complex manual
responses to a student’s work and in evaluating the student’s
work, the assessor provides a grade and supports it with a valid
justification for assigning the grade (Sadler, 2009)
TYPES OF ASSESSMENT

27. 5. Analytic and Holistic Assessment
Holistic assessment
 may be in form of reflection papers and journals, peer
assessment, self-assessment, group presentation and
portfolio
 positive implication of using this assessment is that
the students are competent to handle assessment tasks
accurately (Sadler, 2009)
 through this assessment, the students are able to
develop decisive and investigative skills that permit
them to handle assessment tasks effectively