Different Classification of the Assessment

1. DIFFERENT
CLASSIFICATIONS OF
ASSESSMENT

2. Assessment is the systematic basis for making
inferences about the learning and development of
students. It is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and
using information to increase students' learning and
development.
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3. PREPARE
In order to plan, create, and select the appropriate
kind of assessment, you need to know the
characteristics of the different types of assessment
according to purpose, function, and the kind of
information needed about learners.
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4. DIFFERENT CLASSIFICATION OF ASSESSMENT
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Purpose
Classification
• Educational
• Psychological
Type
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5. DIFFERENT CLASSIFICATION OF ASSESSMENT
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Form
Classification
• Paper-and-pencil
• Performance-
based
Type
4

6. DIFFERENT CLASSIFICATION OF ASSESSMENT
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Function
Classification
• Teacher-made
• Standardized
Type
5

7. DIFFERENT CLASSIFICATION OF ASSESSMENT
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Kind of learning
Classification
• Achievement
• Aptitude
Type
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8. DIFFERENT CLASSIFICATION OF ASSESSMENT
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Ability
Classification
• Speed
• Power
Type
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9. DIFFERENT CLASSIFICATION OF ASSESSMENT
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Interpretation of
learning
Classification
• Norm-referenced
• Criterion-
referenced
Type
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10. WHEN DO WE USE
EDUCATIONAL AND
PSYCHOLOGICAL
ASSESSMENTS?
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11. Group 3
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Educational assessments are used in the school
setting for the purpose of tracking the growth of
learners and grading their performance.

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This assessment in the educational setting comes in
the form of formative and summative assessment.
These work hand-in-hand to provide information about
student learning.

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Psychological assessments, such as tests and
scales, are . measures that determine the learner's
cognitive and non-cognitive characteristics.

14. WHEN DO WE USE PAPER-
AND-PENCIL AND
PERFORMANCE-BASED
TYPE OF ASSESSMENTS?
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Paper-and-pencil type of assessments are
cognitive tasks that require a single correct answer.
They usually come in the form of test types such as
binary (true or false), showt answer (identification),
matching type and multiple choice.

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Performance-based type of assessments requires
learners to perform tasks, such as demonstrations,
arrive at a product, show strategies, and present
information.

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Learning targets that require a paper-and-pencil type of
assessments:
• Identify the parts of the plants
• Label the parts of the microscope
• Compute the compound interest
• Classify the phase of a given number
• Provide the appropriate verb in the sentence
• Identify the type of sentence

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Learning targets that require a performance-based
assessment:
• Varnish a wooden cabinet
• Draw a landscape using paintbrush in the computer
• Write a word problem involving multiplication of polynomials
• Deliver a speech convincing your classmates that you
are a good candidate for the student council

19. HOW DO WE DISTINGUISH
TEACHER-MADE FROM
STANDARDIZED TEST?
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Standardized test have fixed directions for
administering and scoring. They can be purchased
with test manuals, booklets, and answer sheets.

21. WHAT INFORMATION IS SOUGHT
FROM ACHIEVEMENT AND
APTITUDE TEST?
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22. Group 3
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Achievement tests measure what learners have
learned after instruction or after going through a
specific curricular program. Achievement test provide
information on what learners can do and have
acquired after training and instruction.

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According to Lohgman (2005), aptitudes are the
characteristics that influence a person's behavior that
aid goal attainment in a particular situation.

24. HOW DO WE
DIFFERENTIATE SPEED AND
POWER TEST?
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Speed tests consist of easy items that need to be
completed within a time limit. Power tests consist of
items with increasing level of difficulty, but time is
sufficient to complete the whole test.

26. HOW DO WE DIFFERENTIATE
NORM-REFERENCED FROM
CRITERION-REFERENCED TEST?
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27. Group 3
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Criterion-referenced test has a given set of
standards, and the scores are compared to the given
criterion.

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The norm-referenced test interprets results using
the distribution of scores of a sample group. The mean
and standard deviations are computed for the group.
The standing of every individual in a norm-referenced
test is based on how far they are from the mean and
standard deviation of the sample.

29. THANK YOU
Presented By : Group 3