1) Assessment plays an important role in making instructional decisions by providing feedback to teachers and students. 2) There are four main types of assessment: placement, formative, diagnostic, and summative. 3) Formative assessment is used during instruction to monitor student learning progress and identify issues, while summative assessment evaluates learning at the end of a unit.

1. Roles of Assessment in
making Classroom
Instructional Decision

2. Title
• Assessment enhances learning in
the instructional processes if the
result provides feedbacks to both
students and teachers.
• The information obtained from the
assessment is used to evaluate the
teaching methodologies and
strategies of the teacher.

3. Title
• It is also used to make teaching decisions.
• The result of assessment is used to
diagnose the learning problems of the
students.

4. The Four Roles of Assessment
used in Instructional Process

5. • Placement Assessment
– The purpose of placement assessment is
to determine the prerequisite skills, degree
of mastery of the course the best mode of
learning.

6. FORMATIVE ASSESSMENT
It is a type of assessment used to
monitor the learning progress of the
students during instruction. The
purpose of formative assessment are
the following:
continuous feedback
Indentify learning errors
Modifying instruction
Improve both learning and instruction

7. • This is used to diagnose the students’
learning difficulties during instruction.
DIAGNOSTIC ASSESSMENT

8. • Summative Assessment
A type of assessment usually given at the
end of a course unit. The purposes of
summative assessment are to determine the
following:
Instructional objectives achieved
Certify the students mastery
Provide information for judging
Effectiveness of instruction

9. COMPARISON OF FORMATIVE AND
SUMMATIVE ASSESSMENT
FORMATIVE
• Students are given the
opportunity to improve their
performance on the same
task.
• Students expect feedback
on their performance,
enabling them to improve
their performance on the
same task.
• Although diagnostic in
nature, the students’
knowledge of their strengths
and weaknesses is
categorized as formative.
SUMMATIVE
• The outcome of the task can
neither be repeated nor
improve.
• The final grade is released
on the assessment task.
• Assessment is done at the
end of systematic and
incremental learning
activities that have formative
assessment task.

10. Classification
Type of
Assessment
Function of
Assessment
Examples of
Instruments
Placement An assessment Readiness tests,
procedure used to aptitude tests,
determine the pretests on course
learner’s objectives, self-
prerequisite skills, report inventories,
degree of mastery observational
of the course goals, techniques
and/ or best modes
of learning.
Use in classroom
instruction Formative An assessment Teacher-made
procedure used to tests, custom-made
determine the tests from
learner’s learning textbooks
progress, provides publishers,
feedback to observational
reinforce learning, techniques
and corrects
learning errors

11. Classification
Type of
Assessment
Function of
Assessment
Examples of
Instruments
Diagnostic An assessment Published
procedure used to diagnostic tests,
determine the teacher-made
causes of learner’s diagnostic tests,
persistent learning observational
difficulties such as techniques
intellectual,
physical,
emotional, and
Use in classroom
instruction
environmental
difficulties.
Summative An assessment Teacher-made
procedure used to survey test,
determine the end- performance rating
of-course scales, product
achievement for scales
assigning grades
or certifying
mastery of
objectives

12. Norm- and Criterion-
Referenced Interpretation
1. Norm-referenced Interpretation
It is used to describe students
performance according to relative
position in some known group. In this
method of interpretation it is assumed
that the level of performance of will
not vary much from one class to
another class.

13. Norm-referenced evaluation is used
in the following cases:
1.For subject matter that is not
cumulative and students do not need to
reach some specified level of
competency.
2. For selection purpose if the instruction
is constrained of enrollment.
3. For predicting degrees of
success.

14. 2. Criterion-reference Interpretation
It is used to describe student
performance according to
specified domain of clearly
defined learning task. This method
of interpretation is used when the
teacher wants to determine how
well the students have learned
specific knowledge or skills in a
certain course or subject matter.

15. Classification
Type of
Assessment
Function of
Assessment
Examples of
Instruments
Criterion- It is used to Readiness tests,
referenced describe student aptitude tests,
performance pretests on course
according to a objectives, self-
specified domain of report inventories,
clearly defined observational
learning tasks. techniques
Example: multiples
Methods of
interpreting results Norm- referenced It is used to Standardized
describe student’s aptitude and
performance achievement test,
according to teacher- made
relative position in survey tests,
some known group. interest inventories,
Example: ranks 5th adjustment
in a classroom inventories
group of 40

16. Norm-Referenced Assessment Criterion-Reference Assessment
• Covers a large domain of
learning tasks
• Emphasizes discrimination
among individuals in terms
of relative levels of learning
• Favors items of average
difficulty and usually omits
easy items
• Used primarily, but not
exclusively, for survey
testing
• Interpretation requires a
clearly defined group
• Focuses on a delimited domain
of learning tasks with a
relatively large number of items
measuring each task
• Emphasizes description of what
learning tasks individuals can
and cannot perform
• Matches item difficulty to
learning tasks without altering
item difficulty or omitting easy
items
• Used primarily, but not
exclusively, for mastery testing
• Interpretation requires a clearly
defined and delimited
achievement domain

17. MEASUREMENT
• The most common-though not the most
refined-classification of scores are
nominal, ordinal, interval, and ratio.