This document discusses different concepts related to assessment of learning. It defines assessment, measurement, evaluation, tests and testing. It describes norm-referenced tests which compare students to others and criterion-referenced tests which measure students against a set standard. The document also discusses placement, diagnostic, formative and summative assessment, as well as traditional, performance and portfolio modes of assessment. It provides characteristics of well-written instructional objectives and factors to consider when constructing good test items.

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Learning
Assessment

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 ASSESSMENT OF LEARNING
 Assessment –refers to the process of gathering, describing or quantifying
information about the student performance. It includes paper and pencil test,
extended responses (example essays) and performance assessment are
usually referred to as”authentic assessment” task (example presentation of
research work)
 Measurement-is a process of obtaining a numerical description of the degree
to which an individual possesses a particular characteristic. Measurements
answers the questions”how much?
 Evaluation- it refers to the process of examining the performance of student. It
also determines whether or not the student has met the lesson instructional
objectives.

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 Test –is an instrument or systematic procedures designed to
measure the quality, ability, skill or knowledge of students by
giving a set of question in a uniform manner. Since test is a form
of assessment, tests also answer the question”how does
individual student perform?
 Testing-is a method used to measure the level of achievement
or performance of the learners. It also refers to the
administration, scoring and interpretation of an instrument
(procedure) designed to elicit information about performance in
a simple of a particular area of behavior.

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 Types of Measurement
 There are two ways of interpreting the student performance in relation to classroom instruction. These are the
Norm-reference tests and Criterion-referenced tests.
 Norm-reference test is a test designed to measure the performance of a student compared with other students.
Each individual is compared with other examinees and assigned a score-usually expressed as percentile, a
grade equivalent score or a stanine. The achievement of student is reported for broad skill areas, although
some norm referenced tests do report student achievement for individual.
 The purpose is to rank each student with respect to the achievement of others in broad areas of knowledge and
to discriminate high and low achievers.
 Criterion- referenced test is a test designed to measure the performance of students with respect to some
particular criterion or standard. Each individual is compared with a pre determined set of standard for
acceptable achievement. The performance of the other examinees are irrelevant. A student’s score is usually
expressed as a percentage and student achievement is reported for individual skills,
 The purpose is to determine whether each student has achieved specific skills or concepts. And to find out how
mush students know before instruction begins and after it has finished.
 Other terms less often used for criterion-referenced are objective referenced, domain referenced, content
referenced and universe referenced.

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 According to Robert L. Linn and Norma E. gronlund (1995) pointed out the
common characteristics and differences of Norm-Referenced Tests and Criterion-
Referenced Tests
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 Common Characteristics of Norm-Referenced Test and Criterion-Referenced
Tests
 Both require specification of the achievement domain to be measured
 Both require a relevant and representative sample of test items
 Both use the same types of test items
 Both used the same rules for item writing (except for item difficulty)
 Both are judge with the same qualities of goodness (validity and reliability)
 Both are useful in educational assessment

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Norm –Referenced Tests Criterion-Referenced Tests
1. Typically covers a large domain of learning tasks, with just
few items measuring each specific task.
1.Typically focuses on a delimited domain of learning tasks, with a
relative large number of items measuring each specific task.
1. Emphasizes discrimination among individuals in terms of
relative of level of learning.
2.Emphasizes among individuals can and cannot perform.
1. Favors items of large difficulty and typically omits very easy
and very hard items
3.Matches item difficulty to learning tasks, without altering item
difficulty or omitting easy or hard times
1. Interpretation requires clearly defined group 4.Interpretation requires a clearly defined and delimited achievement
domain

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
 TYPES OF ASSESSMENT
 There are four type of assessment in terms of their functional role in relation to classroom instruction. These are the placement assessment,
diagnostic assessment, formative assessment and summative assessment.
 Placement Assessment is concerned with the entry performance of student, the purpose of placement evaluation is to determine the
prerequisite skills, degree of mastery of the course objectives and the best mode of learning.
 Diagnostic Assessment is a type of assessment given before instruction. It aims to identify the strengths and weaknesses of the students
regarding the topics to be discussed. The purpose of diagnostic assessment:
 To determine the level of competence of the students
 To identify the students who have already knowledge about the lesson;
 To determine the causes of learning problems and formulate a plane for remedial action.
 Formative Assessment is a type of assessment used to monitor the learning progress of the students during or after instruction. Purpose of
formative assessment:
 To provide feedback immediately to both student and teacher regarding the success and failure of learning.
 To identify the learning errors that is need of correction
 To provide information to the teacher for modifying instruction and used for improving learning and instruction

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 Summative Assessment is a type of assessment usually given at the end of a
course or unit. Purpose of summative assessment:
 To determine the extent to which the instructional objectives have been met;
 To certify student mastery of the intended outcome and used for assigning grades;
 To provide information for judging appropriateness of the instructional objectives
 To determine the effectiveness of instruction

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 MODE OF ASSESSMENT
 A. Traditional Assessment
 1. Assessment in which students typically select an answer or recall information to
complete the assessment. Test may be standardized or teacher made test, these tests may
be multiple-choice, fill-in-the-blanks, true-false, matching type.
 2. Indirect measures of assessment since the test items are designed to represent
competence by extracting knowledge and skills from their real life context.
 3. Items on standardized instrument tends to test only the domain of knowledge and
skill to avoid ambiguity to the test takers.
 4. One-time measures to rely on a single correct answer to each item. There is a limited
potential for traditional test to measure higher order thinking skills.

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 B. Performance assessment
 1. Assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills
 2. Direct measures of students performance because task are design to incorporate contexts,
problems, and solutions strategies that students would use in real life.
 3. Designed ill-structured challenges since the goal is to help students prepare for the
complex ambiguities in life.
 4. Focus on processes and rationales. There is no single correct answer, instead students are
led to craft polished, thorough and justifiable responses, performances and products.
 5. Involve long-range projects, exhibits, and performances are linked to the curriculum
 6. Teacher is an important collaborator in creating tasks, as well as in developing guidelines
for scoring and interpretation

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 C. Portfolio Assessment
 1. Portfolio is a collection of student’s work specifically to tell a
particular story about the student.
 2. A portfolio is not a pie of student work that accumulates
over a semester or year
 3. A portfolio contains a purposefully selected subset of
student work
 4. It measures the growth and development of students.

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 The Key to Effective Testing
 Objectives; The specific statements of the aim of the instruction; it should express what the
students should be able to do or know as a result of taking the course; the objectives should
indicate the cognitive level, affective level and psychomotor level of expected performance.
 Instruction: It consist all the elements of the curriculum designed to teach the subject, including
the lesson plans, study guide, and reading and homework assignment; the instruction should
corresponds directly to the objectives
 Assessment: The process of gathering , describing or quantifying information about the
performance of the learner; testing components of the subject; the weight given to different subject
matter areas on the test should match with objectives as well as the emphasis given to each
subject area during instruction.
 Evaluation: Examining the performance of students and comparing and judging its quality.
Determining whether or not the learner has met the objectives of the lesson and the extent of
understanding.

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 INSTRUCTIONAL OBJECTIVES
 Instructional objectives play a very important role in the instructional process and the evaluation process. It
serves as guides for teaching and learning, communicate the intent of the instruction to others and it provide a
guidelines for assessing the learning of the students. Instructional objectives also known as behavioral
objectives or learning objectives are statement which clearly describe an anticipated learning outcome.
 Characteristics of well-written and useful instructional objectives
 1. Describe a learning outcome
 2. Be student oriented-focus on the learner not on the teacher
 3. Be observable or describe an observable product
 4. Be sequentially appropriate
 5. Be attainable within a reasonable amount of time
 6. Be developmental appropriate

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 Factors to Consider when Constructing Good Test Items
 A. VALIDITY is the degree to which the test measures what is intended to measure. It is
the usefulness of the test for a given purpose. A valid test us always reliable.
 B. RELIABILITY refers to the consistency of score obtained by the same person when
retested using the same instrument or one that is parallel to it.
 C. ADMINISTRABILITY the test should be administered uniformly to all students so that
the scores obtained will not vary due to factors other than differences of the students
knowledge and skills. There should be a clear provision for instruction for the students,
proctors and even the who will check the test or the scorer

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 D. SCORABILITY the test should be easy to score, directions for scoring is clear, provide the answer sheet and the answer key
 E. APPROPRIATENESS the test item that the teacher construct must assess the exact performances called for in the learning objectives.
The test item should require the same performance of the student as specified in the learning objectives.
 F. ADEQUACY the test should contain a wide sampling if items to determine the educational outcomes or abilities so that resulting scores
are representatives of the total performance in the areas measured.
 G. FAIRNESS the test should bit be biased to the examinees, it should not be offensive to any examinees subgroups. A test can only be
good if it is also fair to all test takers.
 H. OBJECTIVITY represents the agreement of two or more raters or a test administrators concerning the score of a student. If the two
raters who assess the same student on the same test cannot agree in score, the test lacks objectivity and the score of neither judge is valid,
thus, lack of objectivity reduces test validity in the same way that lack reliability influence validity.

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 TABLE OF SPECIFICATIONS
 Table of specification is a device for describing test items in
terms of the content and the process dimensions. That is, what a
student is expected to know and what he or she is expected to
do with that knowledge. It is described by combination of content
and process in the table of specification.
 Sample of One way table of specification in Linear Function
Content Number of Class
Sessions
Number of Items Test Item
Distribution
1. Definition of linear function 2 4 1-4
1. Slope of a line 2 4 5-8
1. Graph of linear function 2 4 9-12
1. Equation of linear function 2 4 13-16
1. Standard Forms of a line 3 6 17-22
1. Parallel and perpendicular lines 4 8 23-30
1. Application of linear functions 5 10 31-40
TOTAL 20 40 40

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 Number of items= Number of class sessions x desired total number of itens
 Total number of class sessions
 Example :
 Number of items for the topic” definition of linear function”
 Number of class session= 2
 Desired number of items= 40
 Total number of class sessions=20

 Number of items= Number of class sessions x desired total number of itens
 Total number of class sessions

 =2x40
 20
 Number of items= 4
