The document discusses key concepts related to assessment including tests, measurement, assessment, evaluation and various modes and principles of assessment. It provides descriptions and examples of different types of tests according to format, content, and purpose. Key points of comparison are outlined for standardized vs informal tests, norm-referenced vs criterion-referenced tests, and different testing formats. Criteria for developing valid tests are also discussed focusing on appropriateness, directions, difficulty level, and establishing face and content validity.

3. Test
An instrument designed to measure
any quality, ability, skill or knowledge.
Comprised of test items of the area it
is designed to measure.
Measurement
A process of quantifying the degree to
which someone/something possesses a
given trait (i.e. quality, characteristics or
features)
A process by which traits, characteristics
and behaviors are differentiated.

4. Assessment
A process of gathering and
organizing data into an interpretable
form to have basis for decision-
making.
It is a prerequisite to evaluation. It
provides the information which
enables evaluation to take place.

5. Evaluation
A process of systematic analysis of
both qualitative and quantitative data
in order to make sound judgment or
decision.
It involves judgment about the
desirability of changes in students.

6. MODES OF ASSESSMENT
MODE
DESCRIPTI
ON
EXAMPLES
ADVANTAG
ES
DISADVANTA
GES
The
objective
paper-
and-pen
test
which
usually
assesses
low-level
thinking
Standard
ized Tests
Teacher-
made
Tests
Scoring
is
objective
Administ
ra-tion is
easy
because
students
can take
the test at
Preparation
of
instrument is
time-
consuming
Prone to
cheating

7. MODES OF ASSESSMENT
MODE
DESCRIPTI
ON
EXAMPLES
ADVANTAG
ES
DISADVANTAG
ES
A mode of
assessmen
t that
requires
actual
demonstr
a-tion of
skills or
creation
of
Practical
Test
Oral and
Aural
Tests
Projects
Preparatio
n of the
instrument
is relatively
easy
Measures
behaviours
that cannot
be
Scoring
tends to be
subjective
without
rubrics
Administrati
on is time
consuming

8. MODES OF ASSESSMENT
MODE DESCRIP
TION
EXAMPL
ES
ADVANT
AGES
DISADVAN
TAGES
A
process
of
gatheri
ng
multipl
e
Worki
ng
Portfoli
os
Show
Portfoli
os
Measu
res
student’
s
growth
and
develop
Develop
ment is
time
consumin
g
Rating
tends to

9. A COMPARISON OF THE FOUR EVALUATION
PROCEDURES
done before
instruction
determines
mastery
of prerequisite
skills
not graded
 done after
instruction
 certifies
mastery of the
intended
learning
outcomes
 graded
Placement
Evaluation
Summative
Evaluation
determines the extent of what the pupils have achieved or
mastered in the objectives of the intended instruction
determine the students’ strength and weaknesses
place the students in specific learning groups to facilitate
teaching and learning
serve as a pretest for the next unit
serve as basis in planning for a relevant instruction

10. A COMPARISON OF THE FOUR EVALUATION
PROCEDURES
 reinforces successful
learning
 provides continuous
feedback to both
students and teachers
concerning learning
success and failures
 not graded
 determine recurring or
persistent difficulties
 searches for the underlying
causes of these problems
that do not respond to first
aid treatment
 helps formulate a plan for a
detailed remedial instruction
 administered during instruction
 designed to formulate a plan for remedial
instruction
 modify the teaching and learning process
 not graded
Formative Evaluation Diagnostic Evaluation

11. PRINCIPLES OF EVALUATION
Significance
Evaluation is an essential component of the
teaching-learning process.
Continuity
Evaluation takes place before, during and
after instruction.
Scope
Evaluation should be comprehensive and as
varied as the scope of objectives.
Compatibility
Evaluation must be well-matched with the
stated objectives.

12. PRINCIPLES OF EVALUATION
Validity
There must be a close relationship between
what an evaluation instrument actually measure
and what it is supposed to measure.
Reliability
Evaluation instrument should be consistent in
measuring what it does measure.
Objectivity
Although effective evaluation should use all
the available information, it is generally believed
that this information is more worthwhile if it is
objectively obtained.

13. PRINCIPLES OF EVALUATION
Diagnostic Value
Effective evaluation should distinguish not
only between level of learner’s performance
but also between the processes which result
in acceptable performance.
Participation
Evaluation should be a cooperative effort
of school, administrators, teachers, students
and parents.

14. PRINCIPLES OF EVALUATION
Variety
Evaluation procedures are of different types
like standardized tests, teacher-made tests,
systematic observation, rating scales, etc.
Fairness
Evaluation should provide students equal
opportunity to demonstrate their knowledge,
skills and performance.

15. MAIN
POINTS
FOR
COMPA
-RISON
TYPES OF
TESTS
Psychologic
al
Educatio
nal
 Aims to
measure
students

16. MAIN
POINTS
FOR
COMPARIS
ON
TYPES OF
TESTS
Scope of
Content
Survey Mastery
Covers a broad
range of
objectives
Covers a
specific
objective
Measures
general
Measures
fundamental

17. MAIN
POINTS
FOR
COMPARI
SON
TYPES OF
TESTS
Norm-
Referenced
Criterion-
Referenced
Result is
interpreted by
comparing one
student’s
Result is
interpreted by
comparing
student’s
performance

18. MAIN
POINTS
FOR
COMPAR
ISON
TYPES OF
TESTS
Norm-
Referenced
Criterion-
Referenced
There is
competition
There is
no
competitio

19. MAIN
POINTS
FOR
COMPA
RISON
TYPES OF
TESTS
Verbal Non-
Verbal
Students

20. MAIN
POINTS
FOR
COMPARI
SON
TYPES OF
TESTS
Standardize
d
Informal
Constructed by a
professional item
writer
Constructed
by a classroom
teacher

21. MAIN
POINTS
FOR
COMPARI
SON
TYPES OF
TESTS
Standardize
d
Informal
Can be
scored by a
Scored
manually

22. MAIN
POINTS
FOR
COMPARI
SON
TYPES OF TESTS
Individual Group
Mostly given
orally or
requires actual
demonstration
of skill
This is a
paper-and-
pen test

23. MAIN
POINTS
FOR
COMPAR
ISON
TYPES OF
TESTS
Objective Subjectiv
e
Scorer’s
personal
Affected
by scorer’s

24. MAIN
POINTS
FOR
COMPARI
SON
TYPES OF
TESTS
Power Speed
Consists of
series of items
arranged in
ascending
Consists of
items
approximate

25. MAIN
POINTS
FOR
COMPARI
SON
TYPES OF TESTS
Selective Supply
Multiple choice,
True or False,
Matching Type
Short answer,
Completion,
Restricted or
Extended Essay
There are
choices for the
There are no
choices for the

26. Types of Test According to FORMAT
Selective Type – provides choices for the
answer
a. Multiple Choice – consists of a stem which
describes the problem and 3 or more alternatives which
give the suggested solutions. The incorrect alternatives
are the distractors.
b. True-False or Alternative Response –
consists of declarative statement that one has to mark
true or false, right or wrong, correct or incorrect, yes or
no, fact or opinion, and the like.
c. Matching Type – consists of two parallel columns:
Column A, the column of premises from which a match is
sought; Column B, the column of responses from which
the selection is made.

27. Types of Test According to FORMAT
Supply Test
a. Short Answer – uses a direct question that can be
answered by a word, phrase, a number, or a symbol
b. Completion Test – it consists of an incomplete
statement
Essay Test
a. Restricted Response – limits the content of the
response by restricting the scope of the topic
b. Extended Response – allows the students to select
any factual information that they think is pertinent, to
organize their answers in accordance with their best
judgment

28. Types of NON-COGNITIVE TEST
1.Closed-Item or Forced-choice Instruments –
ask for one or specific answer
a. Checklist – measures students preferences,
hobbies, attitudes, feelings, beliefs, interests, etc.
by marking a set of possible responses
b. Scales – these instruments that indicate the
extent or degree of one’s response
Rating Scale – measures the degree
or extent of one’s attitudes, feelings,
and perception about ideas, objects
and people by marking a point along 3-
or 5- point scale

29. Semantic Differential Scale – measures
the degree of one’s attitudes, feelings and
perceptions about ideas, objects and people
by marking a point along 5- or 7- or 11-
point scale of semantic adjectives
Ex:
Math is
easy __ __ __ __ __ __ __ difficult
important __ __ __ __ __ __ __ trivial
useful __ __ __ __ __ __ __ useless

30. Likert Scale – measures the degree of one’s
agreement or disagreement on positive or
negative statements about objects and people
Ex:
Use the scale below to rate how much you agree or
disagree about the following statements.
5 – Strongly Agree
4 – Agree
3 – Undecided
2 – Disagree
1 – Strongly Disagree
1. Science is interesting.
2. Doing science experiments is a waste of time.

31. Alternative Response – measures students
preferences, hobbies, attitudes, feelings,
beliefs, interests, etc. by choosing between two
possible responses
Ex:
1. Reading is the best way of spending leisure time. T F
2. You can have an unlimited access to knowledge through
reading. T F
Ranking – measures students preferences or
priorities by ranking a set of responses
Ex: Rank the following subjects according to its importance.
___ Science ___ Social Studies
___ Math ___ Arts
___ English ___ Livelihood Education

32. 2. Open-Ended Instruments – they are open to more
than one answer
Sentence Completion – measures students
preferences over a variety of attitudes and allows
students to answer by completing an unfinished
statement which may vary in length
Surveys – measures the values held by an individual
by writing one or many responses to a given question
Essays – allows the students to reveal and clarify their
preferences, hobbies, attitudes, feelings, beliefs, and
interests by writing their reactions or opinions to a
given question

33. CRITERIA TO CONSIDER IN CONSTRUCTING GOOD TESTS
VALIDITY - is the degree to which a test measures what is
intended to be measured. It is the usefulness of the test for a
given purpose. It is the most important criteria of a good
examination.
FACTORS influencing the validity of tests in general
Appropriateness of test
Directions
Reading Vocabulary and Sentence Structure
Difficulty of Items
Construction of Items
Length of Test
Arrangement of Items
Patterns of Answers

34. WAYS of Establishing Validity
Face Validity – is done by examining the
physical appearance of the test
Content Validity – is done through a careful
and critical examination of the objectives of the
test so that it reflects the curricular objectives

35. WAYS of Establishing Validity
Criterion-related validity – is established statistically
such that a set of scores revealed by a test is correlated
with scores obtained in another external predictor or
measure.
Has two purposes:
Concurrent Validity – describes the present
status of the individual by correlating the sets of
scores obtained from two measures given
concurrently
Predictive Validity – describes the future
performance of an individual by correlating the
sets of scores obtained from two measures
given at a longer time interval

36. Construct Validity – is established statistically by
comparing psychological traits or factors that influence
scores in a test, e.g. verbal, numerical, spatial, etc.
Convergent Validity – is established if the
instrument defines another similar trait other
than what it intended to measure (e.g. Critical
Thinking Test may be correlated with Creative
Thinking Test)
Divergent Validity – is established if an
instrument can describe only the intended trait
and not other traits (e.g. Critical Thinking Test
may not be correlated with Reading
Comprehension Test)
WAYS of Establishing Validity

37. RELIABILITY - it refers to the consistency of
scores obtained by the same person when retested
using the same instrument or one that is parallel to
it.
FACTORS affecting Reliability
Length of the test
Difficulty of the test
Objectivity
Administrability
Scorability
Economy
Adequacy

38. SCORING ERRORS AND BIASES
Leniency error: Faculty tends to judge better than it really is.
Generosity error: Faculty tends to use high end of scale only.
Severity error: Faculty tends to use low end of scale only.
Central tendency error: Faculty avoids both extremes of the
scale.
Bias: Letting other factors influence score (e.g., handwriting,
typos)
Halo effect: Letting general impression of student influence
rating of specific criteria (e.g., student’s prior work)
Contamination effect: Judgment is influenced by irrelevant
knowledge about the student or other factors that have no
bearing on performance level (e.g., student appearance)

39. SCORING ERRORS AND BIASES
Similar-to-me effect: Judging more favorably those students
whom faculty see as similar to themselves (e.g., expressing
similar interests or point of view)
First-impression effect: Judgment is based on early opinions
rather than on a complete picture (e.g., opening paragraph)
Contrast effect: Judging by comparing student against other
students instead of established criteria and standards
Rater drift: Unintentionally redefining criteria and standards
over time or across a series of scorings (e.g., getting tired and
cranky and therefore more severe, getting tired and reading
more quickly/leniently to get the job done)

40. ITEM ANALYSIS
STEPS IN ITEM ANALYSIS
1. Score the test. Arrange from lowest to
highest.
2. Get the top 27% (T27) and below 27% (B27)
of the examinees.
3. Get the proportion of the Top and Below who
got each item correct. (PT) & (PB)
4. Compute for the Difficulty Index.
Df = (PT + PB) / 2
5. Compute for the Discrimination Index.
Ds = (PT-PB)

41. ITEM ANALYSIS
INTERPRETATION
Difficulty Index
.81 – 1.0 = easy (revise)
.21 – .80 = average (accept)
0 – .20 = very difficult (reject)
Discrimination Index
.31 – above = good (accept)
.20 – .30 = moderate (revise)
.19 and below = poor (reject)

42. Method
Type of
Reliability
Measure
Procedure
Statistical
Measure
Test-
Retest
Measure of
stability
Give a test twice
to the same group
with any time
interval between
sets from several
minutes to several
years
Pearson r
Equiva
lent
Forms
Measure of
equivalenc
e
Give parallel
forms of test at
the same time
between forms
Pearson r

43. ASSUMPTIO
NS WHEN
USED
APPROPRIATE STATISTICAL
TOOLS
MEASURES
OF CENTRAL
TENDENCY
(describes the
representative
value of a set
of data)
MEASURES OF
VARIABILITY
(describes the
degree of
spread or
dispersion of a
set of data)
When the
frequency
distribution is
Mean – the
arithmetic average
Standard
Deviation – the
root-mean-square of

44. SCALES OF MEASUREMENT
NOMINAL
ORDINAL
INTERVAL
RATIO

45. TYPES OF DISTRIBUTION
Normal Distribution
Symmetrical
Bell Curve
frequency
scores
low scores high scores

46. TYPES OF DISTRIBUTION
frequency
scores
low scores high scores
Rectangular Distribution

47. TYPES OF DISTRIBUTION
Unimodal Distribution
Bimodal Distribution
Multimodal / Polymodal
Distribution
high scores

48. low scores high scores
frequency
Positively Skewed Distribution
Skewed to the Right
scores
TYPES OF DISTRIBUTION

49. low scores high scores
frequency
Negatively Skewed Distribution
Skewed to the Left
scores
TYPES OF DISTRIBUTION

50. KURTOSIS
Leptokurtic
distributions are tall and
peaked. Because the scores
are clustered around the
mean, the standard deviation
will be smaller.
Mesokurtic
distributions are the ideal
example of the normal
distribution, somewhere
between the leptokurtic and
playtykurtic.
Platykurtic
distributions are broad
and flat.

51. INTERPRETING MEASURES OF VARIABILITY
STANDARD DEVIATION (SD)
 The result will help you determine if the group is
homogeneous or not.
 The result will also help you determine the number of
students that fall below and above the average performance.
Main points to remember:
Points above Mean + 1SD = range of above average
Mean + 1SD
Mean - 1SD
Points below Mean – 1SD = range of below average
= give the limits of an average ability

52. Example:
A class of 25 students was given a 75-item test. The
mean average score of the class is 61. The SD is 6.
Lisa, a student in the class, got a score of 63.
Describe the performance of Lisa.
= 63 SD = 61 X = 63
+ SD = 61 + 6 = 67
- SD = 61 – 6 = 55
All scores between 55-67 are average.
All scores above 67 or 68 and above are above average.
All scores below 55 or 54 and below are below average.
Therefore, Lisa’s score of 63 is average.
X
X
X

53. INTERPRETING MEASURES OF VARIABILITY
QUARTILE DEVIATION (QD)
• The result will help you determine if the group is
homogeneous or not.
• The result will also help you determine the number of
students that fall below and above the average performance.
Main points to remember:
Points above Median + 1QD = range of above average
Median + 1QD
Median – 1QD
Points below Median – 1QD = range of below average
= give the limits of an average ability

54. Example:
A class of 30 students was given a 50-item test. The
median score of the class is 29. The QD is 3. Miguel,
a student in the class, got a score of 33. Describe the
performance of Lisa.
= 29 QD = 3 X = 33
+ QD = 29 + 3 = 32
- QD = 29 – 3 = 26
All scores between 26-32 are average.
All scores above 32 or 33 and above are above average.
All scores below 26 or 25 and below are below average.
Therefore, Miguel’s score of 33 is above average.
X
~
X
~
X
~

55. INTERPRETATION OF Correlation value
1 ----------- Perfect Positive Correlation
high positive correlation
0.5 ----------- Positive Correlation
low positive correlation
0 ----------- Zero Correlation
low negative correlation
-0.5 ----------- Negative Correlation
high negative correlation
-1 ----------- Perfect Negative Correlation
.81 – 1.0 = very high correlation
.61 - .80 = high correlation
.41 - .60 = moderate correlation
.21 - .40 = low correlation
0 - .20 = negligible correlation
for Validity:
computed r should be at least
0.75 to be significant
for Reliability:
computed r should be at least
0.85 to be significant

56. STANDARD SCORES
• Indicate the pupil’s relative position by showing
how far his raw score is above or below average
• Express the pupil’s performance in terms of
standard unit from the mean
• Represented by the normal probability curve or
what is commonly called the normal curve
• Used to have a common unit to compare raw
scores from different tests

57. Z-Scores -3 -2 -1 0 +1 +2 +3
T-Scores 20 30 40 50 60 70 80
Percentiles 1 2 16 50 84 98 99.9
Corresponding Standard Scores and Percentiles
in a Normal Distribution

58. PERCENTILE
tells the percentage of examines that lies below
one’s score
Example:
Jose’s score in the LET is 70 and his
percentile rank is 85.
P85 = 70 (This means Jose, who scored 70
performed better than 85% of all the examinees )

59. Z-Score
tells the number of standard deviations equivalent
to a given raw score
Formula:
Ex:
Jenny got a score of 75 in a 100-item test. The mean score of the
class is 65 and SD is 5.
Z = 75 – 65
 5
 = 2 (Jenny is 2 standard deviations above
the mean)
Where:
X – individual’s raw score
– mean of the normative group
SD – standard deviation of the
normative group
X
SD
X
X
Z



60. Example:
Mean of a group in a test: X = 26 SD = 2
2
1
2
26
27
SD
X
X
Z 




2
1
2
26
25
SD
X
X
Z 





Z = 0.5 Z = -0.5
Joseph’s Score John’s Score
X = 27 X = 25

61. it refers to any set of normally distributed standard
deviation score that has a mean of 50 and a standard
deviation of 10
computed after converting raw scores to z-scores to
get rid of negative values
Formula:
)
Z
(
10
50
score
T 


Example:
Joseph’s T-score = 50 + 10(0.5)
= 50 + 5
= 55
John’s T-score = 50 + 10(-0.5)
= 50 – 5
= 45
T-Score

62. ASSIGNING GRADES / MARKS / RATINGS
Marking or Grading is the process of assigning value to a
performance
Marks / Grades / Rating SYMBOLS:
Could be in:
1. percent such as 70%, 88% or 92%
2. letters such as A, B, C, D or F
3. numbers such as 1.0, 1.5, 2.75, 5
4. descriptive expressions such as Outstanding
(O), Very Satisfactory (VS), Satisfactory (S),
Moderately Satisfactory (MS), Needs Improvement
(NI)

63. ASSIGNING GRADES / MARKS / RATINGS
Could represent:
1. how a student is performing in relation
to other students (norm-referenced
grading)
2. the extent to which a student has
mastered a particular body of knowledge
(criterion-referenced grading)
3. how a student is performing in relation
to a teacher’s judgment of his or her
potential

64. ASSIGNING GRADES / MARKS / RATINGS
Could be for:
Certification that gives assurance that a student has
mastered a specific content or achieved a certain level
of accomplishment
Selection that provides basis in identifying or grouping
students for certain educational paths or programs
Direction that provides information for diagnosis and
planning
Motivation that emphasizes specific material or skills to
be learned and helping students to understand and
improve their performance

65. Could be assigned by using:
Criterion-Referenced Grading – or grading based on
fixed or absolute standards where grade is assigned
based on how a student has met the criteria or a well-
defined objectives of a course that were spelled out in
advance. It is then up to the student to earn the grade he
or she wants to receive regardless of how other students
in the class have performed. This is done by transmuting
test scores into marks or ratings.
ASSIGNING GRADES / MARKS / RATINGS

66. ASSIGNING GRADES / MARKS / RATINGS
Norm-Referenced Grading – or grading based on
relative standards where a student’s grade reflects his
or her level of achievement relative to the performance
of other students in the class. In this system, the grade
is assigned based on the average of test scores.
Point or Percentage Grading System whereby the
teacher identifies points or percentages for various tests
and class activities depending on their importance. The total
of these points will be the bases for the grade assigned to
the student.
Contract Grading System where each student agrees to
work for a particular grade according to agreed-upon
standards.