The document outlines the differentiation between made-test and non-test instruments used in educational assessment, highlighting their definitions and applications. It details various forms of teacher-made tests, such as multiple choice and essay questions, as well as non-test methods like case studies and portfolios. Additionally, it explains the four roles of assessment in instructional decisions: placement, diagnostic, formative, and summative assessments.

1. Made test and Non-test
Instruments; and
Roles of Assessment in
Instructional Decisions
PRESENTED BY:
ABELIDA, GRACE FATIMA

3. Objectives:
 Able to differentiate between made-test and non-test instruments.
 Able to know the four roles of assessment in instructional decisions.

4. Made test vs. Non-test
Made test
 Definition: A method of measuring a
person’s ability, knowledge, or
performance in a given domain.
 Takes place at identifiable times,
under time constraints
 Uses prepared administrative
procedure
 Must be able to be measured and
evaluated and reported
Non-test
 Is an on-going process
 Gives feedback to help students
increase competence
• Informal : impromptu feedback,
marginal comments on drafts
Does not make fixed judgment or
record results.
• Formal: review of journal writing or
student’s portfolio

5. Teacher Made test Assessment
 Written Test – tests that are
administered on paper or on a
computer. A test taker could respond
to specific items by writing or typing
within a given space of the test or on
a separate form or document.
 Types of written test:
 Subjective
 Objective

6. Teacher Made test Assessment
Multiple Choice
 test taker would be
given a number of set
answers for each
question, and the
candidate must choose
which answer or group
of answers is correct.
Alternative
Response / True or
False
 Present test-taker with
a binary choice – a
statement either true or
false. This method
presents problems, as
depending on the
number of questions.
Matching Type
 is an item that provides
a test taker to match
identifying
characteristics to the
correct term.

7.  Completion Type
o A fill-in-the-blank item provides a test
taker with identifying characteristics
and requires the test taker to recall the
correct term.
 Essay
o Items such as short answer or essay
typically require a test taker to write
a response to fulfil the requirements
of the item.
o Essay items take less time to
construct.
Teacher Made test Assessment

8. Non-test Assessment Techniques
 Case studies and problem-solving
assignment
o Type of assessment which require the
student to place him or herself in or
react to a situation where there prior
learning is needed to solve the
problem or evaluate the situation.
o Case studies should be realistic and
practical with clear instructions.
 Homework
o Is a structured practice exercise that
usually plays a part in grading.
o Sometimes instructors assign reading
or other homework which covers the
theoretical aspects of the subject
matter, so that the class time can be
used for more hands-on practical
work.

9.  Projects
o Usually designed so that
the students can apply
many of the skills they have
developed in the course by
producing a product of
some kind.
o Usually given early in the
course with a completion
date toward the end of the
quarter.
 Portfolio
o Collection of student
projects and products.
Like a photographer
portfolio they should
contain the best example
of their work. For subjects
that are paper-based, the
collection of portfolio is
simple.
 Observation
o Should follow an
established plan or
checklist organized around
concrete, objective data.
o Needs to be tied to the
objective of the course.
Non-test Assessment Techniques

10.  Anecdotal Record
o Provide information regarding a
student’s development over a period
of time.
o Provide ongoing records about
individual instructional needs
o Captures observations of significant
behaviour that might otherwise be
lost
o Provide ongoing documentation of
learning that may shared with
students, parents and teacher.
 Anecdotal record is a record of
some significant item of conduct, a
record of an episode in the life of
students, a word picture of the
student in action, a word snapshot at
the moment of the incident, any
narration of events in which may be
significant about his personality. -
Randall

11.  Checklists
o Contains a list of behaviours or
specific steps, which can be
marked as Present/Absent,
Complete/Incomplete, Yes/No,
etc.
o Used to record observations of
an individual, a group or a whole
class.
 Rating Scale
o Allow teacher to indicate the
degree of frequency of the
behaviours, skills and strategies
displayed by the learner.
o Used to record the quality of the
student’s performance at a given
time or within a given process.

12. Roles of Assessment in Instructional
Decisions
 Placement
 Diagnostic
 Formative
 Summative

13. Placement
 Used to determine the entry behaviour of the pupils.
 Used to determine the performance at the beginning of the instruction.
 GOAL: to determine the position in instructional sequence and the mode of
evaluation.

14. Diagnostic
 Type of assessment that is normally undertaken before instruction to
determine the student prior knowledge of a particular knowledge or lesson.
 It’s purpose is to anticipate potential learning problems and group / place
students in the proper course or unit of study.

15. Types of Diagnostic Assessment
 Pre-tests (on contents and abilities)
 Self-assessments (identifying skills
and competencies)
 Discussion board responses (on
content-specific prompts)
 Interviews (brief, private, 10-minute
interview of each student)

16. Formative
 Usually administered during the instructional process to provide feedback to
students and teachers on how well the former are learning the lesson being
taught.
 Results of formative assessment are neither recorded nor graded but are
used for modifying or adjusting instruction.
 Helps detect which student needs attention.

17. Types of Formative Assessment
 Observations during in-class
activities; of student’s non-verbal
feedback during lecture
 Homework exercises as review for
exams and class discussions
 Reflection journals that are
reviewed periodically during the
semester
 Question and answer sessions,
both formal –planned and informal
- spontaneous

18. Summative Role
 This type of assessment is undertaken to determine student
achievement for grading purposes.
 To determine the mastery at the end of the course.
 Overall assessment.

19. Types of Summative Assessment
 Examinations (major, high-stakes
exam)
 Final Examination (a truly
summative assessment)
 Term Paper (drafts submitted
throughout the semester would be
a formative assessment)
 Projects (project phases submitted
at various completion points could
be formatively assessed)
 Portfolios (could also be assessed
during it’s development as a
formative assessment)
 Performances
 Student evaluation of the course
(teaching effectiveness)