ASSESSMENT OF STUDENT LEARNING

M.M.Mag-isa
 BASIC CONCEPTS
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.
BASIC CONCEPTS

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.
BASIC CONCEPTS

Evaluation
• A process of systematic analysis of both
qualitative and quantitative datain order
to make sound judgment or decision.

• It involves judgment about the desirability of

changes in students.
• Traditional Assessment
It refers to the use of pen-and-paper objective test.

• Alternative Assessment
It refers to the use of methods other than pen-and-
paper objective test which includes performance
test, projects, portfolios, journals, and the likes.
• Authentic Assessment
It refers to the use of an assessment method that simulate true-
to-life situations. This could be objective tests that reflect real-
life situations or alternative methods that are parallel to what
we experience in real life.
MODES OF ASSESSMENT
MODE DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES

The objective Standardized Scoring s

i Preparation of
paper-and- Tests objective instrument is
TRADITIONAL

pen test which Teacher- Administration time-consuming

usually made Tests is easy Prone to
assesses low- because cheating
level thinking students can
skills take the test at
the same time
 Question:
Which is an advantage of teacher-made tests
over those of standardized tests?
Teacher-made tests are:
a. highly reliable
b. better adapted to the needs of the
pupils
c. more objectively scored
d. highly valid
MODES OF ASSESSMENT

MODE DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES

A mode of Practical Test Preparation of Scoring tends o

t
PERFORMANCE

assessment that Oral and the instrument is

requires actual be subjective
Aural Tests relatively easy
demonstration without rubrics
of skills or Projects
Measures Administration
creation of is time
products of behaviours that
cannot be consuming
learning
deceived
MODES OF ASSESSMENT
MODE DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES

A process of Working Measures Development si

gathering Portfolios student’s time-consuming
multiple Show growth and Rating tends ot
PORTFOLIO

indicators of Portfolios development be subjective

student Documentary Intelligence- without rubrics
progress to Portfolios fair
support course
goals in dynamic,
ongoing and
collaborative
process
Question:
Which is the least authentic mode
of assessment?
a. Paper-and-pencil test in vocabulary
b. Oral performance to assess
students’ spoken communication skills
c. Experiments in science to
assess skill in the use of
scientific methods
d. Artistic production for music
A COMPARISON OF THE FOUR EVALUATION
PROCEDURES

Summative
Evaluation
Placement
 done after
Evaluation
instruction
 done before instruction
 certifies
 determines
mastery of mastery of the
prerequisite skills
intended
 not graded learning
outcomes

 graded

 determines the extent of what the pupils have achieved or mastered in the
objectives of the intended instruction
 determine the students’ strengths 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
A COMPARISON OF THE FOUR EVALUATION
PROCEDURES

Formative Evaluation Diagnostic Evaluation

 reinforces successful  determine recurring or
learning persistent difficulties
 provides continuous  searches for the
feedback to both students underlying
causes of these problems
and teachers that do not respond to first
concerning learning aid treatment
success and failures  helps formulate a plan for a
detailed remedial
 not graded
instruction

 administered during instruction

 designed to formulate a plan for remedial instruction

 modify the teaching and learning process

 not graded
PRINCIPLES OF HIGH QUALITY ASSESSMENT

1.Clarity of Learning Targets

 Clear and appropriate learning targets
include (1) what students know and can do and
(2) the criteria for judging student performance.

2. Appropriateness of Assessment Methods

 The method of assessment to be usedshould
match the learning targets.
PRINCIPLES OF HIGH QUALITY ASSESSMENT

3. Validity
 This refers to the degree to which a score- based
inference is appropriate, reasonable, and useful.

4. Reliability
 This refers to the degree of consistency when
several items in a test measure the same thing,
and stability when the same measures are given
across time.
PRINCIPLES OF HIGH QUALITY ASSESSMENT

5. Fairness
 Fair assessment is unbiased and provides
students with opportunities to demonstrate what
they have learned.

6. Positive Consequences
 The overall quality of assessment is
enhanced when it has a positive effect on student
motivation and study habits. For the teachers,
high-quality assessments lead to better
information and decision-making about students.
PRINCIPLES OF HIGH QUALITY ASSESSMENT

7. Practicality and efficiency

 Assessments should consider the
teacher’s familiarity with the method, the
time required, the complexity of
administration, the ease of scoring and
interpretation, and cost.
TAXONOMY OF EDUCATIONAL
OBJECTIVES
COGNITIVE DOMAIN
(Bloom, 1956)
KNOWLEDGE
 Remembering of previously learned material

 Recall of a wide range of material, but al that

is required is the bringing to mind of the
appropriate information
 Represents the lowest level of learning
TAXONOMY OF EDUCATIONAL
OBJECTIVES

COGNITIVE DOMAIN
(Bloom, 1956)

COMPREHENSION
 Ability to grasp the meaning of material

 S how n by translating material from one form

to another, by interpreting material, and by
estimating future trends
TAXONOMY OF EDUCATIONAL
OBJECTIVES

COGNITIVE DOMAIN
(Bloom, 1956)
APPLICATION
 Ability to use learnedmaterial in new and
concrete situations
 Application of rules, methods, concepts,
principles, laws, and theories
TAXONOMY OF EDUCATIONAL
OBJECTIVES
COGNITIVE DOMAIN
(Bloom, 1956)
ANALYSIS
 Ability to break down material into tis
component parts so that its organizational
structure may be understood
 Include identification of parts, analysis of the
relationships between parts, and recognition
of the organizational principles involved
TAXONOMY OF EDUCATIONAL
OBJECTIVES
COGNITIVE DOMAIN
(Bloom, 1956)
SYNTHESIS
 Ability to put parts together to form a new
whole
 Stress creative behaviors, with major
emphasis on the formulation of new patterns
or structures
TAXONOMY OF EDUCATIONAL
OBJECTIVES
COGNITIVE DOMAIN
(Bloom, 1956)

EVALUATION
 Ability to judge the valueof material for
a given purpose
 Judgments are to be based on
definite or
criteria [internal (organization)
external
(relevance to the purpose)]
TAXONOMY OF EDUCATIONAL
OBJECTIVES
COGNITIVE DOMAIN
(Bloom, 1956)

READING
K: Knows vocabulary
U: Reads with comprehension
Ap: Reads to obtain information to solve a
problem An: Analyzes text and outlines arguments
S: Integrates the main ideas across two or more
passages E: Critiques the conclusions in a text and
offers alternatives
TAXONOMY OF EDUCATIONAL
OBJECTIVES
COGNITIVE DOMAIN
(Bloom, 1956)

MATHEMATICS
K: Knows the number system and basic operations
U: Understands math concepts and processes
Ap: Uses mathematics to solve problems
An: Shows how to solve multistep problems
S: Derives proofs
E: Critiques proofs in geometry
TAXONOMY OF EDUCATIONAL
OBJECTIVES
COGNITIVE DOMAIN
(Bloom, 1956)

SCIENCE
K: Knows terms and facts
U: Understands scientific principles
Ap: Applies principles to new
situations An: Analyzes chemical
reactions
S: Conducts and reports
Question:
With SMART lesson objectives in the
synthesis in mind, which one does
NOT belong to the group?
a. Formulate
b. Judge
c. Organize
d. Build
 Question:
Which test item is in the highest level of
Bloom’s taxonomy of objectives?

a. Explain how a tree

functions in relation to the
ecosystem.
b.
c. Explain
Rate how trees receivemethods
three nutrients. of
different controlling
tree growth.
d. List the parts of a tree.
Question:
Which behavioral term describes a
lesson outcome in the highest level
of Bloom’s taxonomy?
a. Analyze
b. Create
c. Infer
d. Evaluate
MAIN POINTS
FOR COMPA-
RISON
TYPES OF TESTS
Psychological Educational
Aims to measure

students intelligence or
mental ability in a large  Aims to measure
degree without reference
the result of
Purpose to what the students has instructions and
learned
learning (e.g.
 Measures the intangible Achievement
characteristics of an Tests,
individual (e.g. Aptitude Performance
Tests, Personality Tests, Tests)
Intelligence Tests)
MAIN POINTS
FOR
COMPARISO
TYPES OF TESTS
N

Survey Mastery
Covers a broad Covers a
range of objectives specific
Scope of objective
Measures general
Measures
Content fundamental
achievement in skills and
certain subjects abilities
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Verbal Non-Verbal
Students do not
Words are used by use words in
Language attaching meaning
Mode students in attaching
to or in
meaning to or
responding to test
responding to test items
items (e.g.
graphs, numbers,
3-D subjects)
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Standardized Informal
Constructed by a Constructed by a
professional item writer classroom teacher
Covers a broad range of Covers a narrow
content covered in a subject range of content
area
Construction
Various types of
Uses mainly multiple choice
items are used

Items written are screened

Teacher picks or
and the best items were
writes items as
chosen for the final
needed for the test
instrument
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Standardized Informal
Can be scored by a Scored
machine manually by the
teacher
Construction
Interpretation
Interpretation of
is usually
results is usually
criterion-
norm-
referenced
referenced
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Individual Group
Mostly given orally or
This is a paper-
requires actual
and-pen test
demonstration of skill
Loss of rapport,
One-on-one situations,
Manner of insight and
thus, many opportunities knowledge about
Administration for clinical observation
each examinee
Chance to follow-up
Same amount of
examinee’s response in
time needed to
order to clarify or gather information
comprehend it more from one student
clearly
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Objective Subjective
Affected by
Scorer’s personal
scorer’s personal
judgment does not
opinions, biases
affect the scoring
and judgments
Effect of Worded that only one Several answers
Biases answer is acceptable are possible
Possible to
Little or no
disagreement on
disagreement on what
what is the correct
is the correct answer
answer
MAIN POINTS
FOR
COMPARISO
TYPES OF TESTS
N
Power Speed
Consists of series of
Consists of items
items arranged in
approximately
Time Limit and ascending order of equal in difficulty
Level of difficulty
Difficulty Measure’s
Measures student’s
student’s speed or
ability to answer more
rate and
and more difficult items
accuracy in
responding
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Selective Supply
Short answer,
Multiple choice, True or
Completion, Restricted
False, Matching Type
or Extended Essay
There are choices for There are no choices
the answer for the answer
Format Can be answered May require a longer
quickly time to answer
Less chance to
Prone to guessing guessing but prone to
bluffing
Time consuming to Time consuming to
construct answer and score
MAIN POINTS
FOR COMPA-
RISON
TYPES OF TESTS
Maximum Typical
Performance Performance
Determines what Determines what
individuals can do individuals will do
Nature
of when performing at under natural
Assess their best conditions
ment Attitude, interest, and
Aptitude tests, personality inventories;
observation
achievement tests techniques; peer
appraisal
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Norm-Referenced Criterion-Referenced
Result is interpreted
Result is interpreted
by comparing one
student’s by comparing
performance with student’s performance
based on a
Interpretation other students’ predefined
performance
standard/criteria
Some will really All or none may pass
pass
Constructed by Typically constructed
trained professional by the teacher
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Norm-Referenced Criterion-Referenced
There is There is no
competition for a competition for a
limited percentage limited percentage of
of high scores high score
Typically covers a Typically focuses on
Interpretation large domain of a delimited domain of
learning tasks learning
Emphasizes Emphasizes
discrimination description of what
among individuals in learning tasks
terms of level of individuals can and
learning cannot perform
MAIN POINTS
FOR TYPES OF TESTS
COMPARISO
N
Norm-Referenced Criterion-Referenced
Matches item
Favors items of
difficulty to learning
average difficulty tasks, without altering
and typically omits item difficulty or
very easy and very omitting easy or hard
hard items items
Interpretation

Interpretation Interpretation
requires a clearly requires a clearly
defined and delimited
defined group
achievement domain