DIFFERENT TERMINOLOGIES:

ASSESSMENT, TESTING,
MEASUREMENT AND EVALUATION

Assessment
Different component and activities of different
school. An assessment can be used to student
learning goals of an academic program.
Assessment is the process of collecting and
interpreting information about students
learning.
 Test
It is formal and systematic instrument,
usually paper and pencil procedure to
designed to assess the quality, ability, skill
or knowledge of the students by giving a
set of questions in uniform manner
 Testing
To measure the level of performance or
achievement of the learners. Testing is
the administration, scoring, and
interpretation of the procedures designed
to get information about the extent of the
performance of the students.
Oral questioning, observations, projects,
performance and portfolio.
 Measurement
Is the process of quantifying or
assigning number to the individuals
intelligence, personality and values, and
achievement of the students.

Numerical values are use to represent

the performance of the students in
different subject.
 Evaluation

Process of judging the quality of what

is good and what is desirable. It is the
comparison of data to a set of standard
or learning criteria for the purpose of
judging the worth or quality.
REASONS FOR
ASSESSMENT
1. Student selection and certification
2. Instructional Monitoring

3. For:

 Public accountability and program evaluation

 Making decisions about different aspects of
the educational process
 Helping make GOOD decisions, if they provide
accurate, authentic, reliable and valid information
about educational LEARNING GOALS
To summarize; Educational Assessment,
Measurement and Evaluation serve the following
purposes :

 Improvement of Student Learning

Identification of Students’ Strengths and
Weaknesses
Assessment of the Effectiveness of a Particular
Teaching Strategy
 Appraisal of the Effectiveness of the
Curriculum
Assessment and Improvement of Teaching
Effectiveness
Communication with and Involvement of Parents in
their children’s learning
PRINCIPLES OF EDUCATIONAL
ASSESSMENT
The principles can be summarized into:

1. Educational assessment should be based on goals,

objectives or standards which are clearly stated.
2. It has to relate to student’s learning with
these standards.
3. It has to be continuous and on-going.
4. It should provide feedback about students’
performance.
ASSESSMENT CYCLE

Articulate
Learning Goals

Use the Results Design

to Improve Strategie
s

Gather Assessment Determine student

activities
data, Summarize,
Interpret Select assessment
Methods
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

Enhances learning in the instructional

process if the results provide feedback to
both teachers and students
Used to evaluate the teaching
methodologies and strategies of the
teacher
 Used to make teaching decisions
Results are used to diagnose the
learning problems of the students
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

TEACHERS MAKE DECISIONS

FROM THE BEGINNING UP TO
THE END OF INSTRUCTION.
1. Beginning of Instruction
Placement Assessment- determine
the pre-requisite skills, degree of
mastery of the course objectives and the
best mode of learning
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

2. DURING
INSTRUCTION
a. Formative Assessment-
 used to monitor the learning progress
during instruction,
 provide immediate feedback, re: success
and failures of learning,
 Identify learning errors,
 How to modify instruction
 Improve learning and instruction
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

B. DIAGNOSTIC ASSESSMENT- GIVEN

AT THE BEGINNING OR DURING
INSTRUCTION
identify the strengths and weaknesses of
the students,
determine the level of competence of the
students,
 identify students with prior knowledge,
determine the causes of learning
problems not revealed by formative
assessment,
 formulate a plan for remedial
action
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

3. END OF INSTRUCTION
SUMMATIVE ASSESSMENT- GIVEN AT
THE END OF THE COURSE OR UNIT
 Determine the extent of achieving the
objectives set
 Certify student mastery and
assigning grades
 Provide information for judging
appropriateness of instructional objectives
 Determine the effectiveness of instruction
TYPES OF ASSESSMENT PROCEDURES

A. Nature of Assessment
1.Maximum Performance- determine
what individuals can do when
performing at their best
e.g. Aptitude and achievement tests
2. Typical Performance- determine
what individuals will do under natural
conditions
e.g. Attitude, interests, personality
inventories, observational techniques and
peer appraisal
TYPES OF ASSESSMENT PROCEDURES

B. Format of Assessment
1.Fixed-choice Test- measure knowledge
and skills effectively and efficiently
e.g. Standard multiple-choice test
2. Complex-performance Assessment-
measure the performance of learners in
context and on problems valued in their
own rights
e.g. Hands-on laboratory
experiments, projects, essays, oral
presentation
SOURCES OF EVALUATIVE INFORMATION
To make correct judgment, teachers need to
gather accurate information.
 Cumulative Record- permanent records
 Personal Contact- observational information
like:
- Can the student read well or not?
- Does the student understand concepts?
-Does the student follow specified
instructions?
- Does the student stay on task?
-Does the student participate actively in
learning activities?
- Does the student use the material
correctly?
SOURCES OF EVALUATIVE INFORMATION

Analysis- teachers need to file samples of students’

work for discussion during P-T conference
Open-ended Themes and Diaries- questions like the
following can be asked:
-What things do you like and dislike about
school?
- What subjects do you find interesting?
Uninteresting?
- How do you feel about your classmates
-What personal accomplishments are you so
proud of?
SOURCES OF EVALUATIVE
INFORMATION

Conferences with parents and

previous teachers

 Testing
METHODS OF INTERPRETING THE RESULTS
1. NORM-REFERENCED
INTERPRETATION
 Describes student’s performance or
progress in relation to others of the
same peer group, age or ability
 May involve ranking or scaling a pupil
to help with streaming classes
 May look at cross-school achievements to
compare achievement in particular groups,
subjects and years wit local and national
levels of attainment
Norm-referenced Interpretation

e.g.
Franco’s score in the periodical
exams is below the mean
Sam ranked 5th in the unit test in
Physics
Scion’s percentile rank in the
Math achievement test is 88.
METHODS OF INTERPRETING THE RESULTS
2. CRITERION-REFERENCED
INTERPRETATION-
DESCRIBES STUDENT PERFORMANCE ACCORDING
TO A SPECIFIED DOMAIN OR CLEARLY DEFINED
LEARNING TASKS
e.g. divide three-digit whole numbers correctly and accurately,
multiply binomial terms correctly
 Concerned with national examination and other assessment
bodies
 Used in the assessment of vocational and academic
qualifications
 Results are given on a pass/fail,competent/not competent basis
 Results are conclusive and usually open to review.
OTHER TYPE OF
ASSESSMENT
 NON-STANDARDIZED TEST VS.
STANDARDIZED TEST
1.Non-standardized test
is a type of test developed by the
classroom teacher.
2. Standardized test
is a type of test developed by test
specialists. It is a administered, scored
and interpreted using a certain
standard conditions.
 OBJECTIVE TEST VS. SUBJECTIVE TEST
Objective test
is a type of test in which two or more
evaluator give an examinee the same score
Subjective test
is a type of test in which the score are
influenced by the judgement of the
evaluator meaning there is no one correct
answer.
 SUPPLY TEST VS. FIXED-RESPONSE TEST
1. Supply Test
is a type of test that requires the examinees
to supply an answer such as an essay test item
or completion or short answer.
2. Fixed-response Test
is a type of test that requires the examinees
to select an answer from a given option such as
multiple-choice test, matching type of test, or
true/false test.
 INDIVIDUAL TEST VS. GROUP TEST
1. Individual Test
is a type of test administered to students on
a one-on-one basis using oral questioning.

2. Group Test
is a type of test administered to a group of
individuals or group of students.
 MASTERY TEST VS. SURVEY TEST
1. Mastery Test
is a type f achievement test that measures the
degree of mastery of a limited set of learning
outcome using criterion-reference to interpret result.

2.Survey Test
is a type of test that measures students general
achievement over a broad range of learning
outcome using nor-reference to interpret the result.
 SPEED TEST VS. POWER TEST

1. Speed Test
is designed to measure number of items an
individuals can complete in a certain periof of
time.
2. Power Test
is designed to measure the level of performance
rather than speed of response. It contain test that
are arranged according to increasing degree of
difficulty.
MODE OF ASSESSMENT
 TRADITIONAL ASSESSMENT
Is a type of assessment in which the students
choose their answer from a given list of
choices.
Students are expected to recognized that
there is only one correct or best answer for
the question asked.
Example
Multiple choice, standard true or false,
matching type test, and fill in the black test.
 ALTERNATIVE ASSESSMENT
Students create an original response to
answer a certain question. Students respond
to a question using their own ideas, in their
own word.
Example:
short answer questions, essays, oral
presentations, exhibition, demonstration,
performance assessment, and portfolio.
 PERFORMANCE-BASED
ASSESSMENT
• Is a assessment in which students are asked to
perform real-world tasks that demonstrate
meaning application of essential knowledge and
skills.
• Its is a direct measure od students performance
because the tesks are designed to incorporate
context, problems and solution strategies would use
in real life.
• There is no single answer, instead students are
led to craft polished, through and justified
responses, performances and products.
 PORTFOLIO ASSESSMENT
Is the systematic, longitudinal collection of
students work created in response to
specific, known instructional objectives
and evaluated in relation to the same
criteria.
It is a purposeful collection of students work
that exhibit the students effort, progress
and achievement in one or more an area
over a period of time.