DIFFERENT CLASSIFICATIONS OF ASSESSMENT

LESSON 3

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Learning Objectives

● Illustrate scenarios in the use of different classifications of assessment;

● Rationalize the purpose of different classifications of assessment; and

● Decide on the kind of assessment to be used.

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Significant Culminating Performance Task and Success Indicators

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Demonstrate your knowledge and skills in illustrating and selecting the appropriate

kind of assessment given the purpose of what you need to determine among learners.

What are the different classification of assessment?

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What are the different classification of assessment?

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1. PURPOSE (EDUCATIONAL VS. PSYCHOLOGICAL)

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• Educational Assessment – used in the school setting for the purpose of tracking the growth of the learners and grading their performance.

Examples:

> Formative Assessment- is a continuous process of gathering information about student learning at the beginning, during and after instruction.

1. What learners know and do not know so that instruction can supplement what learners do not know.

2. Misconception of learners so that they can be corrected.

3. Confusion of learners so that they can be clarified.

4. What learners can and cannot do so that enough practice

can given to performance task.

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> Summative Assessment- is to determine and record what the learners have learned.

1. PURPOSE (EDUCATIONAL VS. PSYCHOLOGICAL)

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• Psychological Assessment – are measures that determine the learner’s cognitive and non-cognitive characteristics.

Examples:

For cognitive measure – tests for ability, aptitude, intelligence, and critical thinking.

For affective measures – test for personality, motivation, atitude, interest, and disposition.

2. FORM � (PAPER-AND-PENCIL VS. PERFORMANCE BASED)

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• Paper-and-pencil Assessment – are cognitive task that require a single correct answer.

Examples: binary (true or false), short answer (identification), matching type, multiple choice test.

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Examples of learning target that require a paper-and-pencil type of assessment.

* Identify the parts of the plants

* Label the parts of the microscope

* Compute the compound interest

* Classify the phase of a given matter

* Provide the appropriate verb in the sentence

* Identify the type of sentence

2. FORM � (PAPER-AND-PENCIL VS. PERFORMANCE BASED)

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• Performance-based Assessment – require learners to perform task, such as demonstrations, arrive at a product, show strategies, and present information. The skills applied are usually complex and required integrated skills to arrive at the target response.

Examples: writing an essay, reporting in front of the class, reciting a poem, demonstrating how a problem is solve.

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Examples of learning targets that require a performance-based assessment:

* Varnish a wooden cabinet

* Draw a landscape using paintbrush in the computer

* Write a word problem involving mutiplication and polynomials

* Deliver a speech convincing your classmate that you are good candidate for the student council

* Write an essay explaining how humans and plants benefit from each other

* Mount a plant specimen on a glass slide

3. FUNCTION � (TEACHER-MADE VS. STANDARDIZED)

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• Teacher-made Tests – are usually intended for classroom assessment. They are used for classroom purposes, such as determining whether learners have reached the learning target. These measure behavior (such as learning) in line with objectives.

Examples: quizzes, long tests, and exams.

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3. FUNCTION � (TEACHER-MADE VS. STANDARDIZED)

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• Standardized Tests – have fixed directions for administering and scoring. They can be purchased with test manuals, booklets, and answer sheets. When these test were develop, the items were sampled on a large number of target groups called the norm. The norm group’s performance is used to compare the results of those who took the test.

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Examples: Metropolitan Achievement Test, Licensure Examinations

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3. FUNCTION � (TEACHER-MADE VS. STANDARDIZED)

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4. KIND OF LEARNING� (ACHIEVEMENT VS. APTITUDE)

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• Achievement Assessment – measure what learners have learned after instruction or after going through a specific curriculum program. They provide information on what learners can do and have acquired after training and instruction. Achievement is a measure of what a person has learned within or up to a given time (Yaremko et al. 1982). It is a measure of the accomplished skills and indicates what a person can do at present (Atkinson 1995).

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Examples: National Achievement Test (NAT)

4. KIND OF LEARNING� (ACHIEVEMENT VS. APTITUDE)

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• Aptitude Assessment – measure the characteristics that influence persons’ behavior that aid goal attainment in a particular situation . These measure the persons’ degree of readiness to learn and perform well in a particular situation or domain.

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Examples:

> Cognitive Abilities Measurement- measures working memory capacity, ability to store old information and process new ones, and speed of an individual

in retrieving and processing new information.

5. ABILITY (SPEED VS. POWER)

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• Speed Test – consist of easy items that need to be completed within a time limit.

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Examples:

>Typing test – in which the examinees are required to correctly type as many words as possible given a limited amount of time.

5. ABILITY (SPEED VS. POWER)

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• Power Tests – consist of items with increasing level of difficulty, but time is sufficient complete the whole test.

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Examples:

>Test developed by the National Council of Teachers of Mathematics - determines the ability of the examinees to utilized data to reason and become creative, formulate, solve, reflect critically on the problems provided.

6. INTERPRETATION OF LEARNING� (NORM-REFERENCED VS. CRITERION-REFERENCED)

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• Norm-referenced Assessment – interpret results using distribution of scores of a sample group. The mean and standard deviations are computed for the group. The standing of every individual in the norm-referenced test is based on how far they are from the mean and standard deviation of the sample. Standardized tests usually interpret scores using a norm set from a large sample.

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Norm - is a standard and is based on a very large group of samples. It is also used to convert a raw score into standard scores for interpretability.

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Two Uses of Norms

> A norm is basis of interpreting a test score.

> A norm can be used to interpret a particular score.

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6. INTERPRETATION OF LEARNING� (NORM-REFERENCED VS. CRITERION-REFERENCED)

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• Criterion-referenced Assessments – have a given sets of standards, and the scores are compared to the given criterion.

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> For example, in a 50-item test, 40-50 is very high, 30-39 is high, 20-29 is average, and 10-19 is low, and 0-9 is very low.

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> One approach in criterion in criterion-referenced interpretation is that the score is compared to a specific cutoff. An example is the grading in schools where the range of range of grades 96- 100 is highly proficient, 90-95 is proficient, 80-89 is nearly proficient, and below 80 is beginning.

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Group 2

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Bagacina, Gern Hans B.

Belgado, Jinkee T.

Dacara, Charlyn

Dudang, Armina Roselle M.

Larcena, Salve P.

Marmol, Katherine L.

Oliveros, Danica D.

Pajenago, Mhelgar M.

Quiӣano, Alily Jane E.

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THANK�YOU!!!