ASSESSMEN

T
IN
LEARNING
 BASIC CONCEPTS

TEST

MEASUREMENT

ASSESSMENT

EVALUATION

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 BASIC CONCEPTS

Test
▸ An instrument or tool designed to measure any
characteristic, quality, ability, knowledge or skill.
▸ It is comprised of items in the area it is designed to
measure.

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 BASIC CONCEPTS

Measurement
▸ It is a process that involves the assignment of
numerical values to whatever is being tested.
▸ It is a process of quantifying the degree to which
someone/something possesses a given trait.

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 BASIC CONCEPTS

Assessment
▸ It is a process of gathering and organizing quantitative
or qualitative data into an interpretable form to have a
basis for judgment or decision-making.
▸ By taking the assessment, teachers try to improve the
student's path towards learning.

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 BASIC CONCEPTS

Evaluation
▸ It is a process of making judgments based on
criteria and evidence.
▸ It is a process of determining to what extent the
educational objectives are being realized.

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 BASIC CONCEPTS

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 BASIC CONCEPTS

▸ Traditional Assessment - It refers to the use of a pen-and-

paper objective test.
▸ Alternative Assessment - It refers to the use of methods
other than a pen-and-paper objective test which includes
performance tests, projects, portfolios, journals, and the
like.

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 PURPOSES OF CLASSROOM ASSESSMENT
Assessment FOR Learning
This involves the use of information about student progress to support and
improve student learning, inform instructional practices.
▸ Placement - It is done prior to instruction. Its purpose is to assess the needs of the
learners to have a basis in planning for relevant instruction.
▸ Formative - It is done during instruction. It is this assessment where teachers
continuously monitor the students’ level of attainment of the learning objectives.
▸ Diagnostic – It is used to determine students’ recurring or persistent difficulties.

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PURPOSES OF CLASSROOM ASSESSMENT
Assessment AS Learning
▸ This occurs throughout the learning process.
▸ Students monitor their own learning, ask questions and
use a range of strategies to decide what they know and
can do, and how to use assessment information for new
learning.

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 PURPOSES OF CLASSROOM ASSESSMENT
Assessment OF Learning
▸ This is done after instruction. This is usually referred to as the summative
assessment.
▸ It is used to certify what students know and can do and the level of their
proficiency or competency.
▸ Its results reveal whether or not instruction has successfully achieved the
curriculum outcomes.
▸ The results of which are communicated to the students, parents, and other
stakeholders for decision making.
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PRINCIPLES OF HIGH-QUALITY CLASSROOM
ASSESSMENT
Principle 1: Clear and Appropriate Learning Targets
Learning targets should be clearly stated, specific, and center on
what is truly important.

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Learning Targets (Mc Millan, 2007; Stiggins, 2007)
▸ Knowledge - Student’s mastery of the content
▸ Reasoning - Student’s ability to use knowledge to reason and solve problems
▸ Skills - Student’s ability to demonstrate what they have learned
▸ Products - Student’s ability to create
▸ Affective/Disposition – Student’s attainment of affective states such as
attitudes, values, interests, and self-efficacy.

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PRINCIPLES OF HIGH-QUALITY CLASSROOM
ASSESSMENT
Principle 2: Appropriate Methods
ASSESSMENT METHODS LEARNING TARGETS
Objective Supply Knowledge
Objective Selection Knowledge
Essay Reasoning
Performance-based Skills, Products
Oral Question Knowledge, Reasoning
Observation Knowledge, Skills
Self-report Affects

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Modes of Assessment
a. Traditional
 The paper-and-pen-test used in assessing knowledge and thinking skills
 Standardized and teacher-made tests
 Scoring is objective
 Administration is easy because students can take the test at the same
time
 Preparation of the instrument is time-consuming
 Prone to guessing and cheating

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Modes of Assessment
b. Performance
 Requires actual demonstration of skills or creation of products of learning
 Practical Test
 Oral and Aural Test Projects, etc.
 Preparation of the instrument is relatively easy
 Measures behavior that cannot be deceived
 Scoring tends to be subjective without rubrics
 Administration is time-consuming
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Modes of Assessment
c. Portfolio
 A process of gathering multiple indicators of students’ progress to
support course goals in a dynamic, ongoing, and collaborative process.
 Working Portfolios, Show Portfolios, Documentary Portfolios
 Measures students’ growth and development
 Development is time-consuming
 Rating tends to be subjective without rubrics

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PRINCIPLES OF HIGH-QUALITY CLASSROOM
ASSESSMENT
Principle 3: Balanced
▸ A balanced assessment sets targets in all domains of learning
(cognitive, affective, and psychomotor) or domains of intelligence
(verbal-linguistic, logical-mathematical, bodily-kinesthetic, visual-
spatial, musical-rhythmic, interpersonal-social, intrapersonal-
introspection, physical world-natural-existential-spiritual).
▸ A balanced assessment makes use of both traditional and
alternative assessments.

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PRINCIPLES OF HIGH-QUALITY CLASSROOM
ASSESSMENT
Principle 4: Valid
 The degree to which the assessment instrument measures what it
intends to measure.
 It also refers to the usefulness of the instrument for a given
purpose.
 It is the most important criterion of assessment of an instrument.

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 Ways in Establishing Validity

1. Face Validity - done by examining the physical appearance of the

instrument. Does the content of the test appear to be suitable for its
aims?
2. Content Validity - done through a careful and critical examination of
the objectives of assessment so that it reflects the curricular
objectives. Is the test fully representative of what it aims to measure?

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3. Criterion-related Validity - measures how well one measure predicts
an outcome for another measure. Do the results accurately measure
the concrete outcome they are designed to measure?
a. Concurrent validity - when the predictor and criterion data are collected at
the same time. It can also refer to when a test replaces another test.
b. 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.
c. Postdictive validity - If the test is a valid measure of something that happened
before.

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4. Construct Validity - used to determine how well a test measures
what it is supposed to measure. Does the test measure the
concept that it’s intended to measure?
a. Convergent Validity - if the instrument defines another similar trait
other than what it is intended to measure
b. Divergent Validity - if an instrument can describe only the intended
trait and not the other traits.

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PRINCIPLES OF HIGH-QUALITY CLASSROOM
ASSESSMENT
Principle 5: Reliable
▸ It refers to the consistency of scores obtained by the same person
when retested using the same instrument/ its parallel or when
compared with other students who took the same test.

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 PERFORMANCE-BASED ASSESSMENT
▸ It is a process of gathering information about students’ learning
through actual demonstration of essential and observable skills and
the creation of products that are grounded in real-world contexts and
constraints.

▸ It is an assessment that is open to many possible answers and judged

using multiple criteria or standards of excellence that are pre-specified
and public.

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Reasons for using Performance-Based Assessment
▸ Dissatisfaction with the limited information obtained from the
selected-response test.
▸ Influence of cognitive psychology, which demands not only for
the learning of declarative but also for procedural knowledge.
▸ Negative impact of conventional tests e.g. high-stake
assessment, teaching for the test
▸ It is appropriate in experimental, discovery-based, integrated,
and problem-based learning approaches.

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Type of Performance-based Task
▸ Demonstration-type
This is a task that requires no product.
Examples: constructing a building, cooking demonstrations,
entertaining tourist, teamwork, presentations
▸ Creation-type
This is a task that requires tangible products.
Examples: project plan, research paper, project flyers

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Methods of Performance-based Assessment
1. Written-open ended - a written prompt is provided.
Formats: Essays, open-ended test
2. Behavior-based - utilizes direct observations of behaviors in a situation or simulated contexts.
Formats: structured and unstructured
3. Interview-based - examinees respond in a one-to-one conference setting with the examiner to
demonstrate mastery of the skills.
Formats: structured and unstructured
4. Product-based - examinees create a work sample or a product utilizing the skills/abilities.
Formats: restricted and extended
5. Portfolio-based - collections of work that are systematically gathered to serve many purposes.

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How to Assess a Performance
1. Identify the competency that has to be demonstrated by the students
with or without a product.
2. Describe the task to be performed by the students either individually
or as a group, the resources needed, time allotment, and other
requirements to be able to assess the focused competency.
3. Develop a scoring rubric reflecting the criteria, levels of performance,
and scores.

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7 Criteria in Selecting a Good Performance Assessment Task
▸ Generalizability - the likelihood that the student’s performance on the task will generalize to
comparable tasks.
▸ Authenticity - the task is similar to what the students might encounter in the real world as
opposed to encountering only in school.
▸ Multiple Foci - the task measures multiple instructional outcomes.
▸ Teachability - the task allows one to master the skill that one should be proficient in.
▸ Feasibility - the task is realistically implementable in relation to its cost, space, time, and
equipment requirements.
▸ Scorability - the task can be reliably and accurately evaluated.
▸ Fairness - the task is fair to all the students regardless of their social status or gender.

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 PORTFOLIO ASSESSMENT
▸ Portfolio Assessment is also an alternative to pen-and-paper
objective tests.
▸ It is a purposeful, ongoing, dynamic, and collaborative process
of gathering multiple indicators of the learner's growth and
development.
▸ Portfolio assessment is also performance-based but more
authentic than any performance-based task.

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Reasons for Using Portfolio Assessment
Burke (1999) actually recognizes portfolio as another type of assessment and considered
authentic because of the following reasons:
▸ It tests what is really happening in the classroom.
▸ It offers multiple indicators of students' progress.
▸ It gives the students the responsibility for their own learning.
▸ It offers opportunities for students to document reflections on their learning.
▸ It demonstrates what the students know in ways that encompass their personal learning
styles and multiple intelligences.
▸ It offers teachers a new role in the assessment process.
▸ It allows teachers to reflect on the effectiveness of their instruction.
▸ It provides teachers freedom of gaining insights into the student's development or
achievement over a period of time.

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Types of Portfolios
Portfolios could come in three types:

1. Working portfolio - a collection of a student’s day-to-day works

which reflect their learning.

2. Show portfolio - a collection of a student's best works.

3. Documentary portfolio - a combination of a working and a show

portfolio.

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 DEVELOPING RUBRICS

▸ Rubric is a measuring instrument used in rating performance-

based tasks.
▸ It is the key to corrections for assessment tasks designed to
measure the attainment of learning competencies that require
demonstration of skills or creation of products of learning.
▸ It offers a set of guidelines or descriptions in scaling different
levels of performance or qualities of products of learning.
▸ It can be used in scoring both the process and the products of
learning.

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 DEVELOPING RUBRICS

Similarity of Rubric with Other Scoring Instruments

A Rubric is a modified checklist and rating scale.
1. Checklist
▸ presents the observed characteristics of a desirable performance or product
▸ the rater checks the trait/s that has/have been observed in one's performance or product.
2. Rating Scale
▸ measures the extent or degree to which a trait has been satisfied by one's work or
performance
▸ offers an overall description of the different levels of quality of work or a performance
▸ uses 3 to more levels to describe the work or performance although the most common
rating scales have 4 or 5 performance levels

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 DEVELOPING RUBRICS

Holistic Rubric - describes the overall quality of performance or product. In

this rubric, there is only one rating given to the entire work or performance.
Advantages
▸ It allows fast assessment.
▸ It provides one score to describe the overall performance or quality of work.
▸ It can indicate the general strengths and weaknesses of the work or performance.
Disadvantages
▸ It does not clearly describe the degree of the criterion satisfied or not by the
performance or product.
▸ It does not permit differential weighting of the qualities of a product or a
performance.

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 DEVELOPING RUBRICS

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 DEVELOPING RUBRICS
Analytic Rubric - describes the quality of a performance or product in terms
of the identified dimensions and/or criteria for which they are rated
independently to give a better picture of the quality of work or performance.
Advantages
▸ It clearly describes the degree of the criterion, satisfied or not, by the performance
or product.
▸ It permits differential weighting of the qualities of a product or a performance.
▸ It helps raters pinpoint specific areas of strengths and weaknesses.
Disadvantages
▸ It is more time-consuming to use.
▸ It is more difficult to construct.

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 DEVELOPING RUBRICS

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 TEST
• It is an instrument or systematic procedure which typically consists
of a set of questions for measuring a sample of behavior.
• It is a special form of assessment made under contrived
circumstances, especially so that it may be administered.
• It is a systematic form of assessment that answers the question:
how well does the individual perform – either in comparison with
others or in comparison with a domain of performance task.
• An instrument designed to measure any quality, ability, skill, or
knowledge.

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 TESTS

Instructional Uses of Tests

▸ grouping learners for instruction within a class
▸ identifying learners who need corrective and enrichment
experiences
▸ measuring class progress for any given period
▸ assigning grades/marks
▸ guiding activities for specific learners (the slow, average, fast)

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 TESTS

Guidance Uses of Tests

▸ assisting learners to set educational and vocational goals
▸ improving teacher, counselor and parents’ understanding of children
with problems
▸ preparing information/data to guide conferences with parents about
their children
▸ determining interests in types of occupations not previously considered
or known by the students
▸ predicting success in future educational or vocational endeavor

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 TESTS

Administrative Uses of Tests

▸ determining emphasis to be given to the different learning areas
in the curriculum
▸ measuring the school progress from year to year
▸ determining how well students are attaining worthwhile
educational goals
▸ determining appropriateness of the school curriculum for
students of different levels of ability
▸ developing adequate basis for pupil promotion or retention

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 TESTS

I. Standardized Tests – tests that have been carefully constructed by experts

in the light of accepted objectives
▸ Ability Tests - combine verbal and numerical ability, reasoning and
computations.
Ex. OLSAT – Otis Lennon Standardized Ability Test
▸ Aptitude Tests - tests that measure potential in a specific field or area;
predict the degree to which an individual will succeed in any given area
such as art, music, mechanical task, or academic studies.
Ex. DAT – Differential Aptitude Test

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 TESTS

II. Teacher-Made Tests - tests constructed by classroom teachers

which measure and appraise student progress in terms of specific
classroom/instructional objectives.
1. Objective Type – answers are in the form of a single word or
phrase or symbol.
a) Limited Response Type – requires the student to select the
answer from a given number of alternatives or choices.

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 TESTS

a. Limited Response Type

i. Multiple Choice Test - consists of a stem each of which
presents three to five alternatives or options in which only one
is correct or definitely better than the others.
The correct option choice or alternative in each item is merely
called the answer and the rest of the alternatives are called
distracters or decoys.

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 TESTS

a. Limited Response Type

ii. True – False or Alternative Response - consists of

declarative statements that one has to respond to or mark
true or false, right or wrong, correct or incorrect, yes or no,
fact or opinion, agree or disagree, and the like.
It is a test made up of items that allow dichotomous
responses.

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 TESTS

a. Limited Response Type

iii. Matching Type – consists of two parallel columns with each
word, number, or symbol in one column being matched to a
word sentence, or phrase in the other column.
The items in Column I or A for which a match is sought are
called premises and the items in Column II or B from which
the selection is made are called responses.

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 TESTS

b) Free Response Type or Supply Test – requires the student to

supply or give the correct answer.
i. Short Answer – uses a direct question that can be answered
by a word, phrase, number, or symbol.
ii. Completion Test - consists of an incomplete statement that
can also be answered by a word, phrase, number, or symbol.

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 TESTS

2. Essay Type - Essay questions provide freedom of response that is

needed to adequately assess students’ ability to formulate, organize,
integrate and evaluate ideas and information or apply knowledge and
skills.
a) Restricted Essay - limits both the content and the response.
Content is usually restricted by the scope of the topic to be
discussed.
b) Extended Essay - allows the students to select any factual
information that they think is pertinent to organize their answers in
accordance with their best judgment and to integrate and evaluate
ideas that they think are appropriate.

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 Guidelines in Writing Test
Items/Tasks

Matching Type
▸ Use only homogeneous material in a single matching exercise.
▸ Include an unequal number of responses and premises and instruct the pupil
that responses may be used once, more than once, or not at all.
▸ Keep the list of items to be matched brief, and place the shorter responses at
the right.
▸ Arrange the list of responses in logical order.
▸ Indicate in the directions the basis for matching the responses and premises.
▸ Place all the items for one matching exercise on the same page.
▸ Limit a matching exercise to not more than 10 to 15 items.

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 Guidelines in Writing Test
Items/Tasks

Multiple Choice
▸ The stem of the item should be meaningful by itself and should present a
definite problem.
▸ The item stem should include as much of the item as possible and should
be free of irrelevant material.
▸ Use a negatively stated stem only when significant learning outcomes
require it and stress/ highlight the negative words for emphasis.
▸ All the alternatives should be grammatically consistent with the stem of the
item.

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 Guidelines in Writing Test
Items/Tasks

Multiple Choice
▸ An item should only contain one correct or clearly best answer.
▸ Items used to measure understanding should contain some novelty, but
beware of too much.
▸ All distracters should be plausible/attractive.
▸ Verbal associations between the stem and the correct answer should be
avoided.
▸ The relative length of the alternatives/options should not provide a clue to the
answer.

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 Guidelines in Writing Test
Items/Tasks

Multiple Choice
▸ The alternatives should be arranged logically.
▸ The correct answer should appear in each of the alternative positions and
approximately equal number of times but in random order.
▸ Use of special alternatives such as “none of the above” or “all of the above”
should be done sparingly.
▸ Always have the stem and alternatives on the same page.
▸ Do not use multiple-choice items when other types are more appropriate.

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 Guidelines in Writing Test
Items/Tasks

Essay Type of Test

▸ Restrict the use of essay questions to those learning outcomes that
cannot be satisfactorily measured by objective items.
▸ Construct questions that will call forth the skills specified in the learning
standards.
▸ Phrase each question so that the student’s task is clearly defined or
indicated.
▸ Avoid the use of optional questions.
▸ Indicate the approximate time limit or the number of points for each
question.
▸ Prepare an outline of the expected answer in advance or scoring rubric.

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 ITEM DIFFICULTY INDEX

Item Difficulty Index is a measure of the proportion of examinees

who answered the item correctly; for this reason, it is frequently
called the p-value.

It can range between 0.0 and 1.0, with a higher value indicating
that a greater proportion of examinees responded to the item
correctly, and it was thus an easier item.

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 ITEM DIFFICULTY INDEX

DIFFICULTY INDEX FORMULA

DF = n/N

DF = Difficulty Index

n = Number of students who selected the correct answer

(upper group and lower group)

N =Total number of students who answered the test

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 ITEM DIFFICULTY INDEX

Range of Difficulty Interpretation Action

Index
0.0 – 0.25 Difficult Revise or Discard

0.26 – 0.75 Average Retain

0.76 – above Easy Revise or Discard

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 ITEM DIFFICULTY INDEX

Example:

Question A B C D

#1 0 2 25* 3

#2 10* 13 5 2

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 ITEM DISCRIMINATION INDEX

Item discrimination index is a measure of how well an item is able

to distinguish between examinees who are high and low scorers.
• For an item that is highly discriminating, in general, the
examinees who responded to the item correctly also did well on
the test.
• On the other hand, in general, the examinees who responded to
the item incorrectly also tended to do poorly on the overall test.

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 ITEM DISCRIMINATION INDEX

▸ The possible range of the discrimination index is -1.0 to 1.0;

however, if an item has a discrimination below 0.0, it suggests a
problem.
▸ There is a positive discrimination index (between 0 and 1) if the
students who received a high total score chose the correct answer
for a specific item more often than the students who had a lower
overall score.
▸ If, however, you find that more of the low-performing students got a
specific item correct, then the item has a negative discrimination
index (between -1 and 0).

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ITEM DISCRIMINATION INDEX

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ITEM DISCRIMINATION INDEX

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 ITEM DISCRIMINATION INDEX

Example:

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