Republic of the Philippines

President Ramon Magsaysay State University

Masinloc Campus
Masinloc, Zambales

College of Teacher Education

AN OUTCOME-BASED LEARNING PROGRAM
BACHELOR OF ELEMENTARY EDUCATION

ASSESSMENT IN
LEARNING 1 (EdCK 2)
Modular Approach

First Semester
AY 2021-2022
 President Ramon Magsaysay State University
Masinloc Campus
Masinloc, Zambales
College/Department COLLEGE OF TEACHER EDUCATION
Course Code EdCK 2
Course Title ASSESSMENT IN LEARNING 1
Place of the Course in the Program PROFESSIONAL EDUCATION
Semester & Academic Year FIRST SEMESTER, AY 2021-2022
Instructor Credit to GIRLIE JOSAFAT
MODULE NO. 1
INTRODUCTION TO ASSESSMENT: THE BASIC CONCEPTS

INTRODUCTION
One of the most basic and difficult task that teachers face in their work is the
process of assessment. Classroom assessment includes all the process involved in
making decisions about students learning progress. It includes the observation of
students’ written work, their answers to questions in class, and performance on
teacher-made and standardized tests.
The relationship between learning and assessment is very strong. Students learn
more in classes where assessment is an integral part of instruction than in those where
it isn’t. Brief assessment that provides frequent feedback about learning progress is
more effective than long, infrequent ones, like once-a-term tests.
For you to become competent in the field of teaching that you will going through,
this module 1 entitled Introduction to Assessment will help you discover the basic
concepts of assessment, evaluation and educational measurement.

INTENDED LEARNING OUTCOMES (CILO)

At the end of the module, students should be able to:
 Explain the meaning of educational measurement;
 Differentiate the different types of measurement, indicators, variables and
factors in educational measurement;
 Explain the meaning of assessment, its purpose and role in the teaching-learning
process;
 Describe the guiding principles of assessments;
 Differentuate the different assessment in every phases of instruction;
 Discuss evaluation of learning and programs;
 Explain the concept and purpose of evaluation and teaching-learning process.

DISCUSSION

I. THE CONCEPT OF MEASUREMENT IN EDUCATION

The process of gathering information about learning. it is the process of
quantifying the degree to which someone or something possesses a given characteristic,
quality or feature. The purpose of measurement is to produce quantitative data, such as
test scores, numerical rating on assigned projects, height, weight, visual acuity and
number of sit-ups completed in one minute. The numerical data generated in the

2
measurement process are typically used in the evaluation of something, for example
students’ achievement.
Test is used to gather information. That information is presented in the form of
measurement. That measurement is then used to make evaluation. It is the process of
obtaining a numerical description of the degree to which an individual possesses a
particular characteristic. Measurement answers the question, “How much?”.
The English word measurement originates from the Latin mēnsū ra and the “The
action of measuring something: “accurate measurement is essential”.
The size, length, or amount of something, as established by measuring verb
metiri through the Middle French mesure.
This is a broad term that refers to the systematic determination of
outcomes or characteristics by means of some sort of assessment device. It is a
systematic process of obtaining the quantified degree to which a trait or an attribute is
present in an individual or object. In other words it is a systematic assignment of
numerical values or figures to a trait or an attribute in a person or object.

Brief Historical Retrospect of Testing and Measurement

Testing is essential as its feedback helps in increasing the learning and
`performance of children. This is why, the history of testing started very early, it has
grown from the test of individual differences to almost all aspects of education .
There is no aspect of life that can be mentioned where there is no form of
measurement . This is because test form the best means of detecting characteristics in a
reasonable objective manner. They help to gain the kinds of information about learners
and learning that is required to help students learning.
The history of measurement can be traced with the invention of tests to measure
individual differences in skills . In January 1796, the astronomer royal of Greenwich
observatory in England – Maskelyne, was recorded to have dismissed his assistant,
Kinnebrook, for recording the movement of stars across the telescope with eight-tenths
of a second later than his. According to Tuckman (1975) between 1820 and 1823, a
German astronomer –Bessel improved on the work of Maskelyne by demonstrating the
variability in personal equations and observations. He argued that fluctuations existed
from situation to situation and from individual to individual, as there is a variation in
the simple reaction time or a measure of the time required to react to a simple stimulus.
In 1863, Sir Francis Galton worked onthe testing of individual differences. His work
was regarded as the beginning of mental tests. In 1884, Galton opened an
anthropometric laboratory to collect the characteristic measurements of individuals .
Mckeen Cathel, an American Psychologist was also studying individual differences in
primary physical terms. These were the earliest recorded history of testing. But the
early measurement approaches in history both written and oral, were informal. The
first written tests were the informal examinations used by the Chinese to recruit people
into the civil service. This was about 2200BC.
The oral examinations conducted by Socrates in the 5th century B.C was also
informal. In America, before 1815, educational achievement tests were used for
assessment through oral examinations. Galton, James Cattel plays significant roles in
the development of test . There are others, like Karl Pearson,who developed the
Pearson product-moment correlation coefficient which is useful in checking the
reliability and validity of standardized tests.
By 1904, Alfred Binet studied the differences between bright and dull children.
In 1904, he developed a test for measuring intelligence of children . This test is called

3
Binet – Simons intelligence test. In 1916, Louis Terman and his associates at Stanford
University revised the Binet-Simon scale and brought out the Stamford-Binet version.
Group-tests development started during the World War I when the need to measure the
intelligence of soldiers. As a result group of psychologists including Yerkes, R.M and
Otis, A. developed the Army Alpha, which is a written group intelligence test, and Army
Beta, which is the individual nonverbal intelligence test. David Wechsler also developed
series of individual intelligence scales from 1939 to 1967.
George Fisher, developed the first standardized objectives test of achievement in
1864 and J.M. Rice, developed the standard spelling objective scale in 1897.The above
references are not the total contributers in the field of testing,they are actually the
pioneers.
Within the last few decades, educational evaluation has grown into a separate,
independent discipline, though with some leanings on the ideas of psychologists,
psycho-metricians and statisticians. In recent years, its development into a complex art
and technology had taken place. Efforts of educational evaluators have been directed
specifically towards using precision, objectivity and mathematical vigour of
psychological measurement in ways directly related to educational institutions,
educational processes and purposes.

Definition of Measurement
Measurement may be defined as follows:
 Measurements act as labels which make those values more useful in terms of
details Values made meaningful by quantifying into specific units.
 Measurement is an act or a process that involves the assignment of a numerical
index to whatever is being assessed.
 Measurement is collection of quantitative data. A measurement is made by
comparing a quantity with a standard unit.
 In education, the numerical value of scholastics ability, aptitude, achievement
etc can be measured and obtained using instruments such as paper and pencil
test. It means that the values of the attribute are translated into numbers by
measurement.
 Measurement, beyond its general definition, refers to the set of procedures and
the principles for how to use the procedures in educational tests and
assessments. Some of the basic principles of measurement in educational
evaluations would be raw scores, percentile ranks, derived scores, standard
scores, etc.
 The process of obtaining a numerical description of the degree to which an
individual possesses a particular characteristic.
Test is used to gather information.
 That information is presented in the form of measurement.
 That measurement is then used to make evaluation.
 As a result of a test, a measure is obtained. An observation, a rating scale or any
other device that allows us to obtain information in a quantitative form is a
measurement.

Types of Measurement:
Generally, there are three types of measurement:

4
 1. Direct; To find the length and breadth of a table involves direct measurement
and this is always accurate if the tool is valid.

2. Indirect; To know the quantity of heat contained by a substance involves

indirect measurement for we have to first find out the temperature of the
substance with the help of a thermometer and then we can calculate the heat
contained by the substance.

3. Relative ; To measure the intelligence of a boy involves relative

measurement, for the score obtained by the boy in an intelligence test is
compared with norms. It is obvious that psychological and educational
measurements are relative.

Levels and Classification of Educational Measures

A students’ achievement may be viewed at three different levels:

1. Self-referenced how the student is progressing with reference to

himself/herself.
2. Criterion-referenced how the student is progressing with reference to
the criteria set by the teacher. Criterion-referenced – individual scores
are interpreted in terms of the student’s performance relative to some
standard or criterion
3. Norm-referenced how the student is progressing with reference to
his/her peer group. Norm-referenced – individual scores are interpreted
relative to the scores of others in a well defined Norming group.

Classification of Educational Measures

There are three classes of educational measures

1. Cognitive or Non-cognitive
 Cognitive measures focus on what a person knows or is able to do mentally.
 Non-cognitive measures focus on affective traits or characteristics (e.g,
personality traits, attitudes, values, interests, preferences, etc.)
2. Locally Developed Measures
 Commercially prepared measures are developed for widespread use with a
focus on technical merit.
 Locally prepared measures are developed by a researcher for specific
situations with some, but not extensive, concern for technical characteristics.
3. Self-report or Observations by others
 Self-report measures require the subjects to supply the response (e.g., tests,
questionnaires, interviews, etc.)
 Observations by others require subjects to be observed by others who record
the data (e.g., observations, unobtrusive measures, etc.)

Types of Educational Measures used in Quantitative Research

1. Tests
A test is an instrument that requires subjects to complete a cognitive
task by responding to a standard set of questions.
2. Questionnaires

5
 A questionnaire is an instrument containing statements designed to
obtain a subject’s perceptions, attitudes, beliefs, values, opinions, or other
non-cognitive traits.
3. Scales
Scales are continuum that describes subject’s responses to a statement.
4. Checklists
Checklists – responses require subjects to identify specific options
from which they choose those options that appeal to them.

Scales of Measurement
A basic understanding of scales of measurement is essential in order to know
something about presenting, interpreting and analysing data. . What a scale actually
means depends on what its numbers represent. Numbers can be grouped into 4 types
or levels: nominal, ordinal, interval, and ratio.The scales are distinguished on the
relationships assumed to exist between objects having different scale values The four
scale types are ordered in that all later scales have all the properties of earlier scales
plus additional properties. Nominal is the most simple, and ratio the most sophisticated.
Categorical or qualitative variables tend to be reported in nominal and ordinal
scales and Quantitative variables are reported in interval or ratio scales.
 Nominal
Not really a ‘scale’ because it does not scale objects along any dimension, It
simply labels objects. Categorical data are measured on nominal scales which
merely assign labels to distinguish categories. Nominal is hardly measurement. It
refers to quality more than quantity. A nominal level of measurement is simply a
matter of distinguishing by name, e.g., 1 = male, 2 = female. Even though we are
using the numbers 1 and 2, they do not denote quantity. The binary category of 0
and 1 used for computers is a nominal level of measurement. They are categories
or classifications. Nominal measurement is like using categorical levels of
variables. Nominal basically refers to categorically discrete data such as name of
your school, type of car one drive or name of a book. This one is easy to
remember because nominal sounds like name. In nominal measurement the
numerical values just “name” the attribute uniquely. A nominal scale tells you to
which group a unit/individual belongs. A nominal scale can be used to categorise.
For example, gender can be categorised as male or female, and religion can be
categorised as Jewish, Muslim, Christian, Buddhist, and ‘other’. Sometimes a
numerical code is assigned to nominal variables (e.g. 1 = female, 2 = male) but
the code does not imply order.

 Ordinal
Ordinal refers to order in measurement. In ordinal measurement
the attributes can be rank-ordered. Here, distances between attributes do
not have any meaning Ordinal refers to quantities that have a natural
ordering. For example, we often using rating scales (Likert questions).
This is also an easy one to remember, ordinal sounds like order. An
ordinal scale indicates direction, in addition to providing nominal
information. Low/Medium/High; or Faster/Slower are examples of
ordinal levels of measurement.” Many psychological scales or inventories
are at the ordinal level of measurement. An ordinal scale extends the
information of a nominal scale to show order, i.e. that one unit has more

6
 of a certain characteristic than another unit. For example, an ordinal scale
can be used:
 to rank job applicants from the best to the worst,
 to categorise people according to their level of education, or
 to measure people’s feelings about some matter using a
measure like ‘strongly agree’, ‘agree’, ‘neutral’, ‘disagree’,
‘strongly disagree’
 Interval
An interval scale is a scale on which equal intervals between objects,
represent equal differences.
Interval scales provide information about order, and also possess
equal intervals. Equal-interval scales of measurement can be devised for
opinions and attitudes. Constructing them involves an understanding of
mathematical and statistical principles. But it is important to understand the
different levels of measurement when using and interpreting scales.
Interval data is like ordinal except we can say the intervals between
each value are equally split. The most common example is temperature in
degrees Fahrenheit. The difference between 29 and 30 degrees is the same
magnitude as the difference between 78 and 79 .With attitudinal scales and
the Likert questions, are rarely interval, although many points on the scale
likely are of equal intervals.
Interval scales are not simply ordinal. They give a deeper meaning to
order. An interval scale is a scale of measurement in which the magnitude of
difference between measurements of any two units is meaningful. If weights
are measured in kilograms (kg), then the difference in weights between two
people whose weights are respectively 82 kg and 69 kg is the same as that
between people whose respective weights are 64 kg and 51 kg. That is, the
‘intervals’ are the same (13 kg) and have the same meaning. Further,
someone who weighs 100 kilograms is twice as heavy as someone who
weighs 50 kilograms. Consequently, most interval scales are also meaningful
on a ratio scale.

 Ratio
A ratio scale is a special form of interval scale that has a true zero. For
some interval scales, measurement ratios are not meaningful. For example,
40° C does not represent a temperature which has twice the heat of 20° C
because the zero on the Celsius scale is arbitrary, and does not represent an
absence of heat. However, when we consider the metric system for
temperature (known as ‘degrees Kelvin’), then there is a true zero (called
‘absolute zero’). Therefore, a measure of 40K (i.e. 40 degrees Kelvin) is twice
as hot as 20K.
Finally, in ratio measurement there is always an absolute zero that is
meaningful. This means that you can construct a meaningful fraction (or
ratio) with a ratio variable. Weight is a ratio variable.
In addition to possessing the qualities of nominal, ordinal, and interval
scales, a ratio scale has an absolute zero (a point where none of the quality
being measured exists) Ratio data is interval data with a natural zero point.
Using a ratio scale permits comparisons such as being twice as high, or one-
half as much. Reaction time (how long it takes to respond to a signal of some

7
 sort) uses a ratio scale of measurement — time. Although an individual’s
reaction time is always greater than zero, we conceptualize a zero point in
time, and can state that a response of 24 milliseconds is twice as fast as a
response time of 48 milliseconds.

II. THE CONCEPT OF ASSESSMENT

What is Assessment?
 Assessment is defined as any of a variety of procedures used to obtain
information about student performance (Linn and Miller, 2005)
 Assessment refers to the full range of information gathered and synthesized
by teachers about their students and their classrooms (Arends, 1994)
 Assessment is a method for analyzing and evaluating student achievement or
program success.
 Assessment is the systematic collection, review and use of information about
educational programs undertaken for the purpose of improving student
learning and development

Purpose of Assessment
The primary purpose of assessment is to improve students’ learning and
teachers’ teaching as both respond to the information it provides.

Other Purposes
 To facilitate Instructional Function
- it yields data to establish the extent of knowledge, skills, habits and
attitudes acquired by the students/learners.
- it specifies the strength and weaknesses of instruction and the needs and
problems of the students which must addressed.
 To facilitate administrative and supervisory functions
- Achieving and maintaining quality instruction is one of the foremost goals
of management.
- to the curriculum planners, the result of assessment can give them hard
facts as bases for revising and enriching the curricula.
 To foster better parent-teacher relationship
- assessment is a means by which teachers can keep the parents informed
of the progress made by their children.

Assessment Related Principles (Corpuz and Salandanan, 2003)

1. Assessment of learning is an integral part of the teaching-learning process. What
teachers shall do next after teaching his/her lesson is determined largely by the
assessment results gathered after conducting the lesson.
1. Assessment tools should match with performance objectives. The assessment
tool and the test to be formulated must be based on the performance objective.
2. The results of assessment must be fed back to the learners. Teacher’s evaluation
tasks such as quizzes, assignments and projects should be marked and returned
to the students immediately.
3. Teachers must consider the learners, learning styles and multiple intelligences
and so must come up with variety of ways in assessing learning.
4. It is pedagogical sound that the assessment shall give feedbacks

8
 5. Emphasize on self-assessment. If learning is a personal process, then the student
is in the best position to measure his/her own progress against the benchmark.
6. All students, even those from limited backgrounds will have access to
opportunities and therefore can achieve, then the bell curve mentality must be
abandoned (Danielson, 2002 as cited by Corpuz and Salandanan, 2003)
7. Assessment of learning should never be used as punishment or as a disciplinary
measure.
8. Results of learning assessment must be communicated regularly and clearly to
parents

Guiding Principles in Assessment of Learning

 Effective assessment requires a culture shift that moves away from focusing on
evaluating student performance in isolation to evaluating student learning as
part of a comprehensive design to support student learning.
 Assessment strategies are authentic in that they reflect the work of our
disciplines and respect the integrity of epistemologies.
 Assessment is a developmental and sustainable process that fosters self-
regulated learning, academic integrity and the ability for students to be lifelong
learners.
 Assessment is a continuous process that is embedded in the culture of the
institution, and curriculum (at the program and course-level), as opposed to a
course component meant solely to finalize a specific unit of student learning.
 Assessment should include discussion about the assessment process between
students and teachers to foster a learning partnership that can evolve based on
student learning student feedback.
 There is a balance between summative and formative assessment processes and
also some degree of separation between grades and feedback distribution.
 Fair assessment processes are transparent, providing students with clear
expectations on what, how and why they are being assessed, and with quality
information regarding their progress and status of their learning.
 Assessment strategies are aligned with learning outcomes and instructional
strategies.
 Assessment feedback is conceptualized as a ‘feed-forward’ approach: future-
focused, action-oriented and used to improve student learning. Effective
feedback is provided to students with an understanding that they can use it to
improve future work.
 Multiple opportunities for timely feedback on students’ learning progress are
provided throughout a course so students have sufficient time to practice, reflect
on the results and incorporate previous feedback.
 Assessment is designed to motivate and foster student learning and confidence,
rather than be a source of anxiety.
 A variety of assessment methods are utilized with some level of student choice in
order to maximize student engagement and involvement in the assessment
process.
 Ample opportunities are provided for students to self-assess, and reflect on their
own work to enhance self-regulated learning.
 Effective, reciprocal peer-assessment processes are premised on formative
assessment principles to facilitate learning.

9
  Assessment processes and tasks reflect cultural and individual diversity.
 Teachers recognize the importance of assessment and use assessment as a core
element in planning instruction. Resources are invested to ensure that
appropriate professional development opportunities are provided to academic
staff and teaching assistants so they can gain the required expertise on
assessment theory, strategies, and ways to effectively utilize assessment data.
 Teachers collect and use assessment data to inform the development of new
assessment strategies and instructional interventions.
 A consistent institution-wide grade scale system is clearly defined.
 Post-secondary institutions strive to create a culture of assessment that
entrenches assessment into policy frameworks, guides change processes, and
increases overall organizational sustainability around supporting student
learning.

Need for Educative Assessment System (Wiggins, 1998)

1. To improve the teaching process of teachers and enhance learning performance
of students.
2. To provide helpful feedbacks to students, teachers, administrators, policy
makers and other education stakeholders.

Modes of Assessment
1. Formative Assessment. Its main objective is to provide the learners with
feedback on how they are doing and thus help them to learn more effectively. It
does not normally count towards a final grade, mark or award, nor is it normally
used to determine whether the learner will be allowed to progress to a later
stage of a course. This includes:
2. Summative assessment  is normally carried out at the end of a program of
instruction or section thereof in order to establish or measure what the learner
has achieved. It differs from formative assessment in that it generally does count
towards a final grade, mark or award, or is used to determine whether the
learner is allowed to make progress through the course.

The Role of Assessment in Learning

Assessment plays a major role in how students learn, their motivation to learn,
and how teachers teach.
Assessment is used for various purposes.
1. Assessment for learning: where assessment helps teachers gain insight into
what students understand in order to plan and guide instruction, and provide
helpful feedback to students.

2. Assessment as learning: where students develop an awareness of how they

learn and use that awareness to adjust and advance their learning, taking an
increased responsibility for their learning.

3. Assessment of learning: where assessment informs students, teachers and

parents, as well as the broader educational community, of achievement at a
certain point in time in order to celebrate success, plan interventions and
support continued progress.

10
 Assessment must be planned with its purpose in mind.
Assessment for, as and of learning all have a role to play in supporting and improving
student learning, and must be appropriately balanced. The most important part of
assessment is the interpretation and use of the information that is gleaned for its
intended purpose.
Assessment is embedded in the learning process. It is tightly interconnected with
curriculum and instruction. As teachers and students work towards the achievement of
curriculum outcomes, assessment plays a constant role in informing instruction, guiding
the student’s next steps, and checking progress and achievement. Teachers use many
different processes and strategies for classroom assessment, and adapt them to suit the
assessment purpose and needs of individual students.
Research and experience show that student learning is best supported when
 Instruction and assessment are based on clear learning goals
 Instruction and assessment are differentiated according to student
learning needs
 Students are involved in the learning process (they understand the
learning goal and the criteria for quality work, receive and use
descriptive feedback, and take steps to adjust their performance)
 Assessment information is used to make decisions that support further
learning
 Parents are well informed about their child’s learning, and work with
the school to help plan and provide support
 Students, families, and the general public have confidence in the system

III. THE CONCEPT OF EVALUATION

Evaluation of Learning and Programs
 It is the process of gathering and interpreting evidence regarding the
problems and progress of individuals in achieving desirable educational
goals.
 It is an act of ascertaining or fixing the value or worth of rating

Purpose of Evaluation
 The improvement of the individual learner.
 To maintain standard.
 To select students
 To motivate learning
 To guide learning
 To furnish instruction
 To appraise educational instrumentalities

Principles of Educational Evaluation

 Evaluation must be based on previously accepted educational objectives.
 Evaluation should be continuous comprehensive and cumulative process.
 Evaluation should recognize that the total individual personality is involved in
learning.
 Evaluation should be democratic and cooperative.
 Evaluation should be positive and action-directed

11
  Evaluation should give opportunity to the pupil to become increasingly
independent in self- appraisal and self- direction.
 Evaluation should include all significant evidence from every possible source.
 Evaluation should take into consideration the limitations of the particular
educational situations.

Types of Evaluation
1. Placement Evaluation.
In this type of evaluation, learner's entry behavior or capability is
assessed to find out whether the student possess knowledge , skills and attitude
needed to begin the course of instruction. It is used to find out to what extent
student has already mastered the objectives of the planned instruction. e.g.
entrance exam.
2. Formative Evaluation.
It is evaluation used to monitor student's learning progress during
instruction with the purpose of providing on going feedback to students and
teachers regarding success and failure of teaching/learning process. Formative
evaluations strengthen or improve the object being evaluated.
3. Diagnostic Evaluation.
This type of evaluation is concerned with finding out the reasons for
student's persistent or recurring learning difficulties that cannot be resolved by
standard corrective measures or formative evaluation. It’s aim is to find out the
causes of learning problems and plan to take remedial actions. Observational
techniques or specially prepared diagnostic techniques can be used to diagnose
the problem.
4. Summative Evaluation.
This type of evaluation is given at the end of the course or unit of
instructions to find out which student, to what extent has mastered the intended
learning outcomes. Though the results are primarily used for assigning the
grades or for certifying learners’ mastery of instructional objectives, they can
also be used to give feedback on the appropriateness of objectives and the
effectiveness of instruction.
Assessment is the process of objectively understanding the state or
condition of a thing, by observation and measurement. Assessment of teaching
means taking a measure of its effectiveness. Evaluation is the process of
observing and measuring a thing for the purpose of judging it and of determining
its “value,” either by comparison to similar things, or to a standard.
Evaluation of teaching means passing judgment on it as part of an
administrative process. “Formative” assessment is measurement for the purpose
of improving it. “Summative” assessment is what we normally call “evaluation.”

Testing
It is a systematic procedure to determine the presence or absence of certain
characteristics of qualities in a learner. It is used to examine someone's knowledge
of something to determine what he or she knows or has learned. Testing measures
the level of skill or knowledge that has been reached.

Purpose:

12
1. Instructional. It will help students identify their own specific strengths and
weaknesses, making them more aware of how they can improve themselves.
On the other hand, it provide teachers with information that is helpful in
providing more effective instructional guidance for individual students and
the whole class as well.
2. Guidance. The results are useful in predicting an individual’s success in a field
study and aid him too in choosing an appropriate course of study.

Mode of Administration
1. Individual Test. These tests are administered on a one-onone basis using oral
instructions. Ex. -Philippine Non-verbal Intelligence Test (PNIT) -Wechsler for
Preschool and Primary Scale of Intelligence (WPPSI)
2. Group Tests. They are administered to a group of individuals. Ex.
-Metropolitan Achievement Test (MAT) -Standard Achievement Test (SAT)

Language Mode Test

1. Verbal Test o These are ordinarily paper and pencil test. Words are
necessary for the examinee to understand and respond to test items.
Ex. SRA Verbal, Personality & Interest Test
2. Non-Verbal Test o Usually they are paper and pencil test but words are
not used in giving meaning or responding to the test items. Such tests
are the abstract ones usually figures, numbers or physical objects.

Format of Teacher –Made Test

1. Teacher-Made Test. These are test which measure and assess student
progress in terms of specific classroom objectives such as objective and
essay tests. Examples of objective test are those given at the end of every
unit or chapter of the book.
2. Standardized Test. These test that have been carefully constructed by
expert in the light of accepted objectives.
Types of Standardized Test
a. Mental Ability or Intelligence Test. Test which measures general
mental ability without reference to which the learner has learned in
or out of school.
b. Aptitude Test. Test which measures the skills and potential of an
individual, which may predict future success.
c. Achievement Test. Test which measures the degree to which
individual has mastered certain instructional objectives or specific
learning outcomes.
d. Personality Test. Test which measures certain personality traits of
an individual. Ex. -Psychometric (16PF, EPPS) -projective Technique
Tests (Thematic Apperception Test, Draw a Person Test, etc.)
Other Classification of Test
1. Educational Test. Measures results or effects of instruction
2. Psychological Test. Measures intangible aspects of behavior such as
intelligence, aptitude, interests, ability and personal-social adjustments.
3. Speed Test. Measures the numbers of items an individual can complete
at a given time and it also measures the level of performance under
time condition.

13
 4. Power Test. Measures the individual’s ability to answer more and more
difficult items within a given field in which the items are arranged in
increasing order of difficulty.
5. Criterion Reference Test. Interpreting test results which describe the
performance of the individual directly such as “spelled 85 English
Words out of 150 words” or “type 70 words per minute with 5 errors”.
This test describes what an individual can do with reference to the
performance of others.
6. Norm Reference Test. Determines how an individual’s performance
compares that of others. This test describes the performance of an
examinee in terms of the relative position held in a group.
Ex. “Student A score better than 25% of the class.”

ACTIVITY 1: In your own analysis, explain comprehensively the following and give
examples: Minimum of 100 words

1. “Assessment for learning”

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

2. “Assessment as learning”
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
3. “ Assessment of learning”
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
____________________________
4. How is educational measurement help in preparing effective teachers?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

14
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
________________________
5. How is evaluation being used in school?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
________________________

ACTIVITY 2: Application of what has been learned. Interview a teacher and ask him/her
about the essence/important of Assessment, Measurement and Evaluation in teaching,
how it applies and how it affects the learning progress of his or her learners. The
interview can be done through phone calls or any other social media platforms.

Name of the teacher: _______________________________________

Designated Position: _______________________________________
School: ___________________________________
Subject taught: ____________________________
Grade Level: ___________________________
Years of service: ___________________________

INTERVIEW TRANSCRIPTION:

15
ACTIVITY NO. 3: Complete the Venn Diagram below. How it affects the system of
learning in today’s education.

Assessment, Measurement and Evaluation

Similarities

How do Assessment, Evaluation and Measurement affect the delivery of quality and
effective teaching?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

ACTIVITY NO 4.: Choose 5 Principles of Assessment and carefully explain the following.
1. _____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. _____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. _____________________________________________________________________________________________
_____________________________________________________________________________________________

16
 _____________________________________________________________________________________________
_____________________________________________________________________________________________
4. _____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. _____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

EXERCISES/ EVALUATION
I. Identify the following. Write your answer on the space provided:
________________________________ 1. These are test which measure and assess student
progress in terms of specific classroom objectives such as objective and essay tests.
________________________________ 2. Its main objective is to provide the learners with
feedback on how they are doing and thus help them to learn more effectively.
________________________________ 3. These test that have been carefully constructed by expert
in the light of accepted objectives.
________________________________ 4. This type of evaluation is given at the end of the course
or unit of instructions to find out which student, to what extent has mastered the
intended learning outcomes.
________________________________ 5. It is the process of objectively understanding the state or
condition of a thing, by observation and measurement.
II. Arrange the jumbled letters to form the correct word and write your own
definition.
JUMBLED CORRECT WORD GIVE THE MEANING IN YOUR OWN
LETTERS WORDS
1. TISEBAROVAON
2. NLANGIPN

3. ESGITNT

4. TEARINVL

5. ERFTOAIMV

III. MODIFIED TRUE OR FALSE: Read and analyze the statement below. Write
TRUE if the statement is correct and if it is not, write the correct answer.
Write your answer on the space provided.
_______________ 1. Affective measures focus on what a person knows or is able to do
mentally.
_______________ 2. Measurement is collection of qualitative data.
_______________ 3. There is an aspect of life that can be mentioned where there is no form
of measurement.
_______________ 4. A checklist is an instrument containing statements designed to obtain a
subject’s perceptions, attitudes, beliefs, values, opinions, or other non-cognitive traits.

_______________ 5. Tests are continuum that describes subject’s responses to a statement.

17
REFLECTION
What are your realizations in terms of assessment, evaluation and measurement? What are the
things you’ve learned in this Module?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
________________
Why is it important that you should remember the purpose and principles of assessment in the
Teaching Learning Process?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
________________
Is there a problem being encountered during the delivery of the lesson? Cite instances if
possible.
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
What are the things you want to learn more in this module?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

SUGGESTED READINGS
 Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning
society.Studies in Continuing Education, 22(2), 151- 167.
 Boud, D. and Associates. (2010). Assessment 2020: Seven propositions for
assessment reform inhigher education. Sydney: Australian Learning Council.
Retrieved fromhttps://www.uts.edu.au/sites/default/files/Assessment-
2020_propositions_final.pdf.
 Brown, S. (2004). Assessment for learning. Learning and Teaching in Higher
Education, 1, 81-89.
 Brown, S., & Race, P. (2013). Using effective assessment to promote learning. In
L. Hunt & D. Chalmers (Eds.) University teaching in focus: A learning-centred
approach (pp. 74-91).New York: Routledge
 Dickson, K. L., & Treml, M. M. (2013). Using assessment and SoTL to enhance
student learning. New Directions for teaching and Learning, 136, 7-16.

RESOURCES
 Santos, R. (2007). Assessment of Learning. Lorimar Publishing. Quezon City.
Philippines.
 Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation.
Lorimar Publishing. Quezon City. Philippines.
 Navaro, R. & Santos, R. (2012). Assessment of Learning Outcomes (Assessment).
Second Edition. Lorimar Publishing. Quezon City. Philippines.

18
  Maheshwari, M.A (2016). The Concept of Measurement in Education.
http://www.vkmaheshwari.com/WP/?p=2276

Prepared by:

GIRLIE JOSAFAT ARMANDO E. ECLARINAL, JR.

Instructor 1 Instructor 1

Noted:

MYRA LIZA O. VIZCARRA, EdD

Program Chairperson

Recommending Approval:

DR. ZENVI ANN MACALINAO

Chairman/ Professional Education
IM Review Committee

Approved:

DR. JESSIE S. ECHAURE

Vice President, Academics and Student Affairs

19