Module 1 NOTE:

Concepts of Testing and Assessment

Prepared by: Vincent L. Banot, PhD Google Classroom Activity for
Contents: module 1 is available starting
September 12, 2022 until
1. Introduction September 16, 2022. Time limit is
2. Basic Concepts 3hours.
3. Purposes of Classroom Assessment
3. Scope of Assessment Just read/study Module 1 this
4. Functions of Assessment week.
5. Kinds of Tests
6. Principles of High-Quality Classroom Assessment
Sources:
1. Assessment of Student Learning 1; Laurentina Paler-Calmorin, PhD.
2. https://www.edutopia.org/assessment-guide-importance#:~:text=Assessment%20is%20an%20integral%20part,%2C%20in%20some%20cases%2C%20funding.

Testing and assessment must be emphasized in the field of education for it is an integral part of instruction
that identifies whether or not the objectives/goals in the teaching-learning process were achieved.

Though testing and assessment may sound the same, these terms are not synonymous with each other.
However, both serves a vital role in the teaching-learning process. A test is given to a learner to determine
his/her level of understanding that he/she achieved from a certain learning task. While assessment utilizes
the test raw scores with the help of statistical techniques to arrive at meaningful results in determining
learner’s achievement or performance.

Testing is defined as the administration of test and use of test results to determine whether the learners
can be promoted to the next grade/year level or must be retained in the same grade/year level and will
undergo a restudy of the same lesson.

Assessment refers to the collecting of data based on the performance, analyzing and interpreting the data
of Rubric evaluation by using statistical techniques to arrive at valid results.

BASIC CONCEPTS
Objective A statement of a specific trait or behavior that is targeted for instruction and acquired
by the learner that assessment has to capture if attained or not. This trait could be
specific knowledge, skills, attitudes and values that can be acquired as a result of
teaching and learning. This statement should be observable by assessors other than
the learner to be measured objectively and accurately within the time available for
assessment.
Competency A statement of a complex trait or behavior that is targeted for instruction and
acquired by the learner that assessment has to capture if attained or not. This trait
requires integration of knowledge, skills, attitudes and values that can be acquired as
a result of a series of learning opportunities. This statement should be stated using
observable behaviors for them to be measured objectively and accurately within the
time available for assessment. A competency can be chunked into two or more
objective.
Test An instrument designed to measure any characteristic, quality, ability, knowledge or
skill. It comprised of items in the area it is designed to measure.
Measurement A process of quantifying the degree to which someone/something possesses a given
trait. i.e., quality, characteristics, or feature.
Assessment A process of gathering and organizing quantitative or qualitative data into an
interpretable form to have a basis for judgment or decision-making.

It is a prerequisite to evaluation. It provides the information which enables evaluation

to take place.
Evaluation A process of systematic interpretation, analysis, appraisal or judgment the worth of
organized data as basis for decision-making. lt involves judgment about the
desirability of changes in students.
Traditional It refers to the use of pen-and-paper objective test.
Assessment
Alternative It refers to the use of methods other than pen-and-paper objective test, which
assessment includes performance test, projects, portfolios, journals, and the like.
Authentic It refers to the use of assessment methods that simulate true-to- life situations. This
Assessment assessment requires methods that are parallel to what we experience in real life and
most of these methods are categorized as performance-based assessment.
 PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning-this includes three types of assessment done before and during
instruction. These are placement, formative and diagnostic.
a. Placement- done prior to instruction

• Its purpose is to assess the needs of the learners to have basis in planning for a relevant
instruction.
• Teachers use this assessment to know what their students are bringing into the learning
situation and use this as a starting point for instruction.
• The results of this assessment place students in specific learning groups to facilitate
teaching and learning.

b. Formative - done during instruction.

• It is this assessment where teachers continuously monitor the students' level of

attainment of the learning objectives (siggins, 2005)
• The results of this assessment are communicated clearly and promptly to the students
for them to know their strengths and weaknesses and the progress of their learning.
• This assessment could be written or through observations or on-going interactions
between the teacher and the students or between and among the students themselves.
• This is a non-graded assessment as the intention is to make teaching more effective to
produce quality learning.

c. Diagnostic-done during instruction

• This is used to determine students' recurring or persistent difficulties in the lesson

learned.
• It searches for the underlying causes of student's learning problems that do not respond
to first aid treatment.
• It helps formulate a plan for detailed remedial instruction.
• This is a non-graded assessment as the intention is to make teaching more effective and
relevant in addressing the difficulties of the students in understanding their lesson.

2. 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 instructions have successfully achieved the curriculum
Outcomes.
• The information from assessment of learning is usually expressed as marks or letter
grades.
• The results of which are communicated to the students, parents, and other stakeholders
for decision making.
• It is also a powerful factor that could pave the way for educational reforms.

3. Assessment AS learning this is happening at any point of the instructional process.

• For the students, this purpose of assessment enables them to become responsible in
planning, strategizing, monitoring and in assessing the progress of their own learning
• For teachers, this purpose of assessment enables them to understand and perform well
their role of assessing FOR and OF learning. It requires teachers to undergo training on
how to assess learning and be equipped with the following competencies needed in
performing their work as assessors.
 Scope of Assessment
The scope of assessment are as follows:

1. Assessment of curricular offerings. The course offerings must be assessed to determine if they
are relevant, realistic and responsive to the changing needs and problems of the society.

2. Assessment of school programs. The school programs must be appraised to determine if teachers
are not overloaded or underloaded.

3. Assessment of instructional materials. The instructional materials like books, reference books,
visual aids and devices must be evaluated to ascertain if they are adequate and updated. Books
and reference books beyond ten years must be revised.

4. Assessment of instructional facilities. The instructional facilities like classrooms, computers,

projectors, audio-visual equipment, laboratory equipment, chemicals, physical plant, library
holdings and many others must be assessed if they are adequate.

5. Assessment of teachers and professors. The teachers and professors must be evaluated if they
are qualified, competent, and can deliver efficient services to the students effectively and
excellently. They are also evaluated if they are research-oriented and if they have an updated
portfolio.

6. Assessment of students/students. The students or students must be assessed if they have or have
not reached the goals of the learning tasks. Each student or student must have an individual
portfolio for easy reference about their achievements.

7. Assessment of graduates. Graduates must be evaluated if they have passed the PRC Licensure
Examination for Teachers (LET) and if they are employed, underemployed or unemployed.

8. Assessment of school managers. School managers must be assessed if they are democratic
leaders to their subordinates and are approachable; understands the problems and needs of the
teachers/professors and students; and are not corrupt but honest.

9. Assessment of research. Research activities must be evaluated to determine if all

teachers/professors have conducted research efficiently and effectively. There an three functions
of teachers/professors in the Department of Education (DepEd and private institutions, namely,
Instruction, Research, and Extension. For State Universities and Colleges (SUCs) professors
perform four (4) mandated functions such as Instruction, Research, Extension, and Production.
The SUCs are evaluated yearly by DBM (Department of Budget and Management) about their
performance of the four mandated functions.

10. Assessment of extension. Extension activities must be assessed to determine if all

teachers/professors have extension classes to different adopted barangays.

Functions of Assessment
There are ten (10) functions of assessment. These are: (1) measures students’ achievements;
(2) evaluates instruction and teaching strategies; (3) assesses lessons to be re-taught; (4)
evaluates school's program; (5) motivates learning: (6) predicts success or failure; (7) diagnoses
the nature of difficulties; (8) evaluates teachers' performance; (9) evaluates school's facilities
and resources; and (10) evaluates school managers performance.

1. Measures Students' Achievements

By giving test to students and assessing the test results, students' achievements can be
determined whether they have reached the goals of the learning tasks or not.

2. Evaluates Instruction and Teaching Strategies

For instance, the teacher uses unstructured approach in teaching Statistics to fourth year high
school students and gives achievement test after presenting the lesson. If the result of the test is
high, this means unstructured approach is appropriate in teaching Statistics, if low, then it is
inappropriate. The results of the test determine whether instruction and teaching strategies are
effective or ineffective. If the test results are high, it means the instructions and teaching
strategies are effective, if the test results are low, it means the teaching strategies are
ineffective.
3. Assesses Lessons to be Re-taught
If teaching is ineffective as evidenced by the poor test results, item analysis comes in. Items with
49 percent and below difficulty need to be re-taught. For instance, there are 90 students who
took the test in English. There are 30 students from upper group and 30 in the lower group. Item
28, 12 from upper group got correct answer and 8 in the lower group got it correct also. To get
the index of difficulty, 12 + 8/60 20/60 -0.33 x 100 = 33%. Item 28 has 33 percent difficulty,
hence, the lesson in Item 28 must be re-taught.

4. Evaluates School's Programs

Assessment evaluates school's programs if they are relevant, realistic, and responsive to
the needs of the society. For instance, graduates of teacher education program passed
the Licensure Examinations for Teachers (LET) and they were employed as teachers.
Hence, teacher education program is relevant, realistic, and responsive to the needs of
the society. On the other hand, if graduates of other school's program are
underemployed or unemployed, thus, this program is not relevant, realistic and
responsive to the needs of the society and this program must be revised.

5. Motivates Learning
Upon knowing the results of achievement test, the student's enthusiasm is aroused if he
gets high score. Otherwise, if his score is low, he strives hard to get higher score in the
next examination.

6. Predicts Success or Failure

Success or failure of students is predicted through assessment of their learning. For
instance, if a student always gets high score in all examinations in all subjects, high score
means passing and passing means success. Likewise, if they always get low scores in all
examinations in all subjects, low score means a failing mark and failure on the part of
the students.

7. Diagnoses the Nature of Difficulties

The weaknesses of the students can be detected through assessment of their learning.
For example, the teacher administers diagnostic test to his students: The result of
diagnostic test determines what part or subject the student is weak or having
difficulties, so that the teacher can identify what remedial instruction should be given.

8. Evaluates Teachers' Performance

The performance of teachers is determined through assessment of students
learning. For instance, NAT (National Achievement Test) is administered to fourth year
secondary students and Grade VI students. IE NAT results are within the mean, it means
that the teachers' performance is satisfactory; if above the mean, very satisfactory; and
below the mean, below satisfactory. Likewise, in certain College of Teacher Education
when 100 percent of the teacher education graduates passed the Licensure
Examinations for Teachers (LET), it means the teaching is effective and teachers'
performance are very satisfactory.

9. Evaluates School's Facilities and Resources

Adequacy and inadequacy of school's facilities and resources are determined through
assessment of students' learning. If students passed the licensure examinations higher
than the national percentage passing score, it means the institution has adequate
facilities and resources. The 7Ms of resources are Manpower, Money, Materials,
Machinery, Methods, Moment, and Marketing. The 7th M, marketing means graduates
are employed right after passing the licensure examination. Likewise, when a school
program applies for accreditation and it passed, it means facilities and resources are
adequate, if it failed, it means that the facilities and resources are not in the
accreditation standard, thus, inadequate.
10. Evaluates School Managers Performance

Assessment evaluates school managers performance. These managers are the top and
middle managers like the president as head of the institution, vice presidents and deans.
The result of accreditation lies on the performance of school managers. The
subordinates cannot do anything without the full cooperation among the school's top
and middle managers. If the school managers spearheaded the programs, projects and
activities of the institution by providing the subordinates the necessary facilities in
instruction, research, extension and production, accreditation is possible with flying
colors.

Kinds of Tests

There are different kinds of test: (1) intelligence, (2) personality, (3) aptitude, (4)
prognostic, (5) performance, (6) diagnostic, (7) achievement, (8) preference, (9)
accomplishment, (10) scale, (11) speed, (12) standardized, (13) teacher-made, and (14)
placement.

1. Intelligence test. This test measures the intelligence quotient (1Q) of an individual
as genius, very superior, high average, average, low average, borderline or mentally
defective. Its function is to establish the ability to think abstractly or to organize
parts of a situation into a coherent whole.

2. Personality test. This test measures the ways in which the individual's interest with
other individuals or in terms of the roles an individual has assigned to himself and
how he adopts in the society.

3. Aptitude test. This kind of test is a predictive measure of a person's likelihood of

benefit from instruction or experience in a given field such as the arts, music,
clerical work, mechanical tasks, or academic studies (Calmorin, 2004).

4. Prognostic test. This test forecasts how well a person may do in a certain school
subject or work. For instance, Iowa Placement Examination predicts which of the
subjects in the curriculum a student is doing good.

5. Performance test. It is a measure which often makes use of accomplishing the

learning task involving minimum accomplishment or none at all.

6. Diagnostic test. This test identifies the weaknesses of an individual's achievement in

any field which serves as basis for remedial instruction. i.e., lowa Silent Reading
Test.

7. Achievement test. This test measures how much the students attain the learning
tasks. For example, NAT (National Achievement Test).

8. Preference test. This test is a measure of vocational or academic interest of an

individual or aesthetic decision by forcing the examinee to make force options
between members of paired or group items. For instance, Kuder Preference Record.

9. Scale test. This test is a series of items arranged in the order of difficulty. An
example of this kind of test is the Binet-Simon Scale.

10. Speed test. This test measures the speed and accuracy of the examinee within the
time imposed. It is also called the alertness test. It consists of items of uniform
difficulty.
 11. Power test. This test is made up of series of items arranged from easiest to the
most difficult.

12. Standardized test. This test provides exact procedures in controlling the method of
administration and scoring with norms and data concerning the reliability and validity
of the test.

13. Teacher-made test. This test is prepared by classroom teachers based on the
contents stated in the syllabi and the lessons taken by the students.

14. Placement test. This test is used to measure the job an applicant should fill in the
school setting and the grade or year level the student or student should be enrolled
after quitting from school.

PRINCIPLES OF HIGH-QUALITY CLASSROOM ASSESSMENT

Principle 1: Clear and Appropriate Assessment Targets

• Assessment targets should be clearly stated, specific, and centers on what is truly
important for learning.

Learning Targets
(Mc Millan, 2007; Stiggins 2007)
Knowledge student mastery of substantive subject matter
Reasoning student ability to use knowledge to reason and solve problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affective/Disposition Student attainment of affective states such as attitudes, values,
interests and self-efficacy.

Principle 2: Appropriate Assessment Methods

• Assessment method should be aligned with the targeted trait to be captured

Principle 3: Balanced Assessment

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, intrapersonal-social, physical world-natural-
existential-spiritual).

A balanced assessment makes use of both traditional and alternative assessment so that the
imperfections of one method are complemented by the strengths of another method.

Principle 4: Valid Assessment

Validity is the degree to which the assessment instrument measures what it intends to
measure. It is also referring to the accuracy, appropriateness and usefulness of the instrument
for a given purpose. Itis the most important criterion of a good assessment instrument.
 Ways in Establishing Validity

1. Face Validity is done by examining the physical appearance and readability of the
instrument

2. Content Validity is done through a careful and critical examination of the objectives of
assessment so that it reflects the curricular objectives.

3. Criterion-related Validity is established statistically such that a set of scores revealed

by the measuring instrument is Correlated With the scores obtained in another external
predictor or measure.

It has two purposes.

a) Concurrent validity describes the present performance of the individual by

correlating the sets of scores obtained from two measures given concurrently.

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.

4. Construct Validity- is established statistically by comparing psychological traits or factors

that theoretically influence scores in a test.

a. Convergent validity Is established if the instrument defines another similar

trait other than what it is intended to measure. e.g. Critical thinking test may be
correlated with Creative Thinking Test.
b. Divergent validity - is established if an instrument can describe only the intended
trait and not other traits. e.g. Critical Thinking Test may not be correlated with Reading
Comprehension Test.

Principle 5: Reliable Assessment

Reliability- it refers to the consistency of scores obtained by the same person when retested
using the same instrument or its parallel or equivalence.

Method Type of Procedure Statistical

Reliability Measure
Measure

Test-Retest Measure of Give the test twice to the same group Pearson r
stability with any time interval between tests
from several minutes to several
years.

Equivalent Measure of Give parallel forms of the test with close Pearson r
Forms equivalence time interval between forms.
 Test-retest with Measure of Give parallel forms of the test with Pearson r
Equivalent stability and increased time interval between
Forms equivalence forms.

Split Half Measure of Give a test once. Score equivalent Pearson r

Internal halves of the test e.g. odd- and even-| &
numbered items. Spearman
Consistency Brown
Formula

Kuder- Measure of Give the test once then correlate Kuder-

Richardson Internal the proportion/percentage of the Richardson
Consistency students passing and not passing a Formula
given item. 20 and 21

Principle 6: Fair Assessment

A fair assessment provides all students with an equal opportunity to demonstrate achievement
The key to fairness are as follows:

• Students have knowledge of learning targets and assessment.

• Students are given equal opportunity to learn and succeed.
• Students possess the pre-requisite knowledge and skills.
• Students are free from teacher stereotypes.
• Students are free from biased assessment tasks and procedures.

Principle 7: Practical and Efficient Assessment

When assessing leaning, the information obtained should be worth the resources and time
required to obtain it. The factors to consider are as follows:

• Teacher Familiarity with the Method. The teacher should know the strengths and
weaknesses of the method and how to use them.

• Time Required. Time includes construction and use of the instrument and the
interpretation of results. Other things being equal, it is desirable to use the shortest
assessment time possible that provides valid and reliable results.

• Complexity of the Administration. Directions and procedures for administrations and

procedures are clear and that little time and effort is needed.

• Ease of Scoring. Use scoring procedures appropriate to your method and purpose. The
easier the procedure, the more reliable the assessment is.

• Ease of Interpretation. Interpretation is easier if there was a plan on how to use the
results
prior to assessment.

• Cost. Other things being equal, the less expense used to gather information, the better.
Principle 8: Continuous and Developmental Assessment

Assessment takes place in all phases of instruction. It could be done before, during and after
instruction. It is, therefore, continuous for the development or improvement of the person
being assessed.
Activities Occurring Prior to Instruction

• Understanding students' cultural backgrounds, interests, skills, and abilities as they

apply
across a range or learning domains and/or subject areas;

• Understanding students' motivations and their interests in specific class content,

• Clarifying and articulating the performance outcomes expected of students, and
• Planning instruction for individuals or groups of students.

Activities Occurring During Instruction

• Monitoring student progress toward instructional goals;

• Identifying gains and difficulties students are experiencing in learning and performing,
• Adjusting instruction;
• Giving contingent, specific, and credible praise and feedback;
• Motivating students to learn; and
• Judging the extent of student attainment of instructional outcomes.

Activities Occurring After The Appropriate Instructional Segment (e.g. lesson, class, semester,
grade)

• Describing the extent to which each student has attained both short- and long-term
instructional goals

• Communicating strengths and weaknesses based on assessment results to students, and

parents or guardians,

• Recording and reporting assessment results for school-level analysis, evaluation, and
decision
making;

• Analyzing assessment information gathered before and during instruction to understand

each student’s progress to date and to inform future instructional planning
• Evaluating the effectiveness of instruction; and

• Evaluating the effectiveness of the curriculum and materials in use.

Principle 9: Authentic Assessment

Features of Authentic Assessment

»Meaningful performance task
»Clear standards and public criteria
»Quality products and performance
» Positive interaction between the assessee and assessor
»Emphasis on meta-cognition and self-evaluation
»Learning that transfers

Criteria of Authentic Achievement (Burke, 1999)

1. Disciplined Inquiry requires in-depth understanding of the problem and a move beyond
knowledge produced by others to a formulation of new ideas.
2. Integration of Knowledge - considers things as a whole rather than fragments of
knowledge
3. Value Beyond Evaluation- what students do have some value beyond the classroom

Principle 10: Transparent Assessment

• Assessment targets and standards should be known to the assessees.

• Assessment results should be communicated to important users.
• Assessment results should be communicated to students through direct interaction or
regular ongoing feedback on their progress.

Principle 11: Positive Assessment

• Assessment should have a positive consequence to students, that is, it should motivate
them
to learn and get better.

• Assessment should have a positive consequence on teachers, that is, it should help
them
improve the effectiveness of their instruction.

• Considering the imperfections of assessment process due to errors that the assesssor
may not
have control of, then its consequences should be positive rather than negative.
Principle 12: Standards-based Assessment

• Standards define the quality of knowledge and skills one should be able to possess and
be
able to demonstrate. it should then inform assessment serving as a benchmark of quality
performance.

Principle 13: Ethical Assessment

• Teachers should free the students from harmful consequences of misuse or overuse of
various assessment procedures such as embarrassment or intrusion to students’ right to
confidentiality of data.

• Teachers should be guided by laws and policies that affect their classroom assessment

• Administrators and teachers should understand that it is inappropriate to use

standardized
student achievement to measure teaching effectiveness.

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