Assessment of Learning

Concept Description
Assessment  Process of gathering quantitative and qualitative data for the
purpose of making decisions

Measurement  Process of quantifying the attributes of an object

Evaluation  Process of making value judgments on the information collected

from measurement

Testing  Most common form of assessment

 The use of test or battery of tests to collect information on student
learning
 Not all assessment use tests or testing

Test  Can either be selected-response or constructed-response

Grading  Process of assigning value to the performance or achievement of a

learner based on specified criteria or standards
 A form of evaluation

Types of Assessment  Formative Assessment

 Summative Assessment
 Diagnostic Assessment
 Placement Assessment
 Traditional Assessment
 Authentic Assessment

Different Principles in Assessing  Clear Purpose

Learning  Not an End in itself – should serve as a means to enhance student
learning
 Ongoing, continuous, and a formative process
 Learner-centered
 Process and product-oriented
 Comprehensive and holistic – conducted in multiple periods
 Requires the use of appropriate measures – age and context-
appropriate; valid and reliable
 As authentic as possible

Purpose of Classroom  Assessment of Learning – summative

Assessment  Assessment for learning – formative
 Assessment as learning – formative in nature; metacognition; self-
regulation
 Evaluative – for the purpose of making judgment or grading
 Facilitative – improve instruction and learning strategies
 Motivational – students to be engaged in learning

Learning Targets – Educational  Bloom’s Taxonomy

Objectives o Cognitive Domain
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 Concept Description
 Knowledge - Remember
 Comprehension - Understand
 Application - Apply
 Analysis - Analyze
 Synthesis - Evaluate
 Evaluation - Create
o Affective Domain
 Receiving
 Responding
 Valuing
 Organization
 Characterization
o Psychomotor
 Reflex – stretch, extension, postural adjustment
 Basic fundamental movements – walking, running,
twisting
 Perceptual abilities – coordinated movements –
jump rope, catching
 Physical abilities – require endurance and strength
 Skilled movements – sports, dance, recreation
 Non-discursive communication – body postures,
gestures, facial expressions

Types of Learning Targets  Knowledge targets

 Reasoning targets
 Skills targets
 Product targets – concrete, tangible product
 Affect target – attitudes, beliefs, interests, value

Different Classification of  Purpose

Assessment o Educational – used in school setting
o Psychological – measures cognitive and non-cognitive
characteristics
 Form
o Paper-and-pencil
o Performance-based
 Function
o Teacher-made
o Standardized
o Teacher-made tests can be standardized as long as it is
valid, reliable, and with a standard procedure for
administering, scoring, interpreting
 Kind of learning
o Achievement – what learners have learned after
instruction
o Aptitude – aptitudes are characteristics that influence a
person’s behavior that aid goal attainment; ability to
comprehend instructions, manage one’s time, make good
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 Concept Description
inferences
 Ability
o Speed – typing tests
o Power – with increasing level of difficulty
 Interpretation of learning
o Norm-referenced – interpret using the distribution of
scores of a sample group; how far they are from the mean
and SD of the sample
o Criterion-referenced – has a given set of standards; very
low, low, average, high, very high

Planning a Written Test  TOS – test blueprint; ensures ILOs, assessments and instruction are
aligned
 Steps:
o Objectives
o Coverage of the test
o Calculate weight of each topic
o Determine the number of items for whole test
o Determine the number of items per topic
o Write test questions for each topic based on the ILOs
 60-30-10 rule –
 60 % remembering and understanding
 30% applying and analyzing
 10% evaluating and creating
o Place the item number under each classification

Reliability  Consistency of the responses to measure under three conditions:

o When retested on the same person
o When retested on the same measure
o Similarity of responses across items that measure the
same characteristic
o Test that measures the same characteristic at a different
time
 Factors that affect the reliability of a measure
o Number of items in a test
o Individual differences of participants
o External environment
 Test-Retest
o Administer a test at one time to a group of examinees and
administer it again to the same group at another time
o Time interval of not more than 6 months
 Parallel Forms
o There are two versions of a test
o Items need to measure the same skill exactly
o Administer one form at one time and the other form at
another time to the same group

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 Concept Description
 Split-Half
o Administer a test to a group of examinees
o Items are split into halves – correlate the two scores from
the same test – the scores should be close or consistent
 Test of internal consistency
o See if the responses per item are consistent with each
other
 Inter-rater reliability
o Consistency of multiple raters when using rating scales or
rubrics to judge performance

Test Validity  A test/measure is valid when it measures what it is supposed to

measure
 Types:
o Content validity
o Face validity
o Predictive validity
o Construct validity
 components of the test should contain strongly
correlated items
 science test composed of 4 domains – 10 items
each
o Concurrent validity
 when two or more measures are present for each
examinee that measure the same characteristic
 math grade and math achievement test
o Convergent validity
 components of a test have positive correlation
 student’s competencies in number sense improves
their capacity to learn patterns, algebra
o Divergent validity
 components of a test have negative correlation
 administer a reading comprehension test to group
A (taught metacognitive awareness)
 administer the same test to group B (not taught
metacognitive awareness)

Frequency Distribution  Negatively skewed – more students got higher scores

 Positively skewed – more students got lower scores
Kurtosis  Flatness of the distribution
o Platykurtic – broad or flat
o Mesokurtic – normal, intermediate
o Leptokurtic – narrow, steep

Measures of central tendency  Mean, median, mode

Levels of measurement  Nominal – categorical

 Ordinal – ranking
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 Concept Description
 Interval – has properties of both nominal and ordinal; no true zero
point
 Ratio – carries the properties of nominal, ordinal, and interval;
presence of a true zero point – where zero indicates the total
absence of the trait; Ex. 0 km

Measures of Dispersion  Range

 Variance
 Standard Deviation

Measures of Position  Quartile

o the three values that divide a set of scores into four equal
parts
o 25% of the data falls at or below the first quartile
o 50% of the data falls at or below the 2nd quartile (median)
o 75% of the data falls at or below the 3rd quartile
 Decile
o Divided the distribution into 10 equal parts
o A student whose mark is below the first decile is said to
belong in D1
 Percentile
o Divide the distribution into 100 equal parts
o If you scored 95 in a 100-item test, and your percentile
rank is 99th – this means that 99% of those who took the
test performed lower than you

Different methods in scoring tests  For multiple-choice

o Number Right Scoring (NR)
 Positive values to correct answers and zero to
incorrect answers
o Negative Marking (NM)
 Assigning positive values to correct answers while
punishing the learners for incorrect responses
(right minus wrong)
 A fraction of the number of wrong answers is
subtracted from the number of correct answers
o Partial Credit Scoring Methods
 To determine a learner’s degree of level of
knowledge with respect to each response option
given
 They can discern that some responses are clearly
incorrect
 Types:
 Liberal multiple-choice test – select more
than one answer if they feel uncertain
which option is correct
 Eliminating testing – cross out all
alternatives they consider to be incorrect
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Concept Description
 Confidence weighting – how confident
they are that their answer is the correct
option
o Multiple Answers Scoring Method
 Allow learners to have multiple answers each item
 Each item has at least one or more correct answer
o Retrospective Correcting for Guessing
 Considers omitted or no-answer items as incorrect,
forcing learners to give an answer for every item
even if they do not know the correct answer
o Standard-Setting Scoring Method
 Use standards when scoring multiple-choice items
 Based on norm-referenced assessment
 For constructed-type tests (Essays and performance tests)
o Holistic Scoring
 Giving a single, overall assessment score
 Ex. Exemplary, Satisfactory, Emerging
o Analytic Scoring
 Assessing each aspect of a performance task and
assigning a score for each criterion
 Prone to halo effect – scores in one scale may
influence the ratings of others
o Primary Trait Scoring
 Focuses on only one aspect or criterion of a task
 The scoring system defines a primary trait in the
task that will be scored
o Multiple Trait Scoring
 Scored in more than one aspect
 Similar to analytic, but focuses on specific features
of performance required to fulfill the given task

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