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Assessment of Student Learning 1 Xxx

The document discusses the development and utilization of assessment tools to enhance the teaching-learning process, focusing on measurement, evaluation, and assessment. It categorizes various types of tests and emphasizes the importance of validity, reliability, practicability, objectivity, and morality in assessment methods. Additionally, it distinguishes between formative and summative testing, as well as standardized, criterion-referenced, and norm-referenced measures.

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3 views

Assessment of Student Learning 1 Xxx

The document discusses the development and utilization of assessment tools to enhance the teaching-learning process, focusing on measurement, evaluation, and assessment. It categorizes various types of tests and emphasizes the importance of validity, reliability, practicability, objectivity, and morality in assessment methods. Additionally, it distinguishes between formative and summative testing, as well as standardized, criterion-referenced, and norm-referenced measures.

Uploaded by

kylakamad1110
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASSESSMENT OF LEARNING 1

ASSESSMENT OF LEARNING
It focuses on the development and utilization of assessment tools to improve the
teaching-learning process. It emphasizes on the use of testing for measuring knowledge,
comprehension and other thinking skills.
I. Basic Concepts in Assessing of Student Learning
a. Measurement refers to the quantitative aspect of evaluation. It involves outcomes
that can be quantified statistically.
b. Evaluation is the qualitative aspect of determining the outcomes of learning. It
involves value judgement. Evaluation is more comprehensive than measurement.
In fact, measurement is one aspect of evaluation.
c. 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.
d. Test consist of questions or exercises or other devices for measuring the outcomes
of learning.
e. Testing is defined as the administration of test and used of test results to
determine whether the learners can be promoted to the next level or must be
retained in the same level and will undergo a restudy of the same lesson.
Kinds of Test
Classification of Tests
1. According to the manner of response
a. Oral
b. Written
2. According to method of preparation
a. Subjective/essay
b. Objective tests are tests which have definite answers and therefore are not
subject to personal bias.
3. According to the nature of answer
a. Personality tests a tool use to assess human personality.
b. Intelligence test is a test designed to measure the ability to think and reason rather
than acquired knowledge
c. Aptitude test is a test designed to determine a person's ability in a particular skill or
field of knowledge. The National Career Assessment Examination or NCAE
d. Achievement or summative test measures how an individual has learned over period
of time.
e. Sociometric test an instrument which examines social structures through the
measurement of the attractions and repulsions which take place between the individuals
within a group.
f. Diagnostic or formative test are used to measure a student’s strength and
weaknesses, usually to identify deficiencies in skills or performance.
g. Trade and vocational test assess individuals who have acquired knowledge, skills
and competence in a particular occupation but do not possess a formal qualification.

IRSHAAD ALIUDIN ABDULRAHMAN, MSCIED-MATH 1


ASSESSMENT OF LEARNING 1

Teacher-made tests or educational test are constructed by the teachers based on


the contents of different subjects taught.
Formative testing is done to monitor students’ attainment of the instructional
objectives. It occurs over a period of time and monitors student progress.
Summative testing is done at the conclusion of instruction and measures the extent
to which students have attained the desired outcomes.
Standardized tests are already valid, reliable and objective. Standardized tests are
tests for which contents have been selected and for which norms or standards have
been established.
Criterion-referenced measure is a measuring device with a predetermined level of
success or standard on the part of the test takers. It focused on a specific group of
learner behaviors or subskills than a broad skill.
Norm-referenced measure is a test that is scored on the basis of the norm or
standard level of accomplishment by the whole group taking the test. The grades of
the students are based on the normal curve of distribution. Ex. Achievement test
Characteristics of a Good Assessment Methods
a. Validity refers to the degree to which a test measures what it is intended to
measure. A valid test is always reliable. To test the validity of a test it is to be
pretested in order to determine if it really measures what is intends to measure.
b. Reliability pertains to the degree to which a test measures what it supposed to
measure. The test of reliability is the consistency of the results when it is
administered to different groups of individuals with similar characteristics in
different places at different times. Correlation coefficient is not less than 0.85.
c. Practicability means the test can be satisfactorily used by teachers and
researchers without undue expenditure of time, money and effort. In other words,
practicability means usability.
i. Ease of Administration
ii. Ease of Scoring
iii. Ease of Interpretation and Application
iv. Low Cost
v. Proper Mechanical Make-up
d. Justness/Objectivity is the degree to which the teacher is fair in assessing the
grades of the learners. In other words, personal bias is eliminated in scoring of
answers. The learners must be informed on the criteria they are being assessed.
e. Morality in Assessment is the degree of secrecy of grades of the learners. Morality
or ethics in assessment of test results or grades must be confidential to avoid slow
learners from embarrassment.

IRSHAAD ALIUDIN ABDULRAHMAN, MSCIED-MATH 2

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