SOCSTED 4

1. LET REVIEW
On Assessment

2. Four concepts associated with
assessment
Test Measurement
Assessment Evaluation

3. Test
An instrument designed to
measure any characteristic,
ability or knowledge
Comprised of test items on
the area it intends to measure

4. Measurement
A process of quantifying the degree
to which someone or something
possesses a given trait.
A broader term than test because
there are other ways of measuring
other than through test, like
observation, use of checklist and
rating scales.

5. Assessment
A process of gathering and organizing
quantitative or qualitative data into an
interpretable form to have a basis for judgment
or decision-making
A broader term than measurement and involves
interpreting or placing such information in
context
A prerequisite to evaluation as it provides the
information which enables evaluation to take
place

6. Evaluation
A process of systematic collection
and analysis of both qualitative
and quantitative data in order to
make some judgment or decision
Involves judgment about the
desirability of changes in students

7. Modes of assessment Assessment
Traditional Alternative Authentic
Click on the rectangles
with this image
Performance-
based
Portfolio

8. Modes of assessment Assessment
Traditional Alternative Authentic
ADVANTAGES Performance-
AND DISADVANTAGES:
DESCRIPTION: based
EXAMPLES: objective of
Scoring is
Pen and paper mode
Administration is easy as students
Standardized and
assessingtest at the same timeor
take the any quality, skill
teacher-made tests
knowledge
Portfolio
Time-consuming to prepare
Prone to guessing and cheating

9. Modes of assessment Assessment
Traditional Alternative Authentic
Performance-
based
Portfolio

10. ADVANTAGES AND DISADVANTAGES:
Modes of assessment
DESCRIPTION: to prepare
Relatively easy
Assessment
EXAMPLES: students to
Measures behavior that cannot be
Requires the
Projects, practical test,
perform a faked
significant and
Scoring tends to be subjective
oralrelevant task Alternative
and aural tests
Traditional
without rubrics Authentic
Time-consuming to administer
Performance-
based
Portfolio

11. Modes of assessment Assessment
Traditional Alternative Authentic
Performance-
based
Portfolio

12. Modes of assessment Assessment
ADVANTAGES AND DISADVANTAGES:
DESCRIPTION:
EXAMPLES:
Measures students’ growth and
Dynamically and
development
Traditional Authentic
Working Portfolios,Alternative
show
collaboratively gathers multiple
Intelligence-fair
indicators of isdocumentary
portfolios, time-consuming
Development student progress
Rating tendsportfolios goals
to support course without
to be subjective Performance-
rubrics based
Portfolio

13. Modes of assessment Assessment
Traditional Alternative Authentic
Performance-
based
Portfolio

14. Modes of assessment Assessment
EXAMPLES: Traditional Alternative Authentic
Could be objective tests that
DESCRIPTION:
reflect real life situations or
Assessment methods that Performance-
alternative methods that are
simulate true-to-life situations based
close to what we experience in
real life
Portfolio

15. Purposes of Assessment
FOR
Learning
Purposes of
assessment
AS OF
Learning Learning

16. Purposes of Assessment
FOR
Learning
 PLACEMENT
-Done before instruction
Purposes of
-Determines mastery of prerequisites
 FORMATIVE assessment
-Done before instruction
AS
-Reinforce successful learning OF
Learning
 DIAGNOSTIC Learning
-Done before instruction
-Determines persistent difficulties

17. Purposes of Assessment
FOR
Learning
Purposes of
assessment
AS OF
Learning Learning

18. Purposes of Assessment
FOR
For teachers to
Learning
understand and perform
well their role in
assessment
Purposes of
assessment
AS OF
Learning Learning

19. Purposes of Assessment
FOR
Learning
Purposes of
assessment
AS OF
Learning Learning

20. Purposes of Assessment
 Summative FOR
Learning
-Done after instruction
-Certifies mastery of
learning outcomes
Purposes of
assessment
AS OF
Learning Learning

21. PRINCIPLES OF HIGH QUALITY ASSESSMENT
Continuous process Takes place prior, during and after
instruction
Appropriate methods Good match between learning
targets and assessment method
Practicality and efficiency The information should be worth the
resources and time required to
obtain it
Appropriate and clear learning Learning targets should be clearly
targets stated and centers on what is
important
Balance Should set targets in all learning and
intelligence domains
Fairness Should provide students with equal
opportunity to demonstrate
achievement

22. PRINCIPLES OF HIGH QUALITY ASSESSMENT
Communication Targets, standards and results
should be communicated to
students
Authenticity Meaningful task, clear
standards, transferable
learning
Positive consequences Should motivate both students
and teachers to improve
Ethics Should free students from
misuse of assessment
procedures
Reliability
Validity

23. PERFORMANCE-BASED ASSESSMENT
Description Reasons for Types Methodology Others
using
Process of -Dissatisfaction Demonstra- 1. Identify the Criteria in
gathering info with limited tion type competenc selecting a
about learning info obtained y to be task:
through actual from certain demonstrat
demonstration tests Creation ed -Generalizability
of skills and/or -Negative type 2. Describe -Authenticity
creation of impact of the task to -Feasibility
products conventional be -Scorability
tests performed -Fairness
Appropriatene- 3. Develop a -teachability
ss in certain scoring
approaches rubric
like PBL reflecting
the criteria
and the
scores

24. PORTFOLIO-BASED ASSESSMENT
Description Reasons for Types Methodology Others
using
Purposeful, Offers multiple Working 1. set goals Underlying
ongoing, indicators of principles:
portfolio(da 2. Collect Content (should
dynamic, and students’
collaborative progress;
y-to-day); 3. Select reflect
Show 4. Organize important
process of Offers
subject matter)
gathering opportunities portfolio 5. Reflect Learning (should
multiple for students to (best works) 6. Evaluate enable students
indicators of document Documentar 7. exhibit become active
the learner’s reflections of learners)
growth and theirs;
y Equity (should
development Offers (combinatio allow students
teachers new n) to demonstrate
their learning
roles in the
styles
assessment
process

25. Assessment Methods
OBJECTIVE
-Multiple choice
-true or false
-matching
-short answer
-completion test

26. Assessment Methods
ESSAY
--restricted response
-extended response
ORAL QUESTION
-Oral examination
-Interview

27. Assessment Methods
PERFORMANCE-BASED
-Projects
-Presentations
-Portfolios

28. Assessment Methods
OBSERVATION
-Informal observation
-Formal observation
SELF-REPORT
-Questionnaires
-Attitude survey
-Sociometric devices

29. What is a rubric?
Contains characteristics of a desirable trait
Measure the degree to which a
performance or product work or
has been satisfied by one’s
Rater checks the ones observe in one’s
performance
performanceat least 3 levels
or product
-is a measuring instrument usually
Uses
used in rating performance-based
tasks
-is a cross between a checklist and a
rating scale

30. Types of rubric
Holistic Rubric
-describes the overall quality of a
performance or product; there is
only one rating given to the entire
work or performance

31. Holistic Rubric
-allows fast assessment
-provides one score to describe the
overall performance or quality of
work
-can indicate the general strengths
and weaknesses of the work or
performance

32. Holistic Rubric
-does not clearly describe the
degree of the criterion satisfied or
not satisfied by the performance or
product
-does not permit differential
weighting of he qualities of a
product or performance

33. Types of rubric
Analytic Rubric
-describes the quality of a
performance or product in terms of
the identified dimensions and/or
criteria which are rated
independently to give a better
picture of the quality of work or
performance

34. Analytic rubric
-Clearly describes the degree of the
criterion satisfied or not satisfied by
the performance or product
-permits differential weighting of
the qualities of a product or a
performance
-helps raters pinpoint specific areas
of strengths and weaknesses

35. Analytic rubric
--more time consuming to use
-more difficult to construct

36. Important elements found in a rubric
-competency to be tested (requires
either a demonstration or creation
of products of learning
-performance task (should be
authentic and feasible)
-evaluative criteria and their
indicators (should be made clear
using observable traits)

37. Important elements found in a rubric
-performance levels (at least 3)
-qualitative and quantitative
descriptions of each performance
level (must be observable)

38. What is a test?
-a test is an instrument or
systematic procedure, which
typically consists a set of questions
for measuring any characteristic,
quality, ability, skill or knowledge

39. Different types of tests
scope &
purpose interpretation
content
Time limit & level According language
of difficulty
to mode
manner of Manner of Effect of
administration construction biases

40. According to purpose
What the test measures
Educational test
-aims to measure the results of
instruction; administered after the
instructional process
Achievement test-what the student
has achieved at the end of instruction;
what has been learned

41. According to purpose
What the test measures
Ex:
Aptitude test-areas where the student will likely
succeed; specifically measures different mental
processes like verbal, numerical, spatial, and
mechanical reasoning; also judgment, analysis & logic
Personality test- student’s personal traits
Intelligence test- student’s mental ability;
innate/inherent capacity of the mind without any
background training

42. According to purpose
What the test measures
Psychological test
-aims to measure students’ intelligence or
mental ability in a large degree without
reference to what the student has learned;
intangible aspects of an individual;
administered before the instructional process

43. According to interpretation
How the test is interpreted
Norm-referenced test
-result is interpreted by comparing one
student with other students
-some will really pass
-there is competition for a limited percentage
of high score
-describes student’s performance compared
to others

44. According to interpretation
How the test is interpreted
Criterion-referenced test
-result is interpreted by comparing a student
against a set of criteria
-all or none may pass
-there is NO competition for a limited
percentage of high score
-describes student’s mastery of the course
objective

45. According to the scope and
content
Survey
-covers a broad range of objectives
-measures general achievement in certain
subjects
-is constructed by trained professional
Mastery Test
-covers a specific learning objective
-measures fundamental skills and abilities
-is typically constructed by the teacher

46. According to time limit and level of
difficulty
Power
-consists of items of increasing level of difficulty
but taken with ample time
-measures a student’s ability to answer more and
more difficult items
Mastery Test
-covers a specific learning objective
-measures fundamental skills and abilities
-is typically constructed by the teacher