Basic Concepts in

Assessment Part 2
Assessment of Learning 1
Antonio Jr. T. Enerio
Methods of Interpreting Results
1. Norm-referenced Interpretation
It is used to describe student
performance according to relative
position in some known group.
In this method of interpretation, it
is assumed that the level of
performance of students will not vary
much from one class to another class
Methods of Interpreting Results
2. Criterion-referenced Interpretation
It is used to describe student
performance according to specified
domain of clearly defined tasks.
This method of interpretation is
used when the teacher wants to
determine how well the students have
learned specific knowledge or skills in
a certain course of subject matter.
Classification Type of Function of Example of
Assessment Assessment Instruments
Maximum It is used to Aptitude tests,
Performance determine what achievement
individuals can tests
do when
performing at
their best.
Nature of
Assessment Typical It is used to Attitude,
Performance determine what interest, and
individuals will personality
do under inventories;
natural observational
conditions. techniques;
peer appraisal
Classification Type of Function of Example of
Assessment Assessment Instruments
Fixed-choice test It is an Standard
assessment used multiple choice
to measure test
knowledge and
skills effectively
and efficiently.
Complex It is an Hands-on
Form of Performance assessment laboratory
Assessment assessment procedure used experiment,
to measure the projects, essays,
performance of oral presentation
the learner in
contexts and on
problems valued
in their own
right.
Classification Type of Function of Example of
Assessment Assessment Instruments
Placement It is an assessment Readiness tests,
procedure used to aptitude tests,
determine the pretests on course
learner’s objectives, self-
prerequisite skills, report inventories,
degree of mastery observational
of the course techniques
goals, best modes
Use in classroom of learning.
instruction Formative It is an assessment Teacher-made
procedure used to tests, custom-
determine the made tests from
learner’s learning textbook
progress, provides publishers,
feedback to observational
reinforce learning, techniques
and corrects
learning errors.
Classification Type of Function of Example of
Assessment Assessment Instruments
Diagnostic It is an assessment Published diagnostic
procedure used to tests, teacher-made
determine the diagnostic tests,
causes of learner’s observational
persistent learning techniques
difficulties such as
intellectual, physical,
emotional, and
environmental
Use in classroom difficulties.
instruction Summative It is an assessment Teacher-made survey
procedure used to test, performance
determine the end- rating scales, product
of-course scales
achievement for
assigning grades or
certifying mastery of
objectives.
Classification Type of Function of Example of
Assessment Assessment Instruments
Criterion-referenced It is used to describe Teacher-made tests,
student performance custom-made tests
according to a from textbook
specified domain of publishers,
clearly defined observational
learning tasks techniques.

Methods of
interpreting
results Norm-referenced It is used to describe Standardized
student’s aptitude and
performance achievement tests,
according to relative teacher-made survey
position in some tests, interest
known group. inventories,
adjustment
inventories
Other Types of Tests
• Non-standardized test
- is a type of test developed
by the classroom teachers.
• Standardized test
- is a type of test developed
by the test specialists. it is
administered, scored and
interpreted using a certain
standard condition
Other Types of Tests
• Objective test
- is a type of test in which two
or more evaluators give an
examinee the same score
• Subjective test
- is a type of test in which the
scores are influenced by the
judgment of the evaluators,
meaning there is no one correct
answer
Other Types of Tests
• Supply test
- is a type of test that requires
the examinees to supply an answer,
such as an essay test item or
completion or short answer test
item
• Fixed-response test
- is a type of test that requires
the examinees to select an answer
from a given option such as
multiple-choice test, matching type
of test, or true/false test
Other Types of Tests
• Individual test
- is a type of test
administered to student on a
one-on-one basis using oral
questioning
• Group test
- is a type of test
administered to a group of
individuals or group of
students
Other Types of Tests
• Mastery test
- is a type of achievement test
that measures the degree of
mastery of a limited set of learning
outcomes using criterion-reference
to interpret the result
• Survey test
- is a type of test that measures
students’ general achievement over
a broad range of learning outcomes
using norm-reference to interpret
the result
Other Types of Tests
• Speed test
- is designed to measure
number of item an individual can
complete over a certain period of
time
• Power test
- is designed to measure the
level of performance rather than
speed of response. It contains
test items that are arranged
according to increasing degree of
difficulty
 Modes of Assessment
• Traditional Assessment
It is a type of assessment in which
the students choose their answer
from a given list of choices.
Examples of this type of
assessment are multiple-choice test,
standard true/false test, matching
type test, and fill-in-the-blank test.
Students are expected to
recognize that there is only one
correct or best answer for the
question asked.
 Modes of Assessment
• Alternative Assessment
It is a type of assessment in which
students create an original response
to answer a certain question.
Students respond to a question
using their own ideas, in their own
words.
Examples are short-answer
questions, essays, oral presentations,
exhibitions, demonstrations,
performance assessment, and
portfolios.
 Modes of Assessment
• Performance-based Assessment
It is a type of assessment in which
students are asked to perform real-
world tasks that demonstrate
meaningful application of essential
knowledge
 Modes of Assessment
• Portfolio Assessment
It is a the systematic, longitudinal
collection of student work created in
response to specific, known
instructional objectives and evaluated
in relation to the same criteria
 Guidelines for Effective
Student Assessment
• Effective assessment requires a clear
concept of all intended learning
outcomes.
• Effective assessment requires that a
variety of assessment procedures
should be used.
• Effective assessment requires that
the instructional relevance of the
procedure should be considered.
• Effective assessment requires an
adequate sample of student
performance.
Guidelines for Effective Student
Assessment
• Effective assessment requires that the
procedures must be fair to everyone.
• Effective assessment requires
specifications of criteria for judging
successful performance.
• Effective performance requires
feedback to students emphasizing
strengths of performance and
weaknesses to be corrected.
• Effective assessment must be
supported by comprehensive grading
and reporting system.