Assessment of Learning 1: (BSED 3)

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
Assessment of
Learning 1
(BSED 3)
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
“Molding Minds, SHAping Future”

DIFFUN CAMPUS

Assessment of Learning
MODULE 1
Nature of Assessment
Competency:
1. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological, and political contexts.
Discussion:
LESSON 1: History of Measurement and Evaluation in the Philippines
Clemente, Martinez, and Uichanco outlined the development of testing in the Philippines
in four periods. The first was before 1898; second, the last three years of the 19 th century (1898
– 1900) and the 1st quarter of the 20th century 1901 – 1925); third, 1926 to 1956; and fourth,
1957 – 1963.
In the FIRST PERIOD before 1898, it was characterized by oral and performance tests
where there was little recognition on individual’s differences.
SECOND PERIOD was characterized by uniform final examinations throughout the
country. The first standardized test adapted in the Philippines was the Philippine Vocabulary
Test in 1924. In 1925, the Monroe Survey Commission evaluated conditions obtaining in
Philippine Public Schools.
THIRD PERIOD, 1926 – 1956, marked the abolition of the common final examinations
prepared in the General Office each school year, decentralization of the final achievement test
was adapted; and number to certain national schools was initiated. In 1950, giving of
competitive examinations for selection of elementary grades teachers took place.
FOURTH PERIOD, 1957 – 1963, much attention was directed toward personality
development and evaluation not only in schools but in business and industrial corporations in
1957. Achievement testing, after more than three decades of decentralization, shifted to the
centralized system again for three school years (1960 – 1962).
All fourth-year secondary students in public and private schools took common final
examinations. At the primary level, the uniform final examinations were limited to the Grade IV
pupils of the public schools for purposes of promotion. The common final examinations in the
fourth-year high school and Grade IV were stopped in 1963.
On April 23, 1978, the FIRST PROFESSIONAL BOARD EXAMINATION FOR
TEACHERS (PBET) has been administered pursuant to Presidential Decree No. 1006,
professionalizing the teachers.
Every year, PBET has been administered by the Civil Service Commission And
Department Of Education, Culture And Sports. Thus, there were 18 PBET administered
since 1978 to 1995. In NOVEMBER 1995 was the last PBET administration.
PROFESSIONAL LICENSURE EXAMINATION FOR TEACHERS (PLET) given by the
Professional Regulation Commission (PRC) was the successor of PBET by virtue of Republic Act
7836 known as Professional Teachers Professionalization Act of 1994.
On August 24 and 25, 1996 was the first administration of PLET; SECOND
ADMINISTRATION was on August 23 & 24, 1997 and the eighth administration was on August
31, 2003.
On November 25, 1975, the FIRST NATIONAL COLLEGE ENTRANCE EXAMINATION
(NCEE) was administered to all high school graduates by the Department of Education, Culture
and Sports (DECS) pursuant to Presidential Decree No. 146.
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Bachelor of Secondary Education Assessment of Learning
Starting in school year 1974 – 1975 to 1993 – 1994, all first-year college applicants
should meet the NCEE cut – off score to qualify them to enroll in a baccalaureate course in any
public and private institutions of higher learning. The last administration of NCEE was on
September 2, 1993.
NSAT (National Secondary Assessment Test) is the successor of NCEE per DECS Order
No. 31, s. 1993, dated May 21, 1993.
The results of the NSAT was transmuted into percentage grades and should be given an
1th
equivalent of of the general average of each subject area in English, Filipino, Mathematics
5
and Science and Technology.
The first administration of NSAT was in September 1994. In 2003, NSAT was
discontinued.
On August 31, 1993, NEAT (National Elementary Achievement Test) for all Grade VI
pupils was administered pursuant to DECS Order No. 30, s. 1993 dated May 20, 1993. The
test covered in four areas, namely, (1) English, (2) Mathematics, (3) Science, and (4)
Heograpiya/Kasaysayan/ Sibika.
In 2002, NEAT was discontinued and replaced by NAT (National Achievement Test) given
to Grade IV pupils and first year high school students by year Department of Education
(DepEd). In February 2013, was the first administration of NAT.
LESSON 2: Historical Development of Test and Measurement
 EDUCATIONAL MEASUREMENT
 refers to the use of educational assessments and the analysis of data such as scores
obtained from educational assessments to infer the abilities and proficiencies of
students
 Chinese were the first people to utilize the examination to measure ability. It was
informally begun in 225 B.C. and became a definite civil service examination system in
29B.C. (Ross, 32)
 Rev. George Fisher
 an English schoolmaster who started the earliest scientific process of measuring
achievements of pupils.
 in 1864, he devised an instrument called the "Scale Book"
 Inventor of Educational Measurement.
 (J.M. Rice) JOSEPH MAYER RICE

 a school administrator who started the development of objective tests like spelling and
similar tests in arithmetic and language in 18944 from which evolved the more
modern objective tests in different subjects.
 (E. L. Thorndike) EDWARD LEE THORNDIKE
 father of educational measurement.
 wrote books
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 "Mental and Social Measurements" - published in 1904 in which were found

statistical procedures and tests upon which statistical techniques and tests of
today were based.
 "Thorndike Handwriting Scale" - published in 1904 which assigned quantitative

values to different qualities of handwriting.
 C.W. Stone
 in 1908, he constructed two tests in arithmetic which deals on the ff:
1. fundamental operations
2. arithmetic reasoning used in school surveys and was considered his most notable
contribution to educational testing and measurement (Flores, 2)
 S.A. COURTIS
 originated the concept of norms and standards
 M. Hillegas
 constructed the "Hillegas Composition Scale "in 1912 and became the basis of
composition scales.
 PSYCHOLOGICAL MEASUREMENT
 is the development of procedures to measure people's characteristics like intelligence
or personality
 Gustav Theodore Fechner
 published a book entitled "Elemente der Psychophysic” which contained the
beginnings of quantitative psychological measurement.
 QUANTITATIVE PSYCHOLOGY
 the American Psychological Association defines Quantitative Psychology as "the study
of methods and techniques for the measurement of human attributes, the statistical
and mathematical modeling of psychological processes, the design of research studies,
and the analysis of psychological data".
 HERMANN LUDWIG FERDINAND von HELMHOLTZ (H.L. F. Helmholtz)
 his greatest contributions were his experiments in the sensory fields of vision and
hearing and in thee measurement of the speed impulse and reaction-time. (Flores,3)
 Wilhelm Wundt
 Established the first psychological laboratory in Leipzig, Germany.
 His experiments on visual, auditory, cutaneous, olfactory and others resulted in the
study of individual differences in physical and mental traits.
 Francis Galton& J. Mc Keen Cattell
 conducted earliest experiments in learning about the mind.
 Galton - devised a whistle and tests that measured discrimination of heat, weight,
pain, and sound. He also measured mental imagery.
- his most important contribution was his statistical analysis in which he
suggested a graphical method of correlation.
 Cattell - made tests which he used in measuring keenness of sight and hearing,
rate and accuracy of movement, ability to perceive weight, pitch and time,
sensitivity to pain, imagery and memory. He suggested the term mental tests in
1890. (Ross, 41)
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 Alfred Binet
 a French psychologist who was the first to devise an instrument to measure the more
complex mental functions. He introduced the term "mental age
 He developed tests on complex mental functions measuring mental images,
imagination, memory, observation, attention, description, and similar mental
processes with the cooperation of Th. Simon, a psychiatrist.
 Stern
 he introduced the concept of representing intelligence as the ratio of mental age to
chronological age and suggested the term "mental quotient' in 1912 which became
I.Q. (Ross,26)
 Group Intelligence Test
 started during the first world war. It was tried with the recruits in the United States
Army. It was first constructed by Arthur Otis with the help of Robert Yerkes and Lewis
Terman.
Group Intelligence Tests Developed in 1917
1. Army Alpha - verbal test
2. Army Beta - performance test
 Pintner and Paterson
 are the first men to construct a performance test to measure the intelligence of deaf
children called Pintner - Paterson Performance Scale
 Carl E. Seashore
 a pioneer in the measurement of aptitude. He constructed the first test to measure the
musical ability called the "Seashore Test of Musical Ability which came out in 1915.
Other Aptitude Tests
1. Stenquist Test of General Mechanical Ability (1918)
2. Mathematical ability test by Rogers (1918)
3. McAdory Art Test - one of the earliest art test developed by Margaret McAdory Siceloff
published in 1933.
 PERSONALITY TESTS
 is very useful in industry, business and in the government. It is used to measure
traits such as attitude, temperament, social ability, temperament, values, emotion,
vocational interests, extroversion, introversion, levels of dominance and
submissiveness.
 Galton
 most influential in the development of tests to measure traits.
Famous Scales to Measure Traits

1. Scott Man- to -Man Scale - used extensively with soldiers during the first World War
2. Woodworth Personal Data Sheet - used to measure the ability of soldiers to adjust to
army life also during the war years.
3. X-O Test - published in 1919 by Pressey. It was used to measure emotionality.
4. Test to measure Introversion-Extraversion - made by Marston
5. Test to measure ascendance-submissiveness - made by Allport
6. Test to measure social attitudes and interests - by Hart in 1925
7. Test to measure fairmindedness by WATSON in 1925
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 High academic grades and high levels of intelligence are not the sole indicators of success
in certain types of jobs. Traits such as attitude, sociability, temperament, emotion,
values, vocational interests, extroversion, introversion, levels of dominance and
submissiveness are important factors to consider in job placement.
LESSON 3: Measurement, Testing, Assessment and Evaluation
I. Definition of Terms:
 MEASUREMENT
 comes from the Old French word “mesure” which means “limit or quantity”
 it is a QUANTITIVE description of an object’s characteristic or attribute
 Process of determining the quantity of achievement of learners by means of
appropriate measuring instrument. (Calderon and Gonzales, 1993)
 TESTING
 formal, systematic procedure for gathering information (Russel & Airasian, 2012)
 TEST
 a TOOL or INSTRUMENT used to measure the learning progress of a student
 a tool comprised of a set of questions administered during a fixed period of time
under comparable conditions of all students
 Tests are the most dominant form of assessment. The issue concerning its
effectiveness to measure and effectively evaluate learning is resolved if questions
target and reflect learning outcomes and covers the different learning domains
 TESTS are traditional assessment. They may not be the best way how much the
students have learned but they still provide valuable information about student
learning and their progress.
 TYPES OF TEST
 According to Mode of Response
 ORAL TEST (viva – voce)

 answers are spoken
ADVANTAGES DISADVANTAGES
Minimize discrimination (dyslexic) Stressful (some students)
Favors to extrovert/eloquent students Not appropriate in abstract reasoning
Avoid Plagiarism
 WRITTEN TEST
 activities wherein students either select or provide a response to prompt
 it has its strong points
 can be administered to a large group at one time
 can also be used to assess lower and higher levels of cognition provided that
questions are phrased appropriately.
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 PERFORMANCE TESTS
 activities that require students to demonstrate their skills or ability to
perform specific actions
 tasks are designed to be authentic, meaningful, in-depth and
multidimensional.
 it is a measurement, often making use of manipulative materials, which
involves no, or a minimum of verbal instruction.
 According to Ease of Quantification of Response/Scoring

 OBJECTIVE TEST
 can be corrected and quantified quite easily
 scores can be readily compared
 test items have a single or specific convergent response
 SUBJECTIVE TEST
 elicits varied responses
 test questions may have more than one answer
 scores are likely to be influenced by personal opinion or judgment by the
person doing the checking
 According to Mode of Administration

 INDIVIDUAL TEST
 given to one person at a time
 GROUP TEST
 administered to a class of students or group of examinees simultaneously
 According to Test Constructor

 STANDARDIZED TEST
 prepared by specialists who are versed in the principles of assessment
 scoring procedures and interpretations are consistent
 results serve as an indicator of instructional effectiveness and a reflection of
the schools’ performance
 provides exact procedures in controlling the method of administration and
scoring with norms and data concerning the reliability and validity of the
test.
 NON – STANDARDIZED TEST/TEACHER-MADE TEST
 prepared by teachers who may not be adept at the principles of test
construction
 constructed haphazardly due to limited time and lack of opportunity to pre-
test the items or pilot test
 used to measure subject or course achievement
 constructed by teachers to determine how much the students achieved the
goals or objectives of the learning tasks.
 According to Mode of Interpreting Results

 NORM-REFERENCED TEST
 evaluative instruments that measure a student’s performance in relation to
the performance of a group on the same test.
 comparisons are made and the student’s relative position is determined.
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 CRITERION-REFERENCED TEST
 describe each student’s performance against an agreed upon or pre-
established criterion or level of performance
 criterion is the range of well – defined instructional objectives or outcomes
 According to Nature of Answer

 PERSONALITY TESTS
 measure the ways in which individual’s interest with other individuals or in
terms of the roles an individual has ascribed to himself and adopts in the
society.
 it has no right or wrong answers
 it measures one’s personality and behavioral style
 determine personality strengths and weaknesses
 ACHIEVEMENT TESTS
 measures students’ learning as a result of instruction and training experiences
 Summative – basis for promotion (after instruction)
 a measurement of what has been learned by the student of the subject matter
taught in school.
 APTITUDE TESTS
 determine a student’s potential to learn and do new tasks
 a predictive measure of a person’s likelihood of benefit from instruction or
experience in a given field.
 College Scholastic Aptitude Test (measures student’s ability and predicts
success in college
 CAREER APTITUDE TEST: aids in choosing best line of work based on
interests and skills (before instruction)
 INTELLIGENCE TEST
 measures learners’ innate intelligence or mental ability
 a test which measures the intelligence quotient (IQ) of an individual. (genius,
very superior, high 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.
 predictor of academic achievement
 SOCIOMETRIC TEST
 measures interpersonal relationships in a social group
 TRADE OR VOCATIONAL TEST

 assesses an individual’s knowledge, skills and competence in a particular
occupation
 successful completion of the test, the individual is given certification for
qualification
 Other Kinds of Test

 PROGNOSTIC TEST
 predicts how well a person is likely to do in a certain school subject or task
 PREFERENCE TEST
 a measurement of vocational or avocational interest or aesthetic judgments by
requiring the examinees to make forced choices between members of paired or
grouped items.
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 DIAGNOSTIC TEST
 a measurement which identifies the weaknesses of an individual’s achievement
in any field and which serves as basis for remedial instruction.
 SPEED TEST
 measures the speed and accuracy of the examinee within the time limits
imposed. “alertness test”
 ACCOMPLISHMENT TEST
 a measure of achievement in which this test is usually for individual’s subjects
in the curriculum as a whole.
 SCALE TEST
 series of items arranged in the order of difficulty.
 PLACEMENT TEST
 used to measure the type of job an applicant should fill or the student be
enrolled after ceasing from school.
 Functions of Testing
a. Instructional Functions
1. Tests facilitates the clarification of meaningful learning objectives. When constructing

tests, teachers are reminded to go back to the learning objectives. If they are
committed to these, teaching-learning activities and assessment tasks provide mutual
support.
2. Tests provide a means of feedback to the instructor and the student. They can be used
for self-diagnosis. Students can assess their own learning and performance. Test
results guide teachers in adjusting their pedagogical practices to match students’
learning styles. The impact of a test on teaching and learning is called wash back. The
effect may be beneficial or harmful to teachers and learners tend to tailor instructional
activities and learning processes to the demands of the test.
3. Tests can motivate learning. In a meta-analysis study, it was shown that frequent
testing increases academic preparation (study time) and academic achievement.
Frequent testing also produces a more positive attitude among students.
4. Tests can facilitate learning. The effect of testing had been studied by researchers
indicating improved performance when learners are given the opportunity to practice
retrieval before giving the final test. Prompt feedback informs students how they are
doing. By acting on teacher’s feedback, student can improve in subsequent
performance.
5. Test are a useful means of overlearning. Overlearning means continued study, review,
interaction or practice of the same material even after concepts and skills had been
mastered. Preparation for a scheduled test induces overlearning.
b. Administrative Functions
1. Tests can provide a mechanism of quality control. Through tests, a school can
determine the strengths and weaknesses of its curricula. Administrators can devise
ways to improve outcomes and assessment, implement and check for improvement.
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2. Tests facilitate better classification and placement decisions. Test results allow
administrators to group students according to their level of ability. Through
classification system, schools can assign or transfer students to a gifted or remedial
program.
3. Tests can increase the quality of selection decisions. In using test for classification
purposes, schools can select students for specific programs. Through testing, a
teacher can select students who would benefit. For instance, in tutorial or remedial
programs.
4. Tests can be a useful means of accreditation, mastery or certification. Test provide a

means of certifying knowledge and skills like the Licensure Examination for Teachers
(LET) conducted by PRC.
c. Research and Evaluation
Tests are useful for program evaluation and research. Test are utilized in studies
that determine effectiveness of new pedagogical techniques.
d. Guidance Functions
Tests can be of value in diagnosing an individual’s special aptitudes and abilities.

By giving intelligence tests, aptitude tests and personality inventories, along with
interviews and counselling sessions, a guidance counsellor can help students develop
their study and management skills, choose which program to take and select a career
path to follow.
 EVALUATION
 Process of determining the quality or worth of achievement in terms of certain standards.
 Process of summing up the results of measurements or tests, giving them some meaning
based on value judgements.
 ASSESSMENT
 a vital element in the curriculum development process.
 used to determine students’ learning need, monitor progress and examine their
performance against identified student learning outcomes
 OBE begins with a clear-cut statement of the learning outcomes – what the students
should know, understand and be able to do.
 Assessment tasks should provide evidences of how learners can use acquired knowledge
academically and professionally in appropriate ways.
 TRADITIONAL ASSESSMENT
 a conventional method of testing which usually produce a written document,
such as quiz, exam, or paper.
 AUTHENTIC ASSESSMENT
 a form of assessment in which students are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills
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TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT
SELECTING A RESPONSE PERFORMING A TASK

Multiple - Choice Test about Rules in Basketball Let the students play basketball
CONTRIVED
REAL – LIFE
Unrealistic Games (Basketball Game on Android
Play Basketball in the Court
Phones)
RECALL/RECOGNITION CONSTRUCTION/ APPLICATION

Write the steps in doing the different basketball skills Demonstrate the different basketball skills
TEACHER – STRUCTURED STUDENT – STRUCTURED
INDIRECT EVIDENCE DIRECT EVIDENCE

Written test Basketball Game
AREA 1
✓ The use of qualitative descriptions to describe student’s performance.
✓ Evaluation does not involve measurement or tests….
ex. OBSERVATIONS are non-test procedures which can be used to diagnose
learning problems among students
AREA 2
✓ Non – Test measure for evaluation.
ex. Ranking used by teachers in assigning grades
AREA 3
✓ Convergence of the three.
✓ Teacher-made tests fall in this region
AREA 4
✓ Non-evaluative Test Measures
✓ Proficiency Test for Research. Test scores used in correlational studies (Test-scores
and motivation)
AREA 5
✓ Non-evaluative
✓ Non-Test Measures
✓ Assigning numerical codes to responses in research studies like nominal scales
(Labeling educational attainment)
 Evaluation, measurement and test are ALL FORMs of assessment because they provide
information about the learner and his/her achievement. However, Tests comprise only a
subset of assessment tools.
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II. PURPOSES OF ASSESSMENT
A. Assessment FOR Learning (AfL)

✓ pertains to diagnostic and formative assessment tasks
✓ used to determine learning needs, monitor academic progress of students DURING a
unit or block of instruction and guide instruction. In here, students are given on –
going and immediate descriptive feedback concerning their performance.
✓ Teachers can make adjustments when necessary in their teaching methods and
strategies to support learning. Teachers can decide whether there is a need to
differentiate instruction or design more appropriate learning activities to clarify and
consolidate students’ knowledge, understanding and skills,
EXAMPLES:
 Pre – test  Concept Maps
 Written Assignments  Focused Questions
 Quizzes  Recitation, etc.
B. Assessment AS Learning (AaL)

✓ employs tasks or activities that provide students with an opportunity to monitor and
further their OWN – LEARNING – to think about their personal learning habits and
how they can adjust their learning strategies to achieve their goals.
✓ It involves metacognitive (assessing your own understanding/performance) processes
like reflection and self-regulation to allow students to utilize their strengths and work
on their weaknesses by directing and regulating their learning. Hence, students are
responsible and accountable for their own learning.
✓ Assessment as learning is also a formative which may be given at any phase of the
learning process
EXAMPLES:
 Self-Assessment
 Peer Assessment
 Journal
 Solve and Check (Check your own paper)
 WIP (Work – in – Pair)
C. Assessment OF Learning (AoL)

✓ a summative and done at the END of a unit, task, process or period.
✓ to provide evidence of a student’s level of achievement in relation to curricular
outcomes.
✓ use for grading, evaluation and reporting purposes
✓ Evaluative feedback on the student’s proficiency level is given to the student
concerned, likewise his/her parents and other stakeholders
✓ It provides the foundation for decisions on student’s placement and promotion
EXAMPLES:
 Midterm/Final Examination  Project/ Output
 Portfolio  Oral/ Group Presentation
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III. RELEVANCE OF ASSESSMENT
In order to make assessment work for everyone – students, teachers, and other players in
the education system should have an understanding of what assessment provides and how it is
used to explain the dynamics of student learning.
Students. Through varied learner-centered and constructive assessment tasks, students

become actively engaged in the learning process. They take responsibility of their own learning
with the guidance of their teacher.
Teachers. Assessment informs instructional practice. It gives teachers information about

a student’s knowledge and performance base. It tells them how their students are currently
doing. Assessment results can reveal which teaching methods and approaches are most
effective.
Parents. They should be involved in the assessment process. They are valued source of
assessment information on the educational history and learning habits of their children, most
especially for preschoolers who do not yet understand their development progress.
Administrators and Program Staff. They use assessment to identify strengths and
weaknesses of the program.
Policymakers. Government agencies can set or modify standards, reward or sanction

schools and direct educational resource.
VISION MISSION
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QUIRINO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

“Molding Minds, SHAping Future”

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER EDUCATION

LESSON 2: Historical Development of Test and Measurement

 (J.M. Rice) JOSEPH MAYER RICE

COLLEGE OF TEACHER EDUCATION

 "Mental and Social Measurements" - published in 1904 in which were found

 "Thorndike Handwriting Scale" - published in 1904 which assigned quantitative

COLLEGE OF TEACHER EDUCATION

Famous Scales to Measure Traits

COLLEGE OF TEACHER EDUCATION

LESSON 3: Measurement, Testing, Assessment and Evaluation

 According to Mode of Response

 ORAL TEST (viva – voce)

Minimize discrimination (dyslexic) Stressful (some students)

Favors to extrovert/eloquent students Not appropriate in abstract reasoning

COLLEGE OF TEACHER EDUCATION

 According to Ease of Quantification of Response/Scoring

 According to Mode of Administration

 According to Test Constructor

 According to Mode of Interpreting Results

COLLEGE OF TEACHER EDUCATION

 According to Nature of Answer

 TRADE OR VOCATIONAL TEST

 Other Kinds of Test

COLLEGE OF TEACHER EDUCATION

1. Tests facilitates the clarification of meaningful learning objectives. When constructing

COLLEGE OF TEACHER EDUCATION

4. Tests can be a useful means of accreditation, mastery or certification. Test provide a

c. Research and Evaluation

Tests can be of value in diagnosing an individual’s special aptitudes and abilities.

COLLEGE OF TEACHER EDUCATION

TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT

SELECTING A RESPONSE PERFORMING A TASK

RECALL/RECOGNITION CONSTRUCTION/ APPLICATION

TEACHER – STRUCTURED STUDENT – STRUCTURED

INDIRECT EVIDENCE DIRECT EVIDENCE

COLLEGE OF TEACHER EDUCATION

A. Assessment FOR Learning (AfL)

B. Assessment AS Learning (AaL)

C. Assessment OF Learning (AoL)

COLLEGE OF TEACHER EDUCATION

III. RELEVANCE OF ASSESSMENT

Students. Through varied learner-centered and constructive assessment tasks, students

Teachers. Assessment informs instructional practice. It gives teachers information about

Policymakers. Government agencies can set or modify standards, reward or sanction

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