1.

Methods of interpreting the test results

a. Non- referenced interpretation is used when describing the student’s performance according to relative position and comparison with others in a certain group.
b. Criterion-referenced interpretation is used if the student’s performance description is according to a specified domain or criteria of a defined learning tasks.
2. Using a table Identify the classification, Type of Assessment, Example of Instruments used of describing classroom tests and other assessment procedure

CLASSIFICATION TYPE OF ASSESSMENT FUNCTION OF ASSESSMENT EXAMPLE OF

INSTRUMENTS
To determine what individuals can Achievement tests, Aptitude
Maximum Performance
do when performing at their best tests
Nature of Assessment To determine what an individuals Aptitude tests, personality
Typical Performance will do if put in natural conditions inventories, observational
techniques
The efficient and effective Standard multiple-choice test
Fixed-choice Test assessment for measuring the
knowledge and skill
Form of Assessment
To measure the performance of the Actual laboratory experiment,
Complex-performance
learner in contexts and on problems visual and oral presentations
assessment
valued in their own right.
To determine the learner’s Readiness tests, aptitude tests,
prerequisite skills, degree of Pre-tests, Self inventory reports,
Placement
mastery, and the best mode of observational techniques
learning to use
To determine the learner’s progress, Teacher-made test, custom-
to correct learning errors, and to made tests, tests from
Formative
provide feedback for learning textbooks, and observational
Use in the Classroom
reinforcement techniques
To determine the causes and factors Diagnostic tests, observational
Diagnostic
of learner’s difficulties techniques
To determine the learner’s end-of- Teacher-made survey test,
course achievement and for performance rating scales,
Summative
assigning of grades or certifying the product scales
mastery of objectives
To describe student’s performance Teacher-made tests, custom-
Criterion-referenced according to specified domain of made tests, observational
Methods of Interpreting clearly defined learning tasks techniques
results To describe student’s performance Standardized aptitude and
Norm-referenced according to relative position of achievement tests, Teacher-
some known group made survey tests, Interest
 inventories, Adjustment
inventories

3. Other type of test

a. Non-standardized test versus Standardized test- Standardized tests is for the assessments of measurable student’s performance while non-standardized tests is
for the noticeable and may be significant student’s skills, but it can’t be quantified. Also, the standardized tests are usually developed by the specialists and experts and non-
standardized tests are made the classroom teachers.
b. Objective test versus Subjective test- Objective type of tests that examines the student’s knowledge through questions with a single correct answer like multiple
choice, identification, true or false, and fill in the blank. The subjective type of tests assesses the student’s complex and qualitative performance using questions which may
have more than one correct answer or has many ways to provide the answers. Examples are essay, defining a term, and a short sentence answer.
c. Supply test versus Fixed- response test- The supply test type requires the examinees to supply an answer, such as essay or completion and short answer test item
while the fixed-response test requires the examinees to select an answer from a given option such as multiple choice, matching type test, and true/false tests.
d. Individual test versus Group test- Individual test is a one-on-one test administration using oral questioning and group test is the test administration to a group of
individuals or a group of students.
e. Mastery test versus Survey test- Mastery test is an achievement test that measures the mastery degree of a student in a certain objectives or specific outcome while
the survey test measures the general level of the achievement from the broad range of learning outcomes.
f. Speed test versus Power test- The speed test measures the number of items an examinee can complete over a certain period of time. The power test measures the
level of performance rather than the speed wherein the test items are arranged according to increasing degree of difficulty.

4. Modes of Assessment
a. Traditional Assessment- The conventional technique of assessment which usually use pen and produce a written document such as quiz and exam.
b. Alternative Assessment- A method of evaluation also called as authentic assessment or performance test because it aims to measure the individual’s ability to do
something from a newly-gained knowledge. This also allows the students to reflect on their own learning.
5. Performance-based Assessment- This is an assessment to measure the individual’s ability to apply the learned knowledge and skills acquired through actual performance.
This type of assessment will provide the teacher the information on how the students understand and show the actual skills.

6. Portfolio assessment- This is a compilation of student’s works to determine the learning growth and progress over the specific duration of learning process.
7. Guides for effective student assessment- An assessment with good instruction and a certain guiding principle will serve the main purpose of a classroom assessment
which is to improve the students’ learning. The following are the general guidelines for an effective usage of student’s assessments provided by Gronlund in 1998:
An effective assessment requires/should be:
1. clear concept of all intended learning outcomes.
2. that a variety of assessment procedures should be used
3. that the instructional relevance of the procedure should be considered
4. that an adequate sample of student performance
5. that the procedure must be fair to everyone
6. specifications of criteria for judging successful performance
7. feedback to students emphasizing strengths of performance and weaknesses to be corrected
8. supported by comprehensive grading and reporting system.