MODULE 1:

INTRODUCTION TO ASSESSMENT IN LEARNING

Module 1 consists of three (3) lessons attainable for coverage of Prelim term as follows:

Lesson 1 : Basic Concepts and Principles in Assessing Learning

Lesson:2 : Assessment Purposes, Learning Targets, and Appropriate Methods
Lesson:3 : Different Classifications of Assessment

Each lesson contains theory, questions and activity. Quiz is provided for you to answer as required.

LESSON 1 : BASIC CONCEPTS AND PRINCIPLES IN ASSESSING LEARNING

THINK ABOUT THESE EXPECTATIONS:

1. Describe assessment in learning and related concepts.

2. Demonstrate understanding of the different principles in assessing learning through the
preparation of an assessment plan.

Assessment in Learning

The word Assessment is rooted in the Latin Word assidere, which means “to sit beside another.”
Assessment is generally defined as the process of gathering quantitative and/or qualitative data for the
purpose of making decisions. Assessment in learning is vital to the educational process similar to
curriculum and instruction. Schools and teachers will not be able to determine the impact of curriculum and
instruction on students or learners without assessing learning.

Assessment in Learning can be defined s the systematic and purpose-oriented collection, analysis,
and interpretation of evidence of student learning in order to make informed decisions relevant to the
learners. In essence, the aim of assessment is to use evidence on student learning to further promote and
manage learning. Assessment in learning can be characterized s (a) a process, (b) based on specific
objectives, and (c) from multiple sources.

Assessment in learning is different from the concept of measurement or evaluation of learning.

Measurement can be defined as the process of quantifying the attributes of an object, whereas evaluation
may refer to the process of making value judgments on the information collected from measurement based
on specified criteria. In the context of assessment in learning, measurement refers to the actual collection
of information on student learning through the use of various strategies and tools, while evaluation refers to
the actual process of making a decision or judgment on student learning based on the information collected
from measurement.

The most common form of assessment is t esting. In the educational context, testing refers to the use
of a test or battery of tests to collect information on student learning over a specific period of time. A test is
a form of assessment but not all assessments use tests or testing. A test can be categorized as either:
a) Selected response (e.g., matching type of test)
b) Constructed response (e.g., essay test, short answer test)
c) Objective format (e.g., multiple choice, enumeration)
d) Subjective format (e.g., essay)
The objective format provides for a more bias-free scoring as the test items have exact correct answers
while the subjective format allows for a less objective means of scoring especially if no rubric is used. A
table of Specifications (TOS) is used that maps outs the essential aspects of a test (e.g., test objectives,
contents, topics covered by the test, item distribution). Descriptive statistics are used to describe and
interpret the results of tests. A test is said to be good and effective if it is valid, reliable, has acceptable level
of difficulty and can discriminate between learners with higher and lower ability.
 (2)

A related concept to assessment in learning is grading. Grading is defined as the process of assigning
value to the performance or achievement of a learner based on specified criteria or standards. Aside from
tests, other classroom tasks can serve as bases for grading learners. These may include a learner’s
performance in recitation, seatwork, homework, and project. The final grade of a learner in a subject or
course is the summation of information from multiple sources (i.e., several assessment tasks or
requirements). Grading is a form of evaluation which provide information on whether a learner passed or
failed a subject or a particular assessment task.

Different Measurement Frameworks Used in Assessment

The two most common psychometric theories that serve as frameworks for assessment and
measurement are the Classical Test Theory (CTT) and the Item Response Theory (IRT).

Classical Test Theory (CTT) is also known as the true score theory. It explains that variations in the
performance of examinees on a given measure is due to variations in their abilities. The CTT assumes that
an examinee’s observed score in a given measure is the sum of the examinee’s true score and some
degree of error in the measurement caused by some internal and external conditions. The CTT also
assumes that all measures are imperfect, and the scores obtained from a measure could differ from the
true score (i.e., true ability) of an examinee.

The CTT provides an estimation of the item difficulty based on the frequency or number of examinees
who correctly answer a particular item; items with fewer number of examinees with correct answers are
considered more difficult. The CTT also provides an estimation of item discrimination based on the number
of examinees with higher or lower ability to answer a particular item. Test reliability can also be estimated
using approaches from CTT (e.g., Kuder-Richardson 20, Cronbach’s Alpha). Item analysis based on CTT
has been the dominant approach because of the simplicity of calculating the statistics (e.g., item difficulty
index, item discrimination index, item-total correlation).

The Item Response Theory (IRT) analyses test items by estimating the probability that an examinee
answers an item correctly or incorrectly. One of the central differences of IRT from CTT is that in IRT, it is
assumed that the characteristic of an item can be estimated independently of the characteristic or ability of
the examinee and vice-versa.

Different Types of Assessment in Learning

Assessment in learning could be of different types. The most common types are formative, summative,
diagnostic, and placement. Other experts would describe the types of assessment as traditional and
authentic.

Formative Assessment. Refers to assessment activities that provide information to both teachers and
learners on how they can improve the teaching-learning process. It is formative because it is used at the
beginning and during instruction for teachers to assess learner’s understanding. The information collected
on student learning allows teachers to make adjustments to their instructional process and strategies to
facilitate learning. It also inform learners about their strengths and weaknesses to enable them to take
steps to learn better and improve their performance as the class progresses.

Summative Assessment. Refers to assessment activities that aim to determine learners’ mastery of
content or attainment of learning outcomes. It also provide information on the quantity or quality of what
students have learned or achieved at the end of instruction. The data from summative assessment are
typically used for evaluating learners’ performance in class. These data also provide teachers with
information about the effectiveness of their teaching strategies and how they can improve their instruction
in the future. Through performance reports and teachers feedback summative assessment can also inform
learners about6 what they have done well and what they need to improve on in their future classes or
subjects.

Diagnostic Assessment. It aims to detect the learning problems or difficulties of the learners so that
corrective measures or interventions are done to ensure learning. It is usually done right after seeing signs
 (3)
or learning problems in the course of teaching. It can also be done at the beginning of the school year for
spirally-designed curriculum so that corrective actions are applied if pre-requisite knowledge and skills for
the targets of instruction have not been mastered yet.

Placement Assessment. It is usually done at the beginning of the school year to determine what the
learners already know or what are their needs that could inform design of instruction. Grouping of learners
based on the results of placement assessment is usually done before instruction to make it relevant to
address the needs or accommodate the entry performance of the learners. The entrance examination given
in schools is an example of a placement assessment.

Traditional Assessment. Refers to the use of conventional strategies or tools to provide information
about the learning of students. Typically, objective (e.g., multiple choice) and subjective (e.g., essay) paper-
and-pencil tests are used. Traditional assessment are often used as basis for evaluating and grading
learners. They are more commonly used in classroom because they are easier to design and quicker to be
scored.

Authentic Assessment. Refers to the use of assessment strategies or tools that allow learners to
perform or create a product that are meaningful to the learners, as they are based on real-world contexts.
The authenticity of assessment tasks is best described in terms of degree rather than the presence or
absence of authenticity.

Different Principles in Assessing Learning

There are many principles in the assessment in learning. The following are considered as core
principles.

1. Assessment should have a clear purpose. The methods used in collecting information should be
based on this purpose. The interpretation of the data collected should be aligned with the purpose
that has been set. This assessment principle is congruent with the outcome-based education(OBE)
principles of clarity of focus and design down.
2. Assessment is not an end in itself. Assessment serves as a means to enhance student learning. It
is not a simple recording or documentation of what learners know and do not know. Collecting
information about student learning, whether formative or summative, should lead to decisions that
will allow improvement of the learners.
3. Assessment is an ongoing, continuous, and a formative process. Assessment consists of a series
of tasks and activities conducted over time. It is not a one-shot activity and should be cumulative.
Continuous feedback is an important element of assessment.
4. Assessment is learner-centered. Assessment is not about what the teacher does but what the
learner can do. Assessment of learners provides teachers with an understanding on how they can
improve their teaching which corresponds to the goal of improving student learning.
5. Assessment is both process-and product-oriented. Assessment gives equal importance to learner
performance or product and the process they engage in to perform or produce a product.
6. Assessment must be comprehensive and holistic. Assessment should be performed using a variety
of strategies and tools designed to assess student learning in a holistic way. This assessment
principle is also congruent with the OBE principle of expanded opportunity.
7. Assessment requires the use of appropriate measures. For assessment to be valid, the
assessment tools or measures used must have sound psychometric properties including but not
limited to validity and reliability. This assessment principle is consistent with the OBE principle of
high expectations.
8. Assessment should be as authentic as possible. Assessment tasks or activities should closely, if
not fully, approximate real-life situations or experiences. Authenticity of assessment can be thought
of as a continuum from least authentic to most authentic, with more authentic tasks expected to be
more meaningful for learners.
 LESSON 2 :

ASSESSMENT PURPOSES, LEARNING TARGETS, AND APPROPRIATE METHODS

THINK ABOUT THESE EXPECTATIONS:

1. Explain the purpose of classroom assessment.

2. Formulate learning targets that match appropriate assessment methods.

The Purpose of Classroom Assessment

Assessment works best when its purpose is clear. Without a clear purpose, it is difficult to design or
plan assessment effectively and efficiently. In classrooms, teachers are expected to know the instructional
goals and learning outcomes, which will inform how they will design and implement their assessment. In
general, the purpose of classroom assessment may be classified in terms of the following:
1. Assessment of Learning. This refers to the use of assessment to determine learner’s acquired
knowledge and skills from instruction and whether they were able to achieve the curriculum
outcomes. It is generally summative in nature.
2. Assessment for Learning. This refers to the use of assessment to identify the needs of learners in
order to modify instruction or learning activities in the classroom. It is formative in nature and it is
meant to identify gaps in the learning experiences of learners so that they can be assisted in
achieving the curriculum outcomes.
3. Assessment as Learning. This refers to the use of assessment to help learners become self-
regulated. It is formative in nature and meant to use assessment tasks, results, and feedback to
help learners practice self-regulation and make adjustments to achieve the curriculum outcomes.

It is very important that assessment is aligned with instruction and the identified learning outcomes for
learners. Knowing what will be taught (curriculum content, competency, and performance standards) and
how it will be taught (instruction) are as important as knowing what we want from the very start (curriculum
outcome) in determining the specific purpose and strategy for assessment. The alignment is easier if
teachers have clear purpose on why they are performing the assessment. Typically, teachers use
classroom assessment for assessment of learning more than assessment for learning and assessment as
learning.

The Roles of Classroom Assessment in the Teaching-Learning Process

While the purpose of assessment may be classified as assessment of learning, assessment for
learning, and assessment as learning, the specific purpose of an assessment depends on the teacher’s
objective in collecting and evaluating assessment data from learners. More specific objectives for
assessing student learning are congruent to the following roles of classroom assessment in the teaching-
learning process:
Formative. Teachers conduct assessment because they want to acquire information on the current
status and level of learners’ knowledge and skills or competencies. Teachers may need information
(e.g., prior knowledge, strengths) about the learners prior to instruction, so they can design their
instructional plan to better suit the needs of the learners.
Diagnostic. Teachers can use assessment to identify specific learners weaknesses or difficulties that
may affect their achievement of the intended learning outcomes. Identifying these weaknesses allows
teachers to focus on specific learning needs and provide opportunities for instructional intervention or
remediation inside or outside the classroom.
Evaluative. Teachers conduct assessment to measure learners’ performance or achievement for the
purpose of making judgment or grading in particular. Teachers need information on whether the
learners
have met the intended learning outcomes after the instruction is fully implemented.
Facilitative. Classroom assessment may affect student learning. On the teachers part, assessment for
learning provides information on students’ learning and achievement that teachers can use to improve
instruction and the learning experience of learners. On the part of learners, assessment as learning
allows them to monitor, evaluate, and improve their own learning strategies. In both cases, student
 learning is facilitated.

(2)

Motivational. Classroom assessment can serve as a mechanism for teachers to be motivated and
engaged in learning and achievement in the classroom. Grades, for instance, can motivate and
demotivate learners.

Learning Targets

Before discussing what learning targets are, it is important to first define educational goals, standards,
and objectives.
Goals. Goals are general statements about desired learner outcomes in a given year or during the
duration of a program (e.g., senior high school).
Standards. Standards are specific statements about what learners should know and are capable of
doing at a particular grade level, subject, or course. McMillan (2014) described four different types of
educational standards:
1. Content - desired outcomes in a content area.
2. Performance - what students do to demonstrate competence.
3. Developmental - sequence of growth and change over time).
4. Grade-level - outcomes for a specific grade.
Educational Objective. Educational objectives are specific statements of learner performance at the
end of an instructional unit. These are sometimes referred to as behavioural objectives and are
typically stated with the use of verbs. The most popular taxonomy of educational objectives is blooms
Taxonomy of Educational Objectives.

The Bloom’s Taxonomy of Educational Objectives

Bloom’s Taxonomy consist of three domains: cognitive, affective, and psychomotor . These three
domains correspond to the three types of goals that teachers want to assess: knowledge-based goals
(cognitive), skills-based goals (psychomotor), and affective goals (affective). Each taxonomy consists
of different levels of expertise with varying degrees of complexity. The most popular among the tree
taxonomies is the bloom’s Taxonomy of Educational Objectives for knowledge-Based Goals. The
taxonomy describes six levels of expertise: knowledge, comprehension, application, analysis,
synthesis, and evaluation as shown in Table 2.1 below.

Table 2.1. Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain

Cognitive Level Description Illustrative Verbs Sample Objective

Recall or recognition of learned Defines, recalls, names, Enumerate the six levels of
Knowledge materials like concepts, events, enumerates, and labels expertise in the bloom’s
facts, ideas, and procedures. Taxonomy of objectives in
the cognitive domain.
Understanding the meaning of a Explains, describes, Explain each of the six
learned material, including summarizes, discusses, levels of expertise in the
Comprehension interpretation, explanation, and and translates bloom’s Taxonomy of
literal translation objectives in the cognitive
domain
Use of abstract ideas, principles, or Applies, demonstrates, Demonstrate how to uses
methods to specific concrete produces, illustrates, and Bloom’s Taxonomy in
Application situations uses formulating learning
objectives
Separation of a concept or idea into Compares, contrasts, Compare and contrasts the
constituent parts or elements and categorizes, classifies, and six levels of expertise in
Analysis an understanding of the nature and calculates Bloom’s taxonomy of
association among the elements objectives in the cognitive
domain
Construction of elements or parts Composes, constructs, Compose learning targets
Synthesis from different sources to form a creates, designs and using Bloom’s taxonomy
more complex or novel structure integrates,
 Making judgment of ideas or Appraises, evaluates, Evaluate the congruence
Evaluation methods based on sound and judges, concludes, and between learning targets
established criteria criticizes and assessment methods

(3)

The Revised Bloom’s Taxonomy of Educational Objectives

Anderson and Krathwohl proposed a revision of the Bloom’s Taxonomy in the cognitive domain
by introducing a two-dimensional model for writing learning objectives. The first dimension,
knowledge dimension, includes four types: factual, conceptual, procedural, and metacognitive . The
second dimension, cognitive process dimension, consists of six learning objectives formulated from
this two-dimensional model contains a noun (type of knowledge) and a verb (type of cognitive
process). Below is an example of a learning objective.

Students will be able to differentiate qualitative research and quantitative research.

In this example, differentiate is the verb that represents the type of cognitive process (in this case,
analyse), while qualitative research and quantitative research is the noun phrase that represents the
type of knowledge (in this case, conceptual). See Table 2.2 and Table 2.3 below.

Table 2.2.
Cognitive Process Dimensions in the Revised Bloom’s Taxonomy
of Educational Objectives

Cognitive Process Definition Illustrative Verbs Sample Objective

Compose, produce, develop, Propose a program of
Create Combining parts to make a formulate, devise, prepare, action to help solve Metro
whole design, construct, propose, Manila’s traffic congestion.
and re-organize
Critique the latest film that
Judging the value of information Assess, measure, estimate, you have watched, Use the
Evaluate or data evaluate, critique, and judge critique guidelines and
format discussed in the
class.
Analyze, calculate, examine, Classify the following
Analyze Breaking down information into test, compare, differentiate, chemical elements based
parts organize, and classify on some categories/areas.
Solve the following
Apply Applying the facts, rules, Apply, employ, practice, problems using the
concepts, and ideas in another relate, use, implement, carry- different measures of
context out, and solve central tendency.
Understanding what the Describe, determine, interpret, Explain the causes of
Understand information means translate, paraphrase, and malnutrition in the country.
explain
Identify, list, name, underline, Name the 7th President of
Remember Recognizing and recalling facts recall, retrieve, locate the Philippines.

Table 2.3
Knowledge Dimensions in the Revised bloom’s taxonomy of
Educational Process

Knowledge Description Sample question

This type of knowledge is basic in every discipline. It tells the facts
Factual or bits of information one needs to know in a discipline. This type of What is the capital city of
knowledge usually answers questions that begin with “who”, the Philippines?
“where”, “what”, and “when”.
Conceptual This type of knowledge is also fundamental in every discipline. It What makes the Philippines
tells the concepts, generalizations, principles, theories, and models the “Pearl of the orient
that one needs to know in a discipline. This type of knowledge seas”?
usually answers questions that begin with “what”.
This type of knowledge is also fundamental in every discipline. It How do we develop items
Procedural tells the processes, steps, techniques, methodologies, or specific for an achievement test?
skills needed in performing a specific task that one needs. “how”.
This type of knowledge makes the discipline relevant to one’s life. It Why is engineering the
 Metacognitive makes one understand the value of learning on one’s life. It most suitable course for
requires reflective knowledge and strategies on how to solve you?
problems. It usually answer questions that begin with “why”.

(4)

A learning target is a statement of student performance for a relatively restricted type of learning
outcome that will be achieved in a single lesson or a few days and contains both a description of what
students should know, understand, and be able to do at the end of instruction and something about the
criteria for judging the level of performance demonstrated. In other words, learning targets are statements
on what learners are supposed to learn and what they can do because of instruction. Compared with
educational goals, standards, and objectives, learning targets are the most specific and lead to more
specific instructional and assessment activities.

Types of Learning Targets

Many experts consider four primary types of learning targets: knowledge, reasoning, skill, and
product. See Table 2.4 below.
Table 2.4
Description and Sample Learning Targets
Type of Learning Targets Description Sample
I can explain the role of
conceptual framework in a
Knowledge Targets Refers to factual, conceptual, and procedural information that
research.
learners must learn in a subject or content area.
Knowledge-based thought processes that learners must I can justify my research
learn. It involves application of knowledge in problem-solving, problems with a theory.
Reasoning Targets
decision making, and other tasks that require mental skills.
Use of knowledge and/or reasoning to perform or I can facilitate a focus group
demonstrate physical skills. discussion (FGD) with
Skills Targets
research participants.
Product Targets Use of Knowledge, reasoning, and skills in creating a I can write a thesis proposal.
concrete or tangible product.

Other experts consider a fifth type of learning target – affect, which refers to affective characteristics
that students can develop and demonstrate because of instruction. This includes attitudes, beliefs,
interests, and values. Some experts use disposition as an alternative term for affect. The example is
shown below.
I can appreciate the importance of addressing potential ethical issues in the conduct of thesis
research.

Appropriate Methods of Assessment

Once the learning targets are identified, appropriate assessment methods can be selected to measure
student learning. The match between a learning target and the assessment method used to measure if
students have met the target is very critical. Matrix of the different types of learning targets and sample
assessment methods are shown in Table 2.5.1 and Table 2.5.2 below.

Table 2.5.1
Matching Learning Targets with Paper-and-Pencil Types of Assessment

Learning Selected Response Constructed Response

Targets
Multiple True or False Matching Type Short Answer Problem Essay
Choice Solving
Knowledge /// /// /// /// /// ///
Reasoning // / / / /// ///
Skills / / / / // //
Product / / / / / /
Note: More checks mean better matches.

(5)

Table 2.5.2
Matching Learning Targets with Other Types of Assessment

Learning Targets Project-Based Portfolio Recitation Observation

Knowledge / /// /// //
Reasoning // // /// //
Skills // /// / //
Product /// /// / /

Note: More checks mean better matches.

There are other types of assessment, and it is up to the teachers to select the method of assessment
and design appropriate assessment tasks and activities to measure the identified learning targets.

LESSON 3 :

DIFFERENT CLASSIFICATIONS OF ASSESSMENT

THINK ABOUT THESE EXPECTATIONS:

1. Illustrate Scenarios in the Use of Different Classifications of Assessment.

2. Rationalize the Purpose of Different Forms of Assessment.
3. Decide on the kind of Assessment to be Used.

Different Classifications of Assessment

The different forms of assessment are classified according to purpose, form, interpretation of learning,
function, ability, and kind of learning.

Classification Type
Educational
Purpose Psychological
Paper-and-Pencil
Form Performance-Based
Teacher-made
Function Standardized
Achievement
Kind of Learning Aptitude
Speed
Ability Power
Norm-Referenced
Interpretation of Learning Criterion-Referenced

When do we use Educational and Psychological Assessment?

Educational assessments are used in the school setting for the purpose of tracking the growth of
learners and grading their performance. This assessment in the educational setting comes in the form of
formative and summative assessment.
 Formative assessment is a continuous process of gathering information about student learning at the
beginning, during, and after instruction so that teachers can decide how to improve their instruction until
learners are able to meet the learning targets. When the learners are provided with enough scaffold as
indicated by the formative assessment, then summative assessment is conducted.

The purpose of formative assessment is to track and monitor student learning and their progress
toward the learning target. Formative assessment can be any form of assessment (paper-and-pencil or
performance-based) that is conducted before, during, and after instruction. Before instruction begins,
formative assessment serves as a diagnostic tool to determine whether learners already know about the
learning target. More specifically, formative assessment given at the start of the lesson determine the
following:
1. What learners know and do not know so that instruction can supplement what learners do not
know.
2. Misconceptions of learners so that they can be corrected.
3. Confusion of learners so that they can be clarified.
4. What learners can and cannot do so that enough practice can be given to perform the task.

The information from educational assessment at the beginning of the lesson is used by the teacher to
prepare relevant instruction for learners. During instruction, educational assessment is done where the
teacher stops at certain parts of the teaching episodes to ask learners questions, assign exercises, short
essays, board work, and other tasks. If the majority of the learners are still unable to accomplish the task,
then the teacher realizes that further instruction is needed by learners.

When the teacher observes that majority or all of the learners are able to demonstrate the learning
target, then the teacher can now conduct the summative assessment. The purpose of summative

(2)

assessment is to determine and record what the learners have learned. It is best to have a summative
assessment for each learning target so that there is an evidence that learning has taken place.

Psychological assessments, such as tests and scales, are measures that determine the learner’s
cognitive and non -cognitive characteristics. Examples of cognitive tests are those that measure ability,
aptitude, intelligence, and critical thinking. Affective measures are for personality, motivation, attitude,
interest, and disposition. The results of these assessments are used by the school’s guidance counsellor to
perform interventions on the learners’ academic, career, and social and emotional development.

When do We Use Paper-and-Pencil and Performance-Based Type of Assessment

Paper-and-pencil type of assessments are cognitive tasks that require a single correct answer. They
usually come in the form of test types, such as binary (true or false), short answer (identification), matching
type, and multiple choice. The items usually pertain to a specific cognitive skill, such as recalling,
understanding, applying, analysing, and creating. On the other hand, performance-based type of
assessments require learners to perform tasks, such as demonstrations, arrive at a product, show
strategies, and present information.

The use of paper-and-pencil and performance-based tasks depends on the nature and content of the
learning target. Below are examples of learning targets that require a paper-and-pencil type of assessment:
 Identify the parts of the plants
 Label the parts of microscope
 Compute the compound interest
 Classify the phase of a given matter
 Provide the appropriate verb in the sentence
 Identify the type of sentence

Below are learning targets that require performance-based assessment:

 Varnish a wooden cabinet
 Draw a landscape using paintbrush in the computer
  Write a word problem involving multiplication of polynomials
 Deliver a speech convincing your classmates that you are a good candidate for the student council
 Write an essay explaining how humans and plants benefit from each other
 Mount a plant specimen on a glass slide

How do We Distinguish Teacher-Made from Standardized Test?

Standardized tests have fixed directions for administering and scoring. They can be purchased with
test manuals, booklets, and answer sheets. When these tests were developed, the items were sampled on
a large number of target group called the norm. The norm group’s performance is used to compare the
results of those who took the test.

Non-standardized or teacher-made tests are usually intended for classroom assessment. They are
used for classroom purposes, such as determining whether learners have reached the learning target.
These intend to measure behaviour (such as learning) in line with the objectives of the course. Examples
are quizzes, long tests, and exams. Formative and summative assessments are usually teacher-made
tests.

Can a teacher-made test become a standardized test ? Yes, as long as it is valid, reliable, and with a
standard procedure for administering, scoring, and interpreting results.

What Information is Sought from Achievement and Aptitude Tests?

Achievement tests measure what learners have learned after instruction or after going through a
specific curricular program. Achievement tests provide information on what learners can do and have
acquired after training and instruction. Achievement is a measure of what a person has learned within or up
to a given time

(3)

(Yaremko et al. 1982). Achievement can be measured by a variety of means. Achievement can be reflected
in the final grades of learners within a quarter. A quarterly test composed of several learning targets is also
a good way of determining the achievement of learners.

Aptitudes are the characteristics that influence a person’s behavior that aid goal attainment in a
particular situation (Lohgman 2005). Specifically, aptitude refers to the degree of readiness to learn and
perform well in a particular situation or domain (Corno et al. 2002). Examples include the ability to
comprehend instructions, manage one’s time, use previously acquired knowledge appropriately, make
good inferences and generalizations, and manage one’s emotions.

How do We Differentiate Speed from Power Test?

Speed tests consist of easy items that need to be completed within a time limit. Power tests consist of
items with increasing level of difficulty, but time is sufficient to complete the whole test.
Example of Power Test:
The one developed by the National Council of Teachers of Mathematics that determines the ability of
the examinees to utilize data to reason and become creative, formulate, solve, and reflect critically on
the problems provided.
Example of Speed Test:
A typing test in which examinees are required to correctly type as many words as possible given a
limited
amount of time.

How do We Differentiate Norm-Referenced from Criterion-Referenced Test?

 There are two types of test based on how the scores are interpreted: Norm-Referenced and Criterion-
Referenced Tests. Criterion-Referenced Test has a given set of standards, and the scores are compared to
the given criterion.
For Example:
In a 50-item test: 40 – 50 is very high, 30 – 39 is high, 20 – 29 is average, and 10 – 19 is low, and
0 – 9 is very low.
One approach in criterion-Referenced interpretation is that the score is compared to a specific cut-off.

The norm-referenced test interprets results using the distribution of scores of a sample group. The
mean and standard deviations are computed for the group. The standing of every individual in a norm-
referenced test is based on how far they are from the mean and standard deviation of the sample.
Standardized tests usually interpret scores using a norm set from a large sample.

Having an established norm for a test means obtaining the normal or average performance in the
distribution of scores. A normal distribution is obtained by increasing the sample size. A norm is a standard
and is based on a very large group of samples. Norms are reported in the manual of standardized tests.

What is the use of a norm? (1) A Norm is the basis of interpreting a test score. (2) A Norm can be used
to interpret a particular score.