Pees Pie @ eile AC Uy Suggested Timeframe: 4.5 hours What are the different classifications of assessment that teachers can use? (@ynverstano Desired Significant Learning Outcomes In this lesson, you are expected to: lustrate scenarios in the use of different classifications of assessment; + rationalize the purpose of different forms of assessment; and + _ decide on the kind of assessment to be used. Significant Culminating Performance Task and Success Indicators Atthe end of the lesson, you should be able to demonstrate your knowledge and skills in illustrating and selecting the appropriate kind of assessment given the purpose of what you need to determine among learners. You are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: Contents of the lager edive SconariS: Success Indicators Rationalized the kind of All the possible justifications to help the assessment used teacher identify student learning and how learners will benefit from the information are provided. Provided the procedure on how | Alll necessary procedures that are to conduct the assessment appropriate in conducting the assessment are described. Provided the purpose of the __| All the possible purposes of conducting the assessment assessment are clearly indicated. Prerequisite of This Lesson To successfully conduct this culminating performance task, you should have understood the different purposes and functions of assessment. In the previous lesson, you were provided with different ways, purposes, and uses of 34assessment in the classroom setting. You have also learned that assessment becomes appropriate when it is anchored on a clear set of learning targets. The learning targets will help you determine what to assess and the appropriate form of assessment to use. (@prerare In order to plan, create, and select the appropriate kind of assessment, you need to know the characteristics of the different types of assessment according to purpose, function, and the kind of information needed about learners. You are expected to read this before you can create your own illustrative scenario: What are the 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 a ptitude Speed Abi B Power Norm-referenced Interpretation of Learning Criterion-referenced When do we use educational and psychological assessments? 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. These work hand-in-hand to provide information about student learning. 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 35targets. When the learners are provided with enough scaffold as indicated by the formative assessment, then the summative assess mentis conducted. The purpose of summative assessment is to determine and record what the learners have learned. On the other hand, 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 determines 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. For example, if the learning target is for learners to determine the by-product of photosynthesis, then the teacher can ask learners if they know what is the food of plants. If incorrect answers are provided, then the teacher can recommend references for them to study. If the learning target is for learners to divide a three-digit number by a two-digit number, then the teacher can start with a three-item exercise on the task to identify who can and cannot perform the task. For those who can do the task, the teacher can provide more exercises; for those who cannot, necessary direct instruction can be provided. At this point of instruction, the results of the assessment are not graded because the information is used by the teacher to prepare relevant ways to teach Educational assessment during instruction 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 st unable to accomplish the task, then the teacher realizes that further instruction is needed by learners. The teacher continuously provides a series of practice drills, and exercises until the learners are able meet the learning target. These drills and exercises are meant to make learners consolidate the skill until they can execute it with ease. At this point of the instruction, the teacher should be able to see the progress of the learners in accomplishing the task. The teacher can require the learners to collect the results of their drills and exercises so that learners can track their own progress as well. This procedure allows learners to become active participants in their own learning, At this point of the instruction, the results of, assessment are not yet graded because the learners are still in the process of reaching the learning target; and some learners do not progress at the same rate as the others. 36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, It is best to have a summative assessment for each learning target so that there is an evidence that learning has taken place. Both the summative and formative assessments should be aligned to the same learning target; in this case, there should be parallelism between the tasks provided in the formative and summative assessments. When the learners are provided with word problem-Solving tasks in the summative assessment, word problem-solving should have also be given during the formative assessment. When the learners are asked to identify the parts of the book during the summative assessment, the same exercises should have been provided during the formative assessment. For physical education, ifthe final performance is a folk dance, then learners are given time to practice and a pre-final performance is scheduled to give feedback. The final dance performance is the summative assessment, and the time for practice and pre-final performance is the formative assessment. 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 counselor to perform interventions on the learners’ academic, career, and social and emotional development. When doweuse paper-and-pencil and performance-based typeof assessments? 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, analyzing, evaluating, 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 skills applied are usually complex and require integrated skills to arrive at the target response. Examples include writing an essay, reporting in front of the class, reciting a poem, demonstrating how a problem was solved, creating a word problem, reporting the results of an experiment, dance and song performance, painting and drawing, playing a musical instrument, etc. Performance-based tasks are usually open-ended, and each learner arrives with various possible responses, 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 the microscope 37+ 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 Check your learning by writing on the blank if the task requires paper-and-pencil or performance-based assessment. . State the domain and range 6f a given function 2. Solve systems of linear equations in two variables by the graphical method 3. Draw the slope of the given equation 4. Simplify complex fractions 5, Deliver a speech to persuade people to donate for the orphanage 6. Multiply and divide rational algebraic expressions 7. Observe the chemicals in the laboratory and list their hazards 8. Classify substances according to their physical or chemical and extrinsic or intrinsic properties 9. Cite evidence of chemical changes 10, Present ways to prevent walls from easily cracking during earthquakes i 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 groups called the norm. The norm group's performance is used to compare the results of those who took the test. 38ate the the ds and ring ing. ‘hen rget ithe Specific category Sanpe Visit the site for their description Intelligence |Wechsler Adult |https://wechslertest.com/ test Intelligence Scale ‘Achievement | Metropolitan __| https://www.tests.com/MAT-8-Testing test Achievement Test ‘Aptitude test | Raven’s http://www.pearsonelinical.co.uk/Psychology/ Progressive ‘AdultCognitionNeuropsychologyandLanguage/ Matrices ‘AdultGeneralAbilities/Ravens-Progressive- Matrices/Ravens-Progressive-Matrices.aspx Critical Watson Glaser __ | https://www.assessmentday.co.uk/watson- thinking test | Critical Thinking | glaser-critical-thinking.htm Appraisal Interest test | RIASEC Markers | https://openpsychometrics.org/tests/RIASEC/ Scale Personality | NEO Personality | https:/www.hogrefe.co.uk/neopir.html test Inventory 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 behavior (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 (Yaremko et al, 1982). It is a measure of the accomplished skills and indicates what a person can do at present (Atkinson 1995). Kimball (1989) explained the traditional and alternative views on the achievement of learners. He noted that the greater number of courses taken by learners and their more extensive classroom experience with a subject may give them an advantage. 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 39composed of several learning targets is also a good way of determining the achievement of learners. It can also be measured using achievement tests, such as the Wide Range Achievement Test, California Achievement Test, and lowa Test for.Basic Skills. ‘According to Lohgman (2005), aptitudes are the characteristics that influence a person's behavior that aid goal attainment in a particular situation. Specifically, aptitude refers to the degree of readiness to learn and perform wel 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. Other developments have also led to the conclusion that assessment of aptitude can go beyond cognitive abilities. An example Is the Cognitive Abilities Measurement that measures working memory capacity, ability to store old information and process new ones, and speed of an individual in retrieving and processing new information (Kyllonen and Christal 1989). Magno (2009) also created a taxonomy of aptitude test items. The taxonomy provides item writers with a guide on the type of items to be included when building an aptitude test depending on the skills specified. The taxonomy includes 12 Classifications categorized as verbal and nonverbal. The schemes in the verbal category include verbal analogy, syllogism, and number or letter series; the nonverbal is composed of topology, visual discrimination, progressive series, visualization, orientation, figure ground perception, surface development, object assembly, and picture completion. 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. An example of a power test was 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. An example of a speed test is 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 2 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 cutoff. An example is the grading in schools where the range of range of grades’96-100 is highly proficient 90-95 is proficient, 80-89 is nearly proficient, and below 80 is beginning. 40 aale is re ne te, ‘st ds 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. Havingan established norm for a test means obtaining the normal or average performance in the distribution of scores. A normal distribution js 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. ‘Anormal distribution found in the manual takes the shape of a bell curve. It shows the number of people within a range of scores. It also reports the percentage of people with particular scores. The norm is used to convert a raw core into standard scores for interpretability. What is the use of a norm? (1) Anorm is the basis of interpreting a test score. (2)Anorm can be used to:interpret a particular score. @pevewop Create a graphic organizer for the different kinds of tests. You may represent your ideas inside a circle and make connections among the ideas. Explain your graphic organizer to your classmates. Check the ideas you have acquired about the classifications of assessment. 1. Why are different kinds of assessment classified? 2, How does the knowledge of the classifications of assessment help improve teaching? 3, How does the knowledge of the classifications of assessment help improve learning? Which classification of assessment is commonly used in the classroom setting and why? To know more about the different kinds of assessment, complete the table by providing other specific examples of each kind of assessment. You may use other references. Type Example Educational Psychological Paper-and-Pencil Performance-based Teacher-madeStandardized ‘Achievement Aptitude: Speed Power Norm-referenced Criterion-referenced @prety The following guide questions are used when deciding the purpose, form and interpretation of assessment. + What information do you want to obtain from your learners? + What's the specific learning target that you want to assess? + Are you assessing learning progress or what learners have learned? + Given your specific learning target, which form of assessment is appropriate + How will you interpret the results if you do not have a set of norms? The following guide questions are used when deciding on the function, kin« of learning, and ability to be assessed. + What information do you want to obtain from your learners? + What is the specific learning target that you want to assess? + Is there an available instrument to determine the information you want t know about your learners? + Ifyou have an available standardized instrument, do you want to determin what the learners have léarned or their potential future learning? + If you have an available instrument, are you after their maximur performance? + Ifyou are using a standardized instrument, do you have a copy of the tes manual with available norms to interpret the score? The following guide questions could help you to decide on which type ¢ assessment you need to conduct in your classroom. The following are illustrativ scenarios. Provide your answers to the questions based on the informatio presented. Case A A teacher in mathematics wanted to determine how well the learners hav learned their lesson on fractions. After two weeks of drills and exercises, th teacher wanted to record how well the learners have learned about fraction 42 Oe Nl2, form, opriate? on, kind The specific learning competencies taught by the teacher are (1) adding simil fractions and (2) solving word problems involving the addition of similar fraction The school has an available standardized test on mathematics, but it covers mar topics aside from fraction. What information does the math teacher want to determine among the learners? What is the specific learning target that the math teacher wants to assess? is the math teacher assessing learning progress or what learners have learned? Given your specific learning target, which form of assessment is appropriate? How will the math teacher interpret the results if the learners have learned? Case B A school principal wanted to determine who among a group of applicant will be admitted to the school. The principal wanted to determine if the learner have leaned well in their present grade level. The learners come from differen schools, and it is assumed that they all learned the common standards a indicated in the national curriculum. There is an available instrument in thr school that determines the important learning competencies based on thi national curriculum. What information does the principal want to determine about the learners? What are the specific learning targets that the principal intends to assess? Is there an available instrument to determine the information that the principal wants to know among the learners? Given the available standardized instrument, does the principal want to determine what the learners have learned or their potential for future learning? Is the principal after the learners’ maximum performance? Given that there is an available instrument, how will the scores be interpreted? How will the school Principal decide who will be accepted in the school? 43@rransrer Create your own case illustrating how you decided to use a particular kind of assessment. Provide the plan by using the guide questions given and deduce the kind of assessment that is appropriate to use. The kind of assessments given but create an illustrative scenario for it. Include the following in the illustrative scenario: (1) purpose of the assessment, (2) possible learning target, (3) description of the characteristics of the tool to be used and kind of items or tasks that will be included, (4) justification for the appropriate kind of assessment used, and (5) description of how the scores/marks will be interpreted and used. Example: Given: A teacher in English in a Grade 3 class wanted to use a summative assessment to determine if the learners have learned enough on a lesson on vocabulary. Ilustrative scenario: The purpose of the English teacher is to determine if the Grade 3 learners have learned their lesson on vocabulary (purpose of assessment). The learning target based on the curriculum guide for Grade 3 English is to provide the synonyms of words found ina sentence (learning target). The teacher will create a vocabulary test composed of 10 items. Each item is composed of sentences with ‘one word underlined. The learners will provide the synonym of the underlined word in each sentence (characteristic of the tool). The type of assessment is a teacher-made summative assessment because the task was devised by the teacher based on the competency learned. It is summative because the teacher wanted to determine how well learners can provide synonyms of words as part of their vocabulary skills (type of assessment and justification). The teacher will use the grading system in the school for a 10-item test. The school grading system indicates that the passing score is 5 (scoring). A. Create an illustrative scenario using a formative assessment on problem- solving involving converting fractions to decimals and vice versa. Create an illustrative scenario on using an achievement test for reading for kindergarten pupils. C. Create an illustrative scenario using a summative assessment for a performance-based task on table-setting for a Technology and Livelihood Education (TLE) class. D. Create an illustrative scenario on using a standardized achievement test to decide on the sectioning of learners. (@QeEvatuate A. Multiple-Choice Read carefully each item. Choose the letter of the correct and best answer in every item. 44What are the two kinds of assessment based on form? A. Teacher-made and Standardized 8, Educational and Psychological C. Formative and Summative D. Achievement and Aptitude Which best describes a paper-and-pencil type of assessment? A. Itdetermines whether students have attained the learning target. B, It provides a cognitive task that requires a single correct answer. C._ Itis used to measure what students have learned after instruction. D. It determines students’ cognitive and non-cognitive characteristics. When are educational and psychological assessments used? A. When tracking the growth of students and marking their performance B. When designing objectives that match with the content of instruction C. When giving feedback on how well students understand the lesson D. When gathering information at any point of instruction What is the difference between speed test and power test? A. Speed test is the ability to type fast in a limited time, while power test contains items that vary in difficulty. B. Speed test consists of a few pre-calculated difficult items, and time is also limited; power test consists of easy items, but time is limited. C. Speed test consists of easy items, but time is limited; power test consists of a few pre-calculated difficult items, and time is also limited. D. Speed: test contains items that vary in difficulty to the point that no subject is expected to get all items right even with unlimited time, while speed testis the ability to type fast in alimited time. Can a teacher-made test become a standardized test? A.” Yes, as long as it is valid and reliable with standard procedure for administering, scoring, and interpreting results. B, Yes, because the test is not developed by the teacher to ascert: student's achievement and proficiency in a given subject. C. No, because it cannot determine the purpose and objectives of the test ‘as to what to measure and why to measure. D. No, because this test cannot be used as a tool for formative, diagnostic, and summative evaluation. theB. Read the illustrative scenarios that you have made and self-assess your work using the checklist. Yes | No Criteria 1_ | All five parts of the illustrative scenario are complete. 2__| The purpose of assessment is clearly indicated. 3. | The learning target is observable and feasible for the target group. 4 | There is an adequate information on the kind of items or task that will be answered or responded by the learners. 5_| The appropriate kind of assessment tool is deduced. 6 _| The selected kind of assessment is justified. 7 | Scoring is appropriate. .. Read each case and identify what kind of assessment is referred to. Type of Assessment Situations 1. The science teacher at the end of the lesson on the phases of matter provided a 20-item test to record how much learners have learned, What kind of assessment is used? 2. The teacher in music required learners to demonstrate how the 3/4 beat is conducted. What kind of assessment is used? 3. Astudent got a score of 25 in a mathematics achievement test, which is considered low compared with the scores found in the test manual. What kind of interpretation is. used? 4, Ateacher in English raised three questions to determine if learners understood the story read. The learners who could not answer the questions will be further helped on the skill needed. What kind of assessment is used? 5. Ateacher made a 10-item spelling test where the word is pronounced and the learners will write the correct spelling. What form of assessment is used? 6. A teacher in science tested learners’ familiarity with the parts of the heart. An illustration of a heart is provided and they need to label the parts. What is the function of assessment? 46Ateacher used the Jackson’s Vocational interest to. determine which track in senior high school the learners can select. What assessment is used according to function? A guidance counselor, as part of the career orientation of Grade 12 learners, administered a test to evaluate their abstract reasoning, logic, and Identification of missing parts. What kind of test is used? The learners who got perfect scores in the science achievement test were invited to join the science club. In this way, how was the score used? 10. The teacher in mathematics wanted to determine how well the learners have learned about the mathematics Curriculum at the end of the school year. The lowa test for basic skills on math was administered. What kind of assessment was administered? @rertect * Examine your illustrative scenario, Are you satisfied how you composed it? * How well did you satisfy the criteria provided in the checklist? How would you want to revise your work? + How did this task help you to become a teacher? * How do you intend to develop your skill further in deciding on the appropriate assessment to be used? Summarize the result of your performance in doing the culminating task using the checklist below. Ready Not yet ready Items for Reflection | can independently decide on the appropriate assessment to be used given its purpose. can decide when is paper-and-pencil and performance task appropriate to be used. can interpret scores using norm and criterion reference. | can distinguish teacher-made from standardized tests. I can describe speed and power tests | can site examples of achievement and aptitude tests a7@sustan Choose from the following tasks what you can do given the results of your self-assessment and teacher's feedback. ' Possible Tasks to Extend Opportunity Level of Readiness to Select eee reesecen perrat crea Scale Description 1 Not yet ready | Decide on the appropriate assessment with the help of the teacher and expert classmates. 2 Quite ready | Need to see more examples of differerit forms of assessment and how they are done. 3 Ready | can distinguish all'the types of assessment, rationalize their use, and when to use them, Educator's Input When | construct assessment tools, | clarify with stakeholders the specific kind of test to be used. There are differences when constructing tests that measure cognitive constructs and psychological constructs. A specific example of a cognitive test would be teacher-made tests. When | assist teachers in making their test, we start by selecting the learning competencies or objectives that have been taught to learners. Items are distributed among the objectives as shown in a table of specifications. | review if the teacher develops the items that directly measure the objectives. A standard curriculum is needed when constructing teacher-made tests. Other teachers classify the items according to cognitive skills using the Bloom's Taxonomy. In developing affective constructs, | provide a selection of conceptual framework based on a theory that will be used as a basis for writing the items. The theory defines the construct and its underiying factors. The definition is used as a basis in writing the items. The items usually refer to practices and behaviors within the confines of the definition. | engage the teacher or the test developer to perform igorous research when constructing affective measures. Other Support Materials Available 1, DepEd Order No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (http://www.deped.gov.ph/2015/04/01/ do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12- basic-education-program/) k to 12 Classroom Assessment Principles (https:// www.slideshare.net/crimgn/k-to-12-classroom-assessment-ppt) 2. Five types of assessment: https://www.youtube.com/watch?v=aEHhrAu3ShY 3. List of other materials you can offer like PowerPoint presentations, videos, worksheets, rubrics in checking outputs, and key to corrections to activities provided that will be referred to by the course professor and learners. 48