Measurement is a process of quantifying the degree to which someone or

something possesses a given trait i.e. quality, characteristics or feature.

Assessment is a process of gathering and organizing quantitative data into

an interpretable form to have a basis for judgment or decision-making.

Evaluation is a process of systematic interpretation, analysis, appraisal or

judgment of the worth of organized data as basis for decision-making

Test is an instrument designed to measure any characteristic, quality,

ability, knowledge or skill

Assessment FOR learning includes three types of assessment done before

and during instruction
Placement – done prior to instruction
Formative – done during instruction
Diagnostic – done during instruction

Assessment OF Learning is done after instruction. This is usually referred

to as the summative assessment

Assessment AS Learning is done for teachers to understand and perform

well their role of assessing FOR and OF learning

Non-test is a subjective instrument for assessing students’ performances

such observation, checklist, rating scale, questionnaire, opinionnaire,
projective technique, socio-gram, anecdotal record, work sample, conference
and interest inventory.

There are 12 principles of high-quality assessment:

Principle 1: Clarity and Appropriateness of Learning Targets
Principle 2: Appropriateness of Methods
Principle 3: Balance
Principle 4: Validity
Principle 5: Reliability
Principle 6: Fairness
Principle 7: Practicality and Efficiency
Principle 8: Continuity
Principle 9: Authenticity
Principle 10: Communication
 Principle 11: Positive Consequences
Principle 12: Ethics
Standards-based education is developed by looking at the standards set by
a district, division, or national body involved in school management. These
standards are identified skills, knowledge, and dispositions that students
should demonstrate to meet these standards.
Outcome-based education is a model of education that rejects the
traditional focus on what the school provides to students, in favour of
making students demonstrate that they "know and are able to do" whatever
the required outcomes are.
Item response theory (IRT) supports such activities as the construction of
measurement instruments, linking and equating measurements, and
evaluation of test bias and differential item functioning.

-​ The Standards-based assessment deals with the assessment whose primary function
is to create quality assurance tool to track student progress in the attainment of
standards, promote self-reflection and personal accountability for one‘s learning, and
provide a basis for the profiling of students performance. It has a holistic approach
with emphasis on the formative or developmental purpose of quality assuring student
learning.

-​ DepEd‘s K to 12 curriculum follows certain learning standards in assessment.

Learning standards comprise the content standards and performance standards that
are aligned in the curriculum. Teachers should employ the appropriate assessment
methods consistent with the curriculum standards. The teacher should inform the
learners about the objectives of the lessons and the latter will aim to meet or exceed
the standards. Feedbacks must also be reported to students about their learning
progress. Two types of classroom assessments are: formative and summative
assessments.

-​ In constructing learning targets, the terms: competency, objective and outcome should
be appropriately used to achieve good results of assessment.

-​ The three learning domains are: cognitive (knowledge), psychomotor (skills) and
affective (attitude) also known as KSA

-​ Good sources of educational goals are from that of The original Benjamin Bloom‘s
Taxonomy and The Revised Bloom’s Taxonomy by Lorin Anderson. Other taxonomies
such as the ―Structure of Observed Learning Outcome
​ (SOLO) Taxonomy‖ (consisting
of five levels) and ―Marzano Taxonomy” ​ (consists of three systems and knowledge
domain) are also equally good sources of educational learning targets.
-​ Lorin Anderson‘s revision of Bloom‘s taxonomy of cognitive domain resulted to the
following observations:
a.​ changing the names in the six categories from noun to verb forms
b.​ rearranging them as shown in the chart below
c.​ creating a processes and levels of knowledge matrix

-​ Unpacking learning competency refers to the process of deconstructing student

learning outcomes into component parts /competencies to identify key life-long
transferable learning skills and the types of learning experiences, activities, tasks, and
assessments that align with those outcomes. The importance of unpacking is to get a
clear idea of what are the big ideas and essential learning outcomes.

-​ Learning objectives are known to be made up of a number of components. The major

components are audience (A), behaviour (B), condition (C) and degree (D). These four
components make up a measurable behavioural objective that will provide the
keystone to your planning, delivery, and evaluation efforts.

-​ Assessment tools are techniques used to measure a student's academic abilities, skills,
and/or fluency in a given subject or to measure one's progress toward academic
proficiency in a specific subject area.

-​ Objective test, subjective test, performance assessment, portfolio assessment, oral

questioning, observation technique, and self-report are some of the common types of
classroom assessment tools.

-​ The different qualities of assessment tools include validity, reliability, fairness,

objectivity, scorability, adequacy, administrability, practicality, and efficiency.

-​ The two general types of test item to use in achievement test using paper and pencil test
are classified as selection-type items or objective type and supply-type items or
subjective type.

-​ A multiple-choice test is an objective type of test used to measure knowledge

outcomes and other types of learning outcomes such as comprehension and
applications. It is the most commonly used format in measuring student achievements
at different levels of learning. It consists of three parts: the stem, the keyed option and
the incorrect options or alternatives.

-​ Matching type test is an objective test that consists of two columns. Column A contains
the descriptions and must be placed at the left side while column b contains the options
and placed at the right side. The examinees are asked to match the options that are
associated with the descriptions.
-​ True or false test item is an objective type of test which require the examinees to
choose the answer true or false in recognition to a correct statement or incorrect
statement. This is an example of a “force-choice test” because there are only two
possible choices in this type of test.

-​ Completion or Short Answer Test is an alternative form of subjective assessment

because the examinee needs to supply or create the appropriate word(s), symbol(s) or
number(s) to answer the question or complete a statement rather than selecting the
answer from the given options. There are two ways of constructing completion type of
test: question form or complete the statement form.

-​ Essay type of test is appropriate when assessing students' ability to organize and
present original ideas. It consists of a few number of questions wherein the examinee is
expected to demonstrate the ability to recall factual knowledge; organize his
knowledge; and present his knowledge in logical and integrated answer. Extended
response essay and restricted response essay are the two types of essay test items.

-​ Problem-solving test or computational test is a type of subjective test that presents a

problem situation or task and required demonstration of work procedures and correct
solution, or just a correct solution. Teacher can assign full of partial credit to either
correct or incorrect solutions depending on the quality and kind of work procedures
presented.

-​ Table of specification (TOS) is a chart or table that details the content and level of
cognitive domain assessed on a test as well as the types and emphases of test items
(Gareis and Grant, 2008).

-​ Item analysis is a process of examining the student's response to individual item in the
test. It consists of different procedures for assessing the quality of the test items given
to the students. Through the use of item analysis we can identify which of the given are
good and defective test items.

-​ Difficulty Index refers to the proportion of the number of students in the upper and
lower groups who answered an item correctly.

-​ Discrimination Index is the power of the item to discriminate the students who know
the lesson and those who do not know the lesson.

-​ Reliability refers to the consistency with which it yields the same rank for individuals
who take the test more than once. That is, how consistent test results or other
assessment results from one measurement to another.

-​ Validity is the extent to which a test measures what it is supposed to measure.