CONCEPT & RELEVANCE OF

ASSESSMENT
 OVERVIEW
Assessment is a systematic process of gathering and interpreting
information to evaluate an individual's knowledge, skills, or the
effectiveness of a program or system. It involves using various
methods and tools to collect data, analyze results, and draw
conclusions. Assessment is relevant across various fields, including
education, business, and healthcare, playing a crucial role in
evaluating student learning, employee performance, patient care,
and program effectiveness. By providing valuable feedback,
identifying strengths and weaknesses, and informing decisions,
assessment helps individuals, organizations, and society as a whole
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to improve and progress.
 MEASUREMENTS, TESTING, ASSESMENT &
EVALUATION
Measurements
- Measurements from the old french word measure which means “limit ir quantity”. Basicall, it us a
quantitative description of an object's characteristic or attribute. In science, measurement is a
comparison of an unknown quantity to a standard. There are appropriate measuring tools to gather
numerical data on variables such as height, mass, time, temperature, among others.
- A quantitative measures like a score of 30 out of 50 in a written examination does not hold meaning
unless interpreted. Measurements stops once a numerical value is ascribed. Making a value
judgement belongs to evaluation.

Testing

Testing is a formal, systematic procedure for gathering information (Russell &

Airasian, 2012). A test is a tool comprised of a set of questions administered
during a fixed period of time under comparable conditions for all students (Miller,
Linn & Gronlund, 2009).
 TYPES OF TESTING
According to mode of response.

1. Oral Test (Viva Voice)

- Answer are spoken, oral test it can be used to measure and communication skills.
- It may also be used to check student's understanding of concepts theories and
procedures.

2. Written Test
- Are activities wherein students either select or provide a response to a promt.
Among the forms of written assessments are alternate response (True/False),
multiple choices, matching type, short answer, essay, completion and identification.

3. Performance Test
- Are activities that require students to demonstrate their skills or ability to perform
specific actions. More aptly called performance assessment.

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According to Ease of Quantification of response.
1. Objective Test
- It can be connected & quantified quite easily. Scores can be readily compared. It includes
True/False, multiple choice, completion and matching items. The test items have a single
convergent response.

2. Subjective Test
- Elicits varied responses. A test question of this type may have more than one answer.
Subjective test include restricted and extended-response essays.
According to mode of administration.
1. Individual Test.
-Is given to one person at a time, individual cognitive and achievement tests are
administered to gather extensive information about each student's cognitive functioning
and his/her ability to process and perform specific task.

2. Group Test
- is administered to a class of students or group of examinees simultaneously. It was
developed to address the practical need of testing. The test is usually objective and 4
responses are more or less restricted.
 According to Test
Construction
1. Standardized Test
- are prepared by specialist who are versed in the principles of assessment. They are
administered to a large group of students or examiners under similar conditions. Scores
procedures and interpretation are consistent.

2.Non-Standardized Test.
Are prepared by teachers who may not be adept at the principles of test construction.
teacher made test are constructed haphazardly due to limited time and lack of opportunity to
pretest the items or pilot test.
According to Mode of interpreting
Results
1.Test that yield norm-references interpretations.
- are evaluate instruments that measure a student's performance in relation to the performance of
a group on the same test. Comparisons are made and the students related positions is
determined.

2. Test that allow criterion-referenced interpretation.

- describe each students performance against as agreed upon or pre-established criterion or level
of performance. The criterion is not actually a cutoff score but rather the domain of subject
 According to nature of
answer
1. Personal tesr
- develop in the 1920's initially intended to aid in the selection of personnel in the armed forces.
Since then, quite a number of personality tests were develop. A personality test has no right or
wrong answer, but it measures one's personality and behavioral style. It is used in recruitment as it
aids employers in determining how a potential employee will respond to various work-related
activities.

2. Achievement Test.
- MMeasure student's learning as a result of instruction and training experiences. When used
summatively, they serve as a basis for promotion to the next grade.

3. Aptitude Test
- DDetermine a student's potential to learn and do new tasks. The college scholastic aptitude test
by the center for educational measurement, Inc. Measures student ability and predicts success in
college.

4. Intelligence Test.
- Measure learner's innate intelligence or mental ability.
- Intelligence test contain items on verbal comprehension, quantitative and abstract reasoning,
5. Sociometric Test
- Measures interpersonal relationships in a social group.
- It includes peer nomination, peer rating and sociometric rankings of social acceptance.

6. Trade or Vocational Test.

-Assesses an individual's knowledge, skills and competence in a particular occupation.
-A trade test may consist of a theory test and a practical test.

Function of
Testing
A. Instructional Function

1.Test facilitate 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.Test provide a means of feedback to the instructor and the student.

- They can be used fir seld-diagnosis. Students can assess their own learning and performance. Test
results guide teacher's in adjusting their pedagogical practices to match student's learning style.
3. Tests can motivate learning.

-In a meta-analysis study a research that examined similarities and differences of several studies on
classroom testing in schools in the United States - it was shown that frequent testing increases academic
preparation (study time) and academic achievement (Bangert-Drowns, Kulik & Kulik, 1991; Basol &
Johanson, 2009). Frequent testing also produces a more positive attitude among students. Students
expressed a more favorable opinion about instruction (Bangert-Drowns, Kulik & Kulik, 1991).

4. Tests can facilitate learning.

-The effects of testing had been studied by researchers indicating improved performance when learners are
given the opportunity to practise retrieval before giving the final test.

5. Tests 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. While
overlearning helps in retention. it dissipates over time (Rohrer, et al., 2004).
B. Administrative Functions

1. Tests provide a mechanism of quality control. Through tests, a school can determine the strengths and
weaknesses of its curricula. Administrators can then devise ways to improve outcomes and assessment, implement
and check for improvements.

2. Tests facilitate better classification and placement decisions. Test results allow administrators to group students
according to their level of ability. Through a 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 tests for classification purposes, schools can then
select students for specific programs. This is true when admitting students for senior high school or college. Through
testing, a teacher can select students who would benefit, for instance, in tutorial classes or remedial programs.

4. Tests can be a useful means of accreditation, mastery or certification. Tests provide a means of certifying
knowledge and skills. In the K to 12 Basic Education Curriculum, a senior high school student who completed a
technical-vocational-livelihood track in grade 12 may obtain a National Certificate Level II provided he/she passes the
competency-based assessment of the Technical Education and Skills Development Authority (TESDA). This
certification will enable students to land jobs after high school. Another example is the Licensure Examination for
Teachers (LET) conducted by the Professional Regulation Commission (mandated by Republic Act No. 7836). LET
passers are issued licenses making them eligible to practise their profession.
C. Research and Evaluation

Tests are useful for program evaluation and research. Tests are utilized in studies that determine
effectiveness of new pedagogical techniques. Researches on teaching and learning innovations like
the effectiveness of technology-enhanced learning (tablet computing and flipped classroom) are
carried out using tests and other assessment techniques to collect data. Evaluators also utilize
assessment data to determine the impact and success of their programs.

D. Guidance Functions

Tests can be of value in diagnosing an individual's special aptitudes and abilities. The aim of
guidance is to enable each individual to understand his/her abilities and interests and develop them
so that he/she can take advantage of educational, vocational and personal opportunities. In school,
the guidance department evaluates learner's scholastic aptitude, achievement, interests and
personality. By giving intelligence tests, aptitude tests and personality inventories, along with
interviews and counseling sessions, a guidance counselor can help students develop their study and
time management skills, choose which program of study to take, and select a career path to follow.
Assessment

is a process of collecting inform about a learner's performance using a variety of methods and tools. It is
classified into two categories: maximum performance and typical performance. The first determines what
learners can do" and the other for what learners will do"

Nature of Assessment

Assessment is a process that can be placed in two broad categories: measures of maximum performance and
measures of typical performance (Miller, Linn & Gronlund, 2009). Originally, Cronbach made this classification
for personnel selection tests.

Maximum performance

- is achieved when learners are motivated to perform well. Assessment results from maximum performance
manifest what students can do at their level best - their abilities and achievements.

-a measure of typical performance shows what students will do or choose to do.

Examples of measures of maximum performance are achievement and aptitude tests.

 Measures of typical performance

-these include attitude, interest and personality inventories; observation techniques; and peer appraisals.
Personality and interest inventories provide insights into a learner's personality traits, interests and potential career
preferences.

Purposes of Assessment

There are three interrelated purposes of assessment. Knowledge of these purposes and how they fit in the learning
process can result to a more effective classroom assessment.

1. Assessment for Learning (AfL)

Assessment for Learning pertains to diagnostic and formative assessment tasks which are used to determine learning
needs, monitor academic progress of students during a unit or block of instruction and guide instruction. Students are
given on-going and immediate descriptive feedback concerning their performance.

2. Assessment as Learning (AaL)

Assessment as Learning 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.
 3.Assessment of Learning (AoL)

Assessment of Learning is summative and done at the end of a unit, task, process or period.
Its purpose is to provide evidence of a student's level of achievement in relation to curricular
outcomes. Unit tests and final projects are typical examples of summative assessment. Aol is
used for grading, evaluation and reporting purposes. Evaluative feedback on the student's
proficiency level is given to the student concerned, likewise to his/her parents and other
stakeholders. AoL provides the foundation for decisions on student's placement and
promotion.
EVALUATION

Evaluation comes in after the data had been collected from an assessment task.
According to Russell and Airasian (2012), evaluation is the process of judging the quality
of a performance or course of action. As what its etymology indicates (French word
évaluer), evaluation entails finding the value of an educational task.
In figure number 1.1 displays a graphical relationshipamong the concepts of
measurement, tests and evaluation (bachman 1990)
II. RELEVANCE OF ASSESSMENT

Assessment is needed for continued improvement and accountability in all

aspects of the education system.

Students
Through varied learner-centered and constructive assessment tasks, students
become actively engaged in the learning process.

Teachers
Assessment informs instructional practice.
Parents
Education is a shared partnership.

Administrators and Program Staff

Administrators and school planners use assessment to identify strengths and
weaknesses of the program.

Policymakers
Assessment provides information about students' achievements which in turn
reflect the quality of education being provided by the school.
THANK YOU