CONCEPTS OF TESTS,

ASSESSMENT AND

EVALUATION

“Teaching today is a far more complicated profession than it was a couple of decades ago…

Today, we not only test the measure the cognitive

development but also the affective and psychomotor

development of the learners, as well.”

- Dr. Roberto N. Padua

The evolution of

teaching

The teacher must assess the students in three domains:

Cognitive

AffectivePsychomotor

What is a TEST?

• According to Posner (1995), test is a set of questions with an accepted set of presumably correct answers, designed to gather information about some individual characteristics, like scholastic achievement.

TEST

• a device used to indirectly measure the intangible aspects of students’ life

• A device used to gather information about students’ learning progress

• Compels students’ to give their responses

NON - TEST

• a device that do not force students to give their responses

• Usually based on teacher’s direct observations as students perform the assigned tasks

TESTING

• Administration and use of the test and its results in order to make educational decisions (Kubiszyn and Borich, 2000)

EDUCATIONAL DECISISONS

1. To promote or to retain a student in a particular grade/year level

2. To proceed to the next objective or to reteach the lesson

3. To revise or to continue an existing curriculum

Kinds of Educational Decisions

• Instructional Decisions• Grading Decisions• Diagnostic Decisions• Selection Decisions• Placement Decisions• Guidance and Counseling Decisions• Program or Curriculum Decisions• Administrative Policy Decisions

MEASUREMENT

• Process of quantifying test results• Begins when the teacher compares

student’s responses with the presumably correct responses in the scoring key

ASSESSMENT• Process of gathering, analyzing and

interpreting data (Angelo, 1995)• Process of gathering information about

student’s learning and then analyzing and interpreting them for the purpose of making decisions (Lucas and Corpuz, 2007)

• Uses a variety of instruments to collect necessary data to enhance its

validity

TRIANGULATION

• Practice of checking information supplied by assessments

Testing vs. assessment

TESTING• Tests, usually paper and

pencil tests, are scored independent of context and other relevant information.

• Tests are utilized to reach educational decisions.

• Testing is limited in scope.

ASSESSMENT• Paper and pencil tests

and other measurement instruments are administered, scored and evaluated contextually.

• Results of variety of instruments are integrated to reach educational decisions.

• Assessment is broader in scope.

ASSESSMENT

STRATEGIES

1. ANECDOTAL RECORD

• Focuses only on the unique experience showing attitude that needs some modification or intervention

• Teacher records a student’s behavior across time, to establish its patterns and causes.

• An intervention can be designed to modify or strengthen such behavior.

2. checklist• For classroom activities, students are

expected to master and perform the expected tasks.

• For classroom observation, the teacher may design a checklist that can capture the presence or absence of the mastery of educational objectives.

3. Daily assignments• Students are required to submit the

accomplished assignment in a specified period of time.

• Teacher may use assignment results for various types of assessment.

4. Debates• With two opposing views about an issue, a

debate can be organized where students take opposing positions on a topic and defend their side.

5. demonstrations• Visual enactment of a particular skill or

activity• Teacher observes and rates students as

they perform the skill or skills required for a certain activity.

6. games• Students can engage themselves in

enjoyable activities without fear of being tested.

• In case of academic games, where students’ cognitive processes are involved, the teacher can include an assessment of the student’s mastery of concepts and ideas.

7. journal• Students have the potential to write and

reflect upon their learning experiences.• They can write daily account of their

performance in an assigned task.

8. Oral and written reports

• The teacher assigns a research topic to students; the latter conducts research and report the outcome in an oral and written format.

9. Panel discussion• Organized to verify the truth or veracity of

the information obtained in a research or library work

• Teacher rates the quality of the student’s participation in a panel discussion.

10. Portfolio of student’s work

• Students can be required to collect evidence and reflect upon their own learnings.

• They compile these evidence in a portfolio.

11. projects• Teacher may design a project that

challenges students to show more or all aspect of creativity.

• When given the opportunity, students can be original, elaborative and risk-taking.

12. Teacher observation

• Observing is one potent skill expected of a good teacher.

• He can observe while students work on the assigned task.

• He can also ascertain whether students understand the directions and perform the assigned task with speed and accuracy.

9 Types of Assessment(According

to Cohen, et al., 1997)

1. Norm - Referenced• Gives us information on what a student

can do in comparison with other students in the class

• Helps the teacher to put students in a ranked order of achievement

2. Criterion - Referenced• Uses specific preset criteria from which a

student’s performance is compared without referring to other students’ performance

3. Domain - Referenced• Determines learning in a particular field or

area of the subject matter and the three domains of learning

4. Diagnostic• Identifies weaknesses, strengths, and

problems of student’s learning• Can be the teacher’s basis of planning

what to do next in the teaching and learning process

5. Formative• Pinpoints whether students have achieved

the objectives of the lesson taught• Shapes the contents and processes of

future teaching and learning plans• Provides feedback about the effectiveness

of teaching as manifested by student’s learning

6. Summative• Considered as the terminal assessment of

learning• Comes at the end of the unit, program,

term or school year• Main purpose of this is to give rating or

grade to students based on their performance or achievement.

7. Ipsative• Process of self-assessment• Gives students the opportunity to evaluate

their own learning• Students can formulate their own learning

styles, methods and strategies with the purpose of improving their own learning.

8. Authentic• Determines what students can actually do

in real-life situations rather than using some easy-to-score responses to questions

9. Performance• Determines whether students can

demonstrate their learning through performance in real or simulated situations

• More applicable to determine student’s skills in communication and other psychomotor skills

• Requires the student to demonstrate knowledge, learning and understanding through a real-task application

Planning an

Assessment

Device

Factors to Consider:

1. Type of measuring procedure to use

2. Range of difficulty of items

3. Objectives to be sampled

4. Scoring procedures

5. Length of the measurement

6. Time limits

7. Arrangement of items

8. Method of recording and reporting

results

General Criteria for Selecting Assessment

Instruments• Relevance• Balance• Efficiency• Objectivity• Fairness• Specificity• Difficulty

• Discrimination• Reliability

Evaluation

• The process of determining the changes in the child as a result of teaching and his experiences

• Systematic attempt at acsertaining the amount of progress made in the child’s education directed toward the realization of objectives in education

• Process of attaching quality or value judgment to the quantity obtained through the process of assessment

References:

• Assessment of Students’ Learning by Alberto A. Rico (2011)

• Assessment of Learning Outcomes (Book 2) by Danilo S. Gutierrez, Ph. D. (2008)