LET REVIEWOn Assessment

Test

Four concepts associated with assessment

Evaluation

Measurement

Assessment

An instrument designed to measure any characteristic, ability or knowledge

Comprised of test items on the area it intends to measure

Test

A process of quantifying the degree to which someone or something possesses a given trait.

A broader term than test because there are other ways of measuring other than through test, like observation, use of checklist and rating scales.

Measurement

A process of gathering and organizing quantitative or qualitative data into an interpretable form to have a basis for judgment or decision-making

A broader term than measurement and involves interpreting or placing such information in context

A prerequisite to evaluation as it provides the information which enables evaluation to take place

Assessment

A process of systematic collection and analysis of both qualitative and quantitative data in order to make some judgment or decision

Involves judgment about the desirability of changes in students

Evaluation

Assessment

Traditional Alternative

Performance-based

Portfolio

Authentic

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Assessment

Traditional Alternative

Performance-based

Portfolio

Authentic

Mod

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DESCRIPTION: Pen and paper mode of assessing any quality,

skill or knowledge

EXAMPLES:Standardized and

teacher-made tests

ADVANTAGES AND DISADVANTAGES:

Scoring is objectiveAdministration is easy as

students take the test at the same time

Time-consuming to prepareProne to guessing and cheating

Assessment

Traditional Alternative

Performance-based

Portfolio

Authentic

Mod

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Assessment

Traditional Alternative

Performance-based

Portfolio

Authentic

Mod

es o

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tDESCRIPTION: Requires the students to perform a significant and

relevant task

EXAMPLES:Projects, practical test, oral and aural

tests

ADVANTAGES AND DISADVANTAGES:

Relatively easy to prepareMeasures behavior that cannot

be fakedScoring tends to be subjective

without rubricsTime-consuming to administer

Assessment

Traditional Alternative

Performance-based

Portfolio

Authentic

Mod

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f assessm

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Assessment

Traditional Alternative

Performance-based

Portfolio

Authentic

Mod

es o

f assessm

en

tDESCRIPTION:

Dynamically and collaboratively gathers multiple indicators of student progress to

support course goals

EXAMPLES:Working Portfolios,

show portfolios, documentary

portfolios

ADVANTAGES AND DISADVANTAGES:Measures students’ growth and

developmentIntelligence-fair

Development is time-consuming

Rating tends to be subjective without rubrics

Assessment

Traditional Alternative

Performance-based

Portfolio

Authentic

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Assessment

Traditional Alternative

Performance-based

Portfolio

Authentic

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DESCRIPTION: Assessment methods

that simulate true-to-life situations

EXAMPLES:Could be objective tests

that reflect real life situations or alternative

methods that are close to what we experience in

real life

Purposes of Assessment

Purposes of assessment

FOR Learning

OF Learning

AS Learning

Purposes of Assessment

Purposes of assessment

FOR Learning

OF Learning

AS Learning

PLACEMENT-Done before instruction-Determines mastery of prerequisites FORMATIVE-Done before instruction-Reinforce successful learning DIAGNOSTIC-Done before instruction-Determines persistent difficulties

Purposes of Assessment

Purposes of assessment

FOR Learning

OF Learning

AS Learning

Purposes of Assessment

Purposes of assessment

FOR Learning

OF Learning

AS Learning

For teachers to understand and

perform well their role in assessment

Purposes of Assessment

Purposes of assessment

FOR Learning

OF Learning

AS Learning

Purposes of Assessment

Purposes of assessment

FOR Learning

OF Learning

AS Learning

Summative -Done after instruction -Certifies mastery of learning outcomes

PRINCIPLES OF HIGH QUALITY ASSESSMENT

Continuous process Takes place prior, during and after instruction

Appropriate methods Good match between learning targets and assessment method

Practicality and efficiency The information should be worth the resources and time required to obtain it

Appropriate and clear learning targets

Learning targets should be clearly stated and centers on what is important

Balance Should set targets in all learning and intelligence domains

Fairness Should provide students with equal opportunity to demonstrate achievement

PRINCIPLES OF HIGH QUALITY ASSESSMENT

Communication Targets, standards and results should be communicated to students

Authenticity Meaningful task, clear standards, transferable learning

Positive consequences Should motivate both students and teachers to improve

Ethics Should free students from misuse of assessment procedures

Reliability

Validity

PERFORMANCE-BASED ASSESSMENT

Description Reasons for using

Types Methodology

Others

Process of gathering info about learning through actual demonstration of skills and/or creation of products

-Dissatisfaction with limited info obtained from certain tests-Negative impact of conventional testsAppropriatene-ss in certain approaches like PBL

Demonstra-tion type

Creation type

1. Identify the competency to be demonstrated

2. Describe the task to be performed

3. Develop a scoring rubric reflecting the criteria and the scores

Criteria in selecting a task:

-Generalizability-Authenticity-Feasibility-Scorability-Fairness-teachability

PORTFOLIO-BASED ASSESSMENT

Description Reasons for using

Types Methodology

Others

Purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the learner’s growth and development

Offers multiple indicators of students’ progress;Offers opportunities for students to document reflections of theirs;Offers teachers new roles in the assessment process

Working portfolio(day-to-day);Show portfolio (best works)Documentary (combination)

1. set goals

2. Collect3. Select4. Organiz

e5. Reflect6. Evaluat

e7. exhibit

Underlying principles:Content (should reflect important subject matter)Learning (should enable students become active learners)Equity (should allow students to demonstrate their learning styles

OBJECTIVE-Multiple choice-true or false-matching-short answer-completion test

Assessment Methods

ESSAY--restricted response-extended response

ORAL QUESTION-Oral examination-Interview

Assessment Methods

PERFORMANCE-BASED-Projects-Presentations-Portfolios

Assessment Methods

OBSERVATION-Informal observation-Formal observation

SELF-REPORT-Questionnaires-Attitude survey-Sociometric devices

Assessment Methods

What is a rubric?

-is a measuring instrument usually used in rating

performance-based tasks-is a cross between a

checklist and a rating scale

Contains characteristics of a desirable performance or

productRater checks the ones observe in

one’s performance or product

Measure the degree to which a trait has been satisfied by one’s

work or performanceUses at least 3 levels

Types of rubric

Holistic Rubric-describes the overall quality of a performance or product; there is only one rating given

to the entire work or performance

Holistic Rubric

-allows fast assessment-provides one score to describe the overall

performance or quality of work

-can indicate the general strengths and weaknesses of

the work or performance

Holistic Rubric

-does not clearly describe the degree of the criterion

satisfied or not satisfied by the performance or product-does not permit differential weighting of he qualities of a

product or performance

Types of rubricAnalytic Rubric

-describes the quality of a performance or product in

terms of the identified dimensions and/or criteria

which are rated independently to give a

better picture of the quality of work or performance

Analytic rubric-Clearly describes the degree of the criterion satisfied or not satisfied by the performance

or product -permits differential

weighting of the qualities of a product or a performance

-helps raters pinpoint specific areas of strengths and

weaknesses

Analytic rubric

--more time consuming to use

-more difficult to construct

Important elements found in a rubric

-competency to be tested (requires either a

demonstration or creation of products of learning

-performance task (should be authentic and feasible)

-evaluative criteria and their indicators (should be made

clear using observable traits)

Important elements found in a rubric

-performance levels (at least 3)

-qualitative and quantitative descriptions of each

performance level (must be observable)

What is a test?

-a test is an instrument or systematic procedure, which

typically consists a set of questions for measuring any characteristic, quality, ability,

skill or knowledge

Different types of tests

purpose

Time limit & level of

difficulty

manner of administra

tion

interpretation

Manner of

construction

language mode

Effect of biases

scope & content

According to

According to purpose

What the test measuresEducational test-aims to measure the results of instruction; administered after the instructional process

Achievement test-what the student has achieved at the end of instruction; what has been learned

According to purpose

What the test measuresEx:Aptitude test-areas where the student will likely succeed; specifically measures different mental processes like verbal, numerical, spatial, and mechanical reasoning; also judgment, analysis & logicPersonality test- student’s personal traitsIntelligence test- student’s mental ability; innate/inherent capacity of the mind without any background training

According to purpose

What the test measures

Psychological test-aims to measure students’ intelligence or mental ability in a large degree without reference to what the student has learned; intangible aspects of an individual; administered before the instructional process

According to interpretation

How the test is interpretedNorm-referenced test-result is interpreted by comparing one student with other students-some will really pass-there is competition for a limited percentage of high score-describes student’s performance compared to others

According to interpretation

How the test is interpretedCriterion-referenced test-result is interpreted by comparing a student against a set of criteria-all or none may pass-there is NO competition for a limited percentage of high score-describes student’s mastery of the course objective

According to the scope and content

Survey-covers a broad range of objectives-measures general achievement in certain subjects-is constructed by trained professionalMastery Test-covers a specific learning objective-measures fundamental skills and abilities-is typically constructed by the teacher

According to time limit and level of difficulty

Power-consists of items of increasing level of difficulty but taken with ample time-measures a student’s ability to answer more and more difficult itemsMastery Test-covers a specific learning objective-measures fundamental skills and abilities-is typically constructed by the teacher