Graduate School

HOLY TRINITY COLLEGE OF GENERAL SANTOS

Daproza Avenue, General Santos City

SHEILA T. BALASID GROUP 7-4TH REPORTER

SUBJECT: ADVANCE EDUCATIONAL PSYCHOLOGY

PROFESSOR: PROF. PABLO L. EULATIC, JR., R.N

Chapter 15
CLASSROOM ASSESSMENT, GRADING, AND STANDARDIZED TESTING

OBJECTIVES:

 Distinguish among evaluations, measurement, and assessment including the

functions of each.
 Distinguish between norm-referenced and criterion-reference assessments.
 Describe how reliability, validity, and absence of bias are used to understand and
judge assessments.
 Describe two kinds of traditional classroom testing, and how authentic
assessment can be used as an alternative to traditional assessments.
 Describe the effects of grading on students and the types of strategies teachers
can use to communicate to parents about grades.
 Explain how to interpret common standardized test scores (percentile rank,
stanine, grade equivalent, scale score).

BASICS OF ASSESSMENT

TWO TYPES OF ASSESSING STUDENTS

1. STANDARDIZED TESTING

Test given usually nationwide, under uniform condition and scored according to uniform
procedure.

2. CLASSROOM ASSESSMENT

Assessment selected and created by teacher that can take many forms – UNIT TEST,
ESSAY, PORTFOLIOS, PROJECTS, PERFORMANCES, AND ORAL
PRESENTATION.

MEASUREMENT AND ASSESSMENT

MEASUREMENT
  is quantitative-- the description of an event or characteristics using numbers. It
tells how much, how often, and how well by providing scores, ranks,or ratings.

ASSESSMENT

 is a process of gathering information about students‘ learning.

 broader than testing and measurement because it includes all kinds of ways to
sample and observe a student's skills, knowledge and abilities (Linn & Miller,
2005).
 Can be formal such as unit tests, or informal such as observing who emerges as
a leader in group work.

TYPES OF ASSESSMENT AND ITS FUNCTIONS

FORMATIVE ASSESSMENT

- occurs before or during instruction.

Ex. Pretest – assessing students’ knowledge, readiness, and ability.

Purpose:

• Guide the teacher in planning and improving instruction.

• Help students improve learning

• Determine what students already know.

-Help form instruction and provides feedback that is non-evaluative, supportive, timely,
and specific (Shute,2008)

SUMMATIVE ASSESSMENT

- occurs at the end of instruction.

- It provides a summary of accomplishments.

Purpose:

To let the teacher and students know the level of accomplishment attained.

Ex. Final exam

TYPES OF COMPARISON IN TEST INTERPRETATIONS

NORM-REFERENCED TESTING

- a test score is compared to the scores obtained by other people who have taken the
same test

CRITERION-REFERENCED TESTING
- a test score is compared not to the score of others, but to a given criterion or standard
of performance.

ASSESSING THE ASSESSMENT:RELIABILITY, VALIDITY, ABSENCE OF BIAS

RELIABILITY

- The quality of being reliable, dependable, consistent, or trustworthy.

- free from a much error as possible
- Scores are reliable if a test gives a consistent and stable “reading” of a person's
ability from one occassion to the next, assuming the person's ability remains the
same.

Types of Reliability

• Stability/test-retest

-used to assess the consistency of a measure from one time to another

- it measures the stability of a test over time

- same people, different times/occasions

• Alternate- form reliability

- when group of people take two equivalent versions of a test and the scores on both
tests are comparabe.

• Split -half reliability

-measures the extent to which all parts of the test contribute equally to what is being
measured.

-is calculated by comparing performance on half of the test questions with

performance on the other half.

Longer tests are more reliable than shorter one.

Reliable test can also be defined as one with a small standard error of measurement.

VALIDITY

- The degree to which a test measures what is intended to measure;judge in relation to

its purpose and the evidence to support it.

- accurately measure what it's supposed to

Different Types of evidence:

• Content-related evidence –the test is to measure the skills covered in the course
or unit

• Criterion-related evidence – is concern for tests that are designed to predict

someone's status on an external criterion measure.
 • Construct-related evidence– designed to measure some psychological
characteristics such as reasoning ability, reading comprehension, achievement
motivation, intelligence, creativity, and so on.

ABSENCE OF BIAS

Assessment bias refers to qualities of an assessment instrument that offend or unfairly

penalize a group of students because of students’ gender, ethnicity, socio economic
status, religion, or other such group-defining characteristics (Popham,2011).

Biases are aspects of the test such as content, language, or examples that might distort
the performance of a group – either for better or for worse.

Two forms: Unfair penalization and Offensiveness

1. Unfair penalization - e.g. the reading assessment with heavy sports content – girls
may be penalized for their lack of knowledge of boxing or football knowledge

2. Offensiveness - occurs when a particular group might be insulted by the content of

the assessment that may result to students unable to perform their best.

TRADITIONAL ASSESSMENT: OBJECTIVE AND ESSAY TESTS

OBJECTIVE TEST- which means “not open to many interpretations” or “not subjective”

Eg.Multiple choice, matching, true or false, short answer, fill-in test.

ESSAY TEST- asking students to create answers on their own. It needs more time in
answering.

EVALUATING ESSAY

• Use scoring criteria (rubrics) to help eliminate subjectivity.

• Grade all responses to one question before moving to other questions.

• Ask students to put name on back of paper

THE VALUE OF TRADITIONAL TESTING

• Well-designed traditional test can evaluate students’ knowledge effectively and

efficiently (Airasian,2005).

• Provides useful information about content learning

• Good in motivating and guiding the students’ learning.

• Encourage learning and retention

AUTHENTIC ASSESSMENTS

Procedures that test skills and abilities as they would be applied in real-life situation. For
example, they might use fraction to enlarge or reduce recipes, Grant Wiggins (1989).
Performance assessment- requires student to carry out an activity or produce a product
in order to demonstrate learning.

PORTFOLIO AND EXHIBITIONS

PORTFOILIOS:

A systematic collection of student’s work in an area, showing growth, self-reflection, and

achievement.

A portfolio should:

• Focus on valued outcomes, processes and strategies.

• Mirror real world work.

• Use collaboration of students and between student and teacher.

• Use multiple dimensions of evaluating student’s work.

• Encourage student’s reflection.

EXHIBITIONS:

A performance test or demo of learning that is public and usually takes an extended
time to prepare.