Test, Non-test,

Measurement,
Assessment, and
Evaluation
CHAPTER 1
REPORTED BY: ELLAINE REBECCA LIMOSINERO

Introduction

The evolving views in the use of the educational assessment are

most probably the result of the rising demand of an outcome-based
evaluation.

Teachers must objectively see that their students concretely

manifest the expected outcomes of instruction.

These teachers can be discover that the noble qualities of

students, such as multiple skills and knowledge, and
understanding of learning, can be developed and manifested
through the integrated approach of instructional and assessment.

Introduction

They should consider that the traditional use of examination and

summative test is not the sole assessment approach if they are
to consider the context of outcome-based evaluation.

It has been a common view among educators that the terms

test, non-test, measurement, assessment, and evaluation relate
with one another.

Test is a device used to measure what the students have

learned before, during, or after classroom activities.

The process of attaching qualitative value of test results is a

function of evaluation.

The Recent Concepts of

Assessment and Evaluation

Dr. Roberto N. Padua, the former Executive Director of Teacher

Education Council (TEC)

teaching today is a far more complicated profession than it was a

couple of decades ago. The dynamically changing pace of
development in science and technology has brought about
corresponding changes in the way we view teaching. Thus, while
earlier on, we have always been content with testing and measuring
students cognitive skills through teacher-made tests, today, we not
only test to measure cognitive development but also the affective
and psychomotor development of the learners as well. The teacher,
therefore, is expected to be fully conversant of the measurement and
assessment procedures that underpin testing in the three domains:
cognitive, affective, and psychomotor.

The Recent Concepts of

Assessment and Evaluation

Dr. Padua points out that all institutions of learning should aspire to have a
very comprehensive evaluation program.

This necessities the consideration of all aspects of students learning :

Cognitive, affective, psychomotor.

There is also a need to combine traditional and nontraditional or authentic

assessment method to provide the teachers with a very clear picture of
students educational performances.

The concept of assessment is more appropriate that measurement because it

requires the use of all means, methods, and approaches to understand
students scholastic performance.

The combined use of test and non-test as assessment tools is very important
because it can cover all domains of learning.

A. Test

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. (Posner, 1995)

Scholastic achievement test can be used to gather data about what

the students have learned in the school activities over a period of
time.

Test is a device used to indirectly measure the intangible aspects of

students life and to gather information about students learning
progress.

The scores gathered though the use of this device must be analyzed
and evaluated.

Test

It can be influenced by some factors that contribute to errors in

gathering valid and reliable in information, we can call this phenomenon
as measurement error.

Teachers should critically analyze the way tests are prepared and
administered, as well, as the way test results are interpreted.

We are concerned that test users often uncritically accept test scores.
These concerns us, for three reasons. (Kubiszyn & Borich, 2000)

Test are only tools, and tools can be appropriately used unintentionally
misused, and intentionally abused.

Test, like other tools can be well-designed or poorly designed.

Both poorly designed and well-designed tools in the hands of ill-trained

users can be dangerous.

Test

Classroom teachers can appropriately use tests for classroom

evaluation.

Most of the test used for classroom evaluation are taken verbatim
from the test a clear violation of the principles of test
construction.

As the length of a teachers experience increases, he is expected

to have developed expertise in test construction.

Teachers, as users of tests, should be guided by sound principles

in their construction and utilization to assess students academic
achievements.

Test can either be written, oral, or performed.

Test

Critically evaluated test results should be combined with results

from a variety of other measurement procedures
Performance

and portfolio assessments

Observations
Checklists
Rating

scales

These results should be integrated with relevant background and

contextual information
Reading

level

Language
Cultural

proficiency

considerations

Test

Critically evaluated test results should be combined with results

from a variety of other measurement procedures
Performance

and portfolio assessments

Observations
Checklists
Rating

scales

These results should be integrated with relevant background and

contextual information
Reading

level

Language
Cultural

proficiency

considerations

B. Non-test

Non-tests are devices that do not force students to give their

responses.

These are usually based on teachers direct observation as students

perform the assigned tasks.

To make the observation objective, the teacher should develop valid

and reliable non-test instruments like
Observation
Rating

checklist

scaled

Semantic

differentials

Anecdotal

record, etc

Non-test

If non-test are use to supplement the information gathered through

the use of tests, then the teacher can have a comprehensive view
about the quality of students learning progress.

The most important focus of classroom assessment activities are

students learning experiences.

Non-test

The following are the assessment strategies similar to some teaching

strategies.

1.

Anecdotal Record Every student has a story to tell. However, an

anecdote focuses only on the unique experience showing attitude
that needs some modification or intervention.

2.

Checklist - the teacher formulates a list of objectives that students

need to master; he just check off the objective that the student has
mastered.

3.

Daily Assignment students have time to spend for reinforced

learning at home or even in school during vacant periods.

Non-test
4.

Debates the students are expected to learn better in a social

setting. During class activities, when there are two opposing views about
an issue, a debate can be organized where students take opposing positions
on a topic and depend their side.

5.

Demonstration students can present a visual enactment of a particular

skill or activity.

6.

Games - students can engage themselves in enjoyable activities without

fear or being tested.

7.

Journal students have the potentials to write and reflect upon their
learning experiences.

8.

Oral and written reports - the teacher assigns a research topic to students;
the latter conducts research and report the outcome in an oral or written
format.

Non-test
9. Panel Discussion a group of students have the potential to verbally
present information obtained through research or library works.
10. Portfolio of students work students can be required to collect
evidences and reflect upon their own learning.
11. Projects the students can work on a project in their own creative
way.
12. Teacher observation he can observe while students work on the
assigned tasks. He can also ascertain whether students understand the

C. Testing

Testing is a process of administering a test to

an individual or a group or students.

This

process involves steps such as:

Test

preparation

Test

administration

Collection

of test paper

D. Measurement

Measurement is a process of quantifying test results.

This process begins when the teacher compares students responses

with the presumably correct responses in the scoring key.

A raw score in the test has no meaning.

If the number of correct responses the child got in the test is 9, the his score is 9.

To give meaning, we further measure by obtaining the ration of the

score to the total number of items.

9/20, is more meaningful than the raw score 9 alone.

D. Measurement

The quantity obtained in measurement is further analyzed to

determine whether an individuals performance meets the preset
criteria (criterion-referenced) or how the individuals performance
compared with the performance of other members of the class (normreferenced).

E. Assessment

Assessment a process of gathering information about students

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

Assessment involves in activities such as administering different kinds

of written tests, observation of behavior or performance, examination
of work samples, use of checklists, and interview.

A process of quantifying the results of tests and non-tests to portray

the amount and quality of students learning and development.

The term assessment focuses on determining the amount of learning in

the three domains: cognitive, affective, and psychomotor.

E. Assessment
Assessment

is being used, on the one hand, for educational

improvement, increased school effectiveness and curriculum
reforms; and on the other, for political control of teachers,
students and curricula, centralized policy making, narrow
accountability, credentialism, educational selection, and the
determination of life chances in competitive markets.
(Okano, cited in Cohen, 1997)

E. Assessment
There

are at least 9 types of assessment:

Norm-referenced

Criterion-referenced

Domain-referenced

diagnosis

Formative

Summative

Ipsative

Authentic

Performance

E. Assessment
Norm-referenced

assessment

It gives us information on what a students can do in comparison with

other students in the class.

It helps the teacher to put students in a ranked order of achievement.

Criterion-referenced

assessment

It uses specific preset criteria from which a students

performance is compared without referring to other students
performance.

E. Assessment
Domain-referenced

assessment

It determines learning in a particular field or area of the subject matter

(e.g. parts of speech in English) and the three domain of learning.

Diagnostic assessment

It identifies weaknesses, strengths, and problems of students

learning.

It can be the teachers basis of planning what to do next in the

teaching and learning process.

E. Assessment
Formative

assessment

It pinpoints whether students have achieved the objective of the

lesson taught.

This provides feedback about the effectiveness of teaching as

manifested by students learning

It is not conducted purposely for giving grades.

Its main purpose is to determine the gap between the intended

objective and actual students performance.

The result of this assessment is the basis of teachers decision to

proceed to the next lesson, or to re-teach the days lesson.

E. Assessment
Summative

assessment

It

is considered as the terminal assessment of learning.

It

comes at the end of the unit, program, term, or school year.

The

main purpose of this assessment is to give rating or grade

to students based on their performance or achievement.

This

provides data on what the students have achieves in a

given period of time.

E. Assessment
Ipsative

assessment

It refers to the process of self-assessment.

Evaluation should provide for self-assessment

It gives students an opportunity to evaluate their own learning.

Authentic

assessment

it determines what students can actually do in real-life situations

rather than using some easy-to-score responses to questions.

Lifes learning experiences are bound to assessment; therefore, it

is of the essence to make learning and assessment real,
meaningful, and motivational.

E. Assessment
Perfomance

assessment

It

is undertaken to determine whether students can

demonstrate their learning through performance in real or
simulated situations.

This

requires the learner to demonstrate knowledge, learning,

and understanding through real task application.

F. Evaluation
Evaluation

is a process of determining the changes in the child as a

result of teaching and his experiences. (Lardizabal, 2002)

It

is a systematic attempt at ascertaining the amount of progress

made in the childs education directed toward the realization of
objectives in education.

Evaluation

is a process of attaching quality or value judgment to the

quantity obtained through the process of assessment.

Evaluation

that is based on result of assessment

comprehensive that evaluation based on measurement.

is

more