Evaluation

Used in
Classroom
Instruction

1. Placement
Evaluation evaluation
which defines students
entry behaviors. It
determines the
knowledge and skills he
possesses which are
necessary at the
beginning of instruction

2. Formative Evaluation
evaluation which provides the
student with feedback regarding
his performance in attaining
instructional objectives. It identifies
learning errors that need to be
corrected and provides equally
reinforcement for successful
performance. For teachers
formative evaluation provides
information for making instruction
more effective

3. Diagnostic
Evaluation
evaluations used to detect
pupils learning difficulties
which somehow are not
revealed by formative
tests. It is more
comprehensive and

4. Summative
Evaluation
evaluation which
determines the extent to
which objectives of
instruction have been
attained and is used for
assigning grades/marks

GENERAL
CLASSIFICATIO
N OF
TESTS

1.Purposes /
Uses of
tests

1.1 Instructional Uses of Tests

grouping learners for

instruction within a class

identifying learners who need

corrective and enrichment
experiences

measuring class progress for

any given period

assigning grades/marks

guiding activities for specific

learners (the slow, average,
fast)

1.2 Guidance Uses of Tests

assisting learners to set

educational and vocational
goals

improving teacher, counselor

and parents understanding of
children with problems

preparing information data to

guide conferences with parents
about their children

Determining interests in types

of occupations not previously

considered or known by the

pupils
predicting success in future
educational endeavor

1.3 Administrative Uses of Tests

determining emphasis to be
given to the different learning
areas in the curriculum

measuring the school progress

from year to year

determining how well student

are attaining worthwhile
educational goals

determining appropriates of the

school curriculum for students

of different levels of ability

developing adequate basis for
pupil promotion or retention

2. Format of Test
2.1 Standardized Tests tests
that have been carefully
constructed by experts in the
light of accepted objectives
KINDS
1. Ability Tests combine verbal
and numerical ability,
reasoning

and computations. Ex. OLSAT Otis

Lemon Standardized Ability Test
2. Aptitude Tests test which
measure potential in a specific field
or area, predict the degree to which
an individual will succeed in any
given area such as art, music,
mechanical task or academic
studies. Ex. DAT Differential
Aptitude Test

and computations. Ex. OLSAT Otis

Lemon Standardized Ability Test
2. Aptitude Tests test which
measure potential in a specific field
or area, predict the degree to which
an individual will succeed in any
given area such as art, music,
mechanical task or academic
studies. Ex. DAT Differential
Aptitude Test

3. Achievement Tests test

which measure the students
accomplishment or what has
been taught and learned in
school.
Ex. Stanford Achievement
Test in Reading for
elementary grade.

4. Intelligence Tests
measures the
intelligence quotient
(I.Q.) of an individual
Ex. Stanford-Binet
Intelligence Test

5. Diagnostic Tests
identifies the
weaknesses of an
individuals
achievement in any
given field and which
serves as basis to

2.2 Teacher-Made
Tests tests which
measure and
appraise student
progress in terms of
specific classroom
objectives.

2.2.1
Classification
of TeacherMade Tests

2.2.1.1
Objective Test
Short-Answer
Completion

2.2.1.1
Objective Test
Short-Answer
Completion

2.2.1.2 Selective Test

True-False or Alternative
Response Test each test
item is a declarative
statement that the
examinee is asked to mark
true or false, right or
wrong, yes or no and the
like

Matching Type consist

of two parallel columns
with each word or number
or symbol in one column
being matched to a word,
sentence, or phrase in the
other column

Multiple Choice Type

each item consists of a
problem and a list of
options or alternative or
choices. The correct
option is called answer
and the remaining options
are called distracters.

2.2.1.2 Essay Test

Restricted Essay
Non-Restricted
Essay

3.
Language
Mode Test

3.1 Verbal Test ordinary

paper and pencil tests
which require the use of
word as response to items
administered to students
who have adequate
vocabulary and reading
skills.

3.2 Non-Verbal Tests

tests that do not
necessarily require the
use of words,
administered to learners
whose reading skills and
vocabulary are
inadequate.

OTHER
CLASSIFICATIO
N OF TESTS

1. Educational
Tests primary
function is the
measurement
results/effects of
instruction

2. Psychological
Tests - test which
measure the intangible
aspects of behavior
such as attitude,
interests, intelligence,
aptitude and

3. Mastery Test achievement test which

measure the degree to
which a pupil has
mastered certain
instructional objectives
or specific learning
outcomes

4. Speed Tests test which measure

the number of
items a pupil can
complete at a
given time

5. Power Tests measure the pupils

ability to answer
more and more
difficult item within
a given field

6. CriterionReferenced Tests described what a pupil

can do without
reference to the
performance of others.
Ex. Stelled 60

7. Norm-Referenced
Tests - determine
how a pupils
performance compares
with that of others.
Ex. Spelled better than
75% of the class