TRADITIONAL ASSESSMENT

Myrrha F. Taganas,RN
TRADITIONAL assessment

• a process of gathering evidence of what a student can do, and

provides feedback on a student's learning to encourage
further development.

• conventional method of testing which usually produces a

written document such as quiz, exam

• refers to standardized testing that uses questions with a

limited number of answer choices.
Purposes
• frequently used to:

evaluate students;
rank them, and
assign a final grade.
Characteristics

– Provides the teacher a snapshot of what the

students know

– Measure students knowledge of the content.

– Requires students to demonstrate knowledge

by selecting a response/giving correct
answers;
– Students are asked to choose an answer from a set of
questions (True or False; multiple choice) to test knowledge
of what has been taught

– Provide indirect evidence of learning

– Require students to practice cognitive ability to recall,

recognize, reconstruct body of knowledge that has
been taught
 Advantages:

1. Helpful for gauging students' progress

2. Reveal how well students can recall, organize, and clearly

communicate previously learned information.

3. Objective, reliable and valid

4. Easy to score; Teachers can evaluate students more quickly and

easily.

5. Requires less time and easier to prepare; easy to administer

 Disadvantages:

1. Reveals and strengthens only the students’ low level

cognitive skills

2. Students answer questions one by one without the

need to apply long-term critical reasoning skills

3. Students also lack chances to demonstrate their

reasoning skills despite a lack of knowledge about a
question's specific subject matter
4. Involves students working alone; promotes
competitiveness

5. Invokes feelings of anxiety detrimental to learning

6. Time is fixed and limited; students are time-

pressured to finish the test.
• Types
– Objective test items
– Essay test items
Objective test items
• is used because the answers for these
types of test items are either right or
wrong and require no interpretation or
judgment on the part of the scorer
Major Categories:

• Supply type test items

– Short answer test items
– Completion test items
• Selection Type test items
– True – false or alternative response
– Matching
– Multiple choice
 Supply type or Subjective type
test items
• Requires students to create and supply
their own answers or perform a certain
task to show mastery of knowledge or
skills.
– Types: short answer test; completion
test
• Supply type test items

• Advantages

• It covers a broad range of topics in a short span of time

• It is easier to prepare and less time consuming
• It can effectively assess the lower level of bloom’s
taxonomy
• It reduces the possibility of guessing the correct answer
• Disadvantages

• Only appropriate for questions that can be

answered with short responses.
• There is a difficulty in scoring when questions are
not prepared properly and clearly
• It can assess only knowledge, comprehension, and
application, and to a limited extent analysis and
evaluation of bloom’s taxonomy of cognitive
domain
• Completion type

- “items are written either as a direct

question requiring the learner fill in a word
or phrase or as statements in which a space
has been left blank for a brief written
answer” (Simonson et al., 2000, p. 270).
• an alternative form of assessment because the examinee
needs to supply or create the appropriate word(s), symbol(s),
or number(s) to answer the questions or complete a
statement rather than selecting the answer from the given
options.

• Two ways:
- question form or complete the statement form
• Short-answer questions are open-ended
questions that require students to create an
answer.
Advantages:

• Easy to construct, measure simple outcome

• Useful in interpreting diagrams, charts, graphs

• provide students with more flexibility to explain

their understanding and demonstrate creativity
Limitations:

• It is more subjective than objective type of

items

• May encourage student to memorize facts

• Mechanical scoring is not possible

Guidelines in constructing completion type or short
answer test
 theitem should require a single word answer or brief
and definite statement

Be sure that the language used in the statement is

precise and accurate in relation to the subject matter
being tested

Be sure to omit only key words

Guidelines in constructing completion type or short
answer test

Use direct question rather than incomplete statement

Be sure to indicate the units in which to be expressed

when the statement requires numerical answer

Do not leave the blank at the beginning or within the

statement. It should be at the end of the statement
References:

• Kwako. A brief summary of traditional and alternative assessment.

Retrieved from www.stat.wisc.edu/~nordheim/Kwako_assessment4.doc

• https://prezi.com/8utnx81w5ojt/traditional-assessment-vs-authentic-
assessment/

• https://abdao.wordpress.com/2015/07/18/traditional-vs-authentic-
assessment/

• https://www.slideshare.net/nhisatot11/types-of-test-28772551
• https://bizfluent.com/info-8475094-advantages-disadvantages-
traditional-assessment.html
• https://www.slideshare.net/JessaArio/completiontestppt