ASSESSMENT

• An act or process of collecting and

interpreting information about learning.
• A systematic process of gathering,
interpreting and using this information
about learning.
• Refers to the different ways that
teachers used to gather information in
the classroom.
PURPOSES OF ASSESSMENT
1. To provide feedback to students
2. To diagnose for instruction
3. To provide information to teachers
4. To monitor progress
Test
• A formal and systematic instrument designed to assess
the quality, ability, skill or knowledge of the students by
giving a set of questions in uniform manner.
• One of the many types of assessment procedure used to
measure the level of performance
Measurement
• A process of quantifying or assigning
numbers to the individual’s
intelligence, personality, attitudes, and
values and achievement of the
students.
Evaluation
• Refers to process of judging the
quality of what is good and what is
desirable.
TYPES OF ASSESSMENT PROCEDURES
(As adapted and modified by Groundlund, Linn, and Miller)

Classification Type of Function Of Example of

Assessment Assessment Instruments
Nature of Maximum It is used to Aptitude tests,
Assessment Performance determine what achievement
individuals can tests
do when
performing at
their best.
Typical It is used to Attitude,
Performance determine what interest, and
individuals will personality
do under natural inventories;
conditions will observational
do under natural techniques;
conditions. peer appraisal
Classification Type of Function of Example of
Assessment Assessment Instruments
Fixed-choice An assessment Standard and
test used to multiple-choice
measure test
knowledge and
skills effectively
and efficiently.
Form of Complex- An assessment Hands-on
Assessment performance procedure used laboratory
assessment to measure the experiment,
performance of projects,
the learner in essays, oral
contexts and on presentation.
problems valued
in their own
right.
Classification Type of Function of Example of
Assessment Assessment Instruments
Placement An assessment Readiness tests,
procedure used to aptitude tests,
determine the pretests on
learner’s course objectives,
prerequisite skills, self-report
degree of mastery inventories,
of the course observational
goals, and/or best techniques.
modes of
Use in Classroom learning.
Instruction Formative An assessment Teacher-made
procedure used to tests, custom-
determine the made tests from
learner’s learning textbook
progress, publishers,
provides feedback observational
to reinforce techniques
learning, and
corrects learning
errors.
Classification Type of Function of Example of
Assessment Assessment Instruments
Diagnostic An assessment Published
procedure used to diagnostic tests,
determine the teacher-made
causes of diagnostic tests,
learner’s observational
persistent learning techniques
difficulties such as
intellectual,
physical,
emotional and
Use in Classroom environmental
Instruction difficulties.
Summative An assessment Teacher-made
procedure used to survey tests,
determine the performance
end-of-course rating scales.
achievement for Product scales
assigning grades
or certifying
mastery of
objectives
Classification Type of Function of Example of
Assessment Assessment Instruments
Criterion- It is used to Teacher-made
referenced describe student tests, custom-
performance made tests from
according to a textbook
specified domain publishers
of clearly defined
learning tasks.
Methods of
Interpreting Norm-referenced It is used to Standardized
Results describe student’s aptitude and
performance achievement
according to tests, teacher-
relative position in made survey
some known tests, interest
group. inventories,
adjustment
inventories
Other Types of Tests
1. Standardized tests and non-standardized
2. Objective tests and Subjective tests
3. Supply tests and Fixed-response tests
4. Individual tests and Group Tests
5. Mastery Test and Survey Test
6. Speed test and Power test
MODES OF ASSESSMENT
1. Traditional Assessment
2. Alternative Assessment
3. Performance-based Assessment
4. Portfolio Assessment
Guidelines for Effective Student Assessment
1. Effective assessment requires a clear concept of all
intended learning outcomes.
2. Effective assessment requires that a variety of
assessment procedures should be used.
3. Effective assessment requires that the instructional
relevance of the procedure should be considered.
4. Effective assessment requires an adequate sample of
student performance.
5. Effective assessment requires that the
procedures must be fair to everyone.
6. Effective assessment requires specifications of
criteria for judging successful performance.
7. Effective assessment requires feedback to
students emphasizing strengths of
performance and weakness to be corrected.
8. Effective assessment must be supported by
comprehensive grading and reporting system.