DEFINITION OF TERMS Process of gathering, describing or quantifying information about student performance. May include paper and pencil test, extended responses and performance assessment are usually referred to as “authentic assessment” tasks
MEASUREMENT A process of
obtaining a numerical description of the degree to which an individual
possesses a particular characteristic. It answers the question “How much?”
EVALUATION Process of
examining the performance of student. It also determines whether or not the
students has met the lesson instructional objectives.
TEST Instrument or systematic procedure designed to measure the quality, ability, skill or knowledge of students by giving a set of questions in a uniform manner. It answers the question “How does an individual student perform?”
TESTING Method used to measure the level of achievement or performance of the learners. It also refers to the administration, scoring and interpretation of an instrument designed to elicit information about performance in a sample of a particular area of behavior.
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NORM REFERENCED |
CRITERION REFERENCED |
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Designed to measure the performance of a student
compared with other students. ·
Each individual is compared with other examinees and
assigned a score, usually expressed as a percentile, a grade equivalent score
or a stanine. The achievement of student is reported for broad skill areas,
although some norm-referenced tests do report student achievement for
individual. ·
The purpose is to rank each student with respect to
the achievement of others in broad areas of knowledge and to discriminate
high and low achievers. |
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Designed to measure the performance of students with
respect to some particular criterion or standard. ·
Each individual is compared with a pre-determined
set of standards for acceptable achievement. The performance of the other
examinees is irrelevant. A student’s score is usually expressed as a
percentage and student achievement is reported for individual skills. ·
The purpose is to determine whether each student has
achieved specific skills or concepts and to find out how much students know before
instruction begins and after it has finished. ·
AKA Objective-referenced, domain-referenced, content
referenced and universe referenced |
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DIFFERENCES |
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Typically covers a large domain of
learning tasks, with just a few items measuring each specific task. |
Typically focus on a delimited domain of
learning tasks, with a relative large number of items measuring each specific
task |
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Emphasize discrimination among
individuals in terms of relative of level of learning |
Emphasize what individuals can and
cannot perform |
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Favor items of large difficulty and
typically omits very easy and very hard items |
Match item difficulty to learning tasks,
without altering item difficulty or omitting easy or hard items |
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Interpretation requires a clearly
defined group |
Interpretation requires a clearly
defined and delimited achievement domain |
TYPES OF ASSESSMENT
Placement Assessment
·
Concerned
with the entry performance of student.
· Purpose is to determine the prerequisite skills, degree of mastery of the course objectives and the best mode of learning.
Diagnostic Assessment
·
Type
of assessment given before instruction.
·
Aims
to identify the strengths and weaknesses of the students regarding the topics
to be discussed.
· Purposes:
1.
Determine
level of competence of the students
2.
Identify
students who already have knowledge about the lesson
3.
Determine
the causes of learning problems to formulate a plan for remedial action.
Formative Assessment
·
Used
to monitor the learning progress of the students during or after instruction.
· Purposes:
1.
Provide
feedback immediately to both student and teacher regarding the success and
failures of learning.
2.
Identify
the learning errors that is in need of correction
3. Provide information to the teacher for modifying instruction to improve learning.
Summative Assessment
·
Usually
given at the end of a course or unit.
·
Purposes:
1.
Determine
the extent to which the instructional objectives have been met
2.
Certify
student mastery of the intended outcome and used for assigning grades
3.
Provide
information for judging appropriateness of the instructional objectives
4.
Determine
the effectiveness of instruction.
MODES OF ASSESSMENT
Traditional Assessment
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Assessment
in which students typically select answer or recall information to complete the
assessment. Tests may be standardized for teacher-made, and these tests may be
multiple choice, fill in the blanks, matching type.
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Indirect
measures of assessment since the test items are designed to represent
competence by extracting knowledge and skills from their real-life context.
·
Items
on standardized instrument tend to test only the domain of knowledge and skill
to avoid ambiguity to the test takers.
·
One-time
measures are used to rely on a single correct answer to each item. There is a
limited potential for traditional test to measure higher order thinking skills.
Performance Assessment
·
Assessment
in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills
·
Direct
measures of student performance because tasks are designed to incorporate
contexts, problems, and solution strategies that students will use in real life.
·
Designed
ill-structured challenges since the goal is to help students prepare for the
complex ambiguities in life.
·
Focus
on processes and rationales. There is no single correct answer; instead,
students are led to craft polished, thorough and justifiable responses,
performances and products.
·
Involve
long-range projects, exhibits and performances are linked to the curriculum
·
The
teacher is an important collaborator in creating tasks, as well as in
developing guidelines for scoring and interpretation.
Portfolio Assessment
·
A
collection of student’s works, specifically selected to tell a particular story
about the student.
·
A
portfolio is not a pile of student work that accumulates over a semester or
year.
·
A
portfolio contains a purposefully selected subset of student work.
· It measures the growth and development of students
FACTORS TO CONSIDER: GOOD TEST ITEM
VALIDITY
RELIABILITY
ADMINISTRABILITY
SCORABILITY
Degree to which the test measures what it intends to measure. It is the usefulness of the test for a given purpose. A valid test is always reliable
Consistency of scores obtained by the same person when retested using the same instrument or one that is parallel to it.
uniformly to all students so that the scores obtained will not vary due to factors other than differences of the student’s knowledge and skills.There should be a clear provision for instruction for the students, proctors and the scorer.
Directions for scoring should be clear. The test developer should provide the answer sheet and the answer key.
APPROPRIATENESS
ADEQUACY
FAIRNESS
OBJECTIVITY
test items should require the same performance of the student as specified in the learning objectives
representative of the total performance in the areas measured.
Mandates that the test should not be biased to the examinees. It should not be offensive to any examinee subgroups. A test can only be good if it is also fair to all test takers.
administrators concerning the score of a student. If the two raters who assess the same student on the same test cannot agree on the score, the test lacks objectivity, and the score of neither the judge is valid, thus, lack of objectivity reduces test validity in the same way that the lack of reliability influences validity.