Assessment – refers to the
process of gathering, describing or quantifying information about the student
performance. It includes paper and pencil test, extended responses (example
essays) and performance assessment are usually referred to as ―authentic
assessment‖ task (example
presentation of research work)
Measurement – is a process of
obtaining a numerical description of the degree to which an individual
possesses a particular characteristic. Measurements answers the questions ―how
much?
Evaluation - it refers to the
process of examining the performance of student. It also determines whether or
not the student has met the lesson instructional objectives.
Test – is an instrument or systematic
procedures designed to measure the quality, ability, skill or knowledge of
students by giving a set of question in a uniform manner. Since test is a form
of assessment, tests also answer the question ―how does individual student
perform?
Testing is the method used to measure the
level of achievement or performance of the learner. It also refers to the
administration, scoring and interpretation of an instrument (procedure)
designed to elicit information about performance in a simple of a particular
area of behavior.
Types of Measurement
There are two ways of interpreting the student performance in relation
to classroom instruction.
Norm-reference test is a test 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 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.
Criterion- referenced test is a test 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 standard for acceptable achievement. The performance of
the other examinees are irrelevant. A student‘s score is usually expressed as a
percentage and student achievement is reported for individual skills,
Common Characteristics of Norm-Referenced Test and Criterion-Referenced
Tests
1.
Both require
specification of the achievement domain to be measured
2.
Both require a
relevant and representative sample of test items
3.
Both use the same
types of test items
4.
Both used the same
rules for item writing (except for item difficulty)
5.
Both are judge with
the same qualities of goodness (validity and reliability)
6.
Both are useful in
educational assessment
Differences between Norm-Referenced Tests and Criterion Referenced Tests
TYPES OF ASSESSMENT
There are four type of assessment in terms of their functional role in
relation to classroom instruction. These are the placement assessment,
diagnostic assessment, formative assessment and summative assessment.
A. Placement Assessment is concerned with the entry performance of student, the purpose of
placement evaluation is to determine the prerequisite skills, degree of mastery
of the course objectives and the best mode of learning.
B. Diagnostic Assessment is a type of assessment given before instruction. It aims to identify
the strengths and weaknesses of the students regarding the topics to be
discussed. The purpose of diagnostic assessment:
·
To determine the
level of competence of the students
·
To identify the
students who have already knowledge about the lesson;
·
To determine the
causes of learning problems and formulate a plane for remedial action.
C. Formative Assessment is a type of assessment used to monitor the learning progress of the
students during or after instruction. Purpose of formative assessment:
·
To provide feedback
immediately to both student and teacher regarding the success and failure of
learning.
·
To identify the
learning errors that is need of correction
·
To provide
information to the teacher for modifying instruction and used for improving
learning and instruction
D. Summative Assessment is a type of assessment usually given at the end of a course or unit.
Purpose of summative assessment:
·
To determine the
extent to which the instructional objectives have been met;
·
To certify student
mastery of the intended outcome and used for assigning grades;
·
To provide
information for judging appropriateness of the instructional objectives
·
To determine the
effectiveness of instruction
MODE OF ASSESSMENT
A. Traditional Assessment
1.
Assessment in which
students typically select an answer or recall information to complete the
assessment. Test may be standardized or teacher made test, these tests may be
multiple-choice, fill-in-the-blanks, true-false, matching type.
2.
Indirect measures of
assessment since the test items are designed to represent competence by
extracting knowledge and skills from their real life context.
3.
Items on standardized
instrument tendstotest only the domain of knowledge and skill to avoid
ambiguity to the test takers.
4.
One-time measures to
rely on a single correct answer to each item. There is a limited potential for
traditional test to measure higher order thinking skills.
B. Performance assessment
1.
Assessment in which
students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills
2.
Direct measures of
students performance because task are design to incorporate contexts, problems,
and solutions strategies that students would use in real life.
3.
Designed
ill-structured challenges since the goal is to help students prepare forthe
complex ambiguities in life.
4.
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.
5.
Involve long-range
projects, exhibits, and performances are linked to the curriculum
6.
Teacher is an
important collaborator in creating tasks, as well as in developing guidelines
for scoring and interpretation
C. Portfolio Assessment
1. Portfolio is a collection of
student‘s work specifically to tell a particular story about the student.
2. A portfolio is not a pie of
student work that accumulates over a semester or year
3. A portfolio contains a
purposefully selected subset of student work
4. It measures the growth and
development of students.