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Assessment refers to the process of gathering,
describing or quantifying information about student performance.
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Measurement refers to the quantitative aspect of
evaluation. It involves outcomes that can be quantified statistically.
·
Evaluation is the qualitative aspect of
determining the outcomes of learning. It involves value judgement.
·
Test consists of questions or exercises or
other devices for measuring the outcomes of learning.
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Objective tests are tests which have definite answers and
therefore are not subject to personal bias.
·
Teacher-made tests or educational tests are constructed
by the teachers based on the contents of different subject taught.
·
Diagnostic tests are used to measure a student's
strengths and weaknesses, usually to identify deficiencies in skills or
performance.
·
Formative testing is done to monitor
student's attainment of the instructional objectives.
·
Summative testing is done at the conclusion
of instruction and measures the extent to which students have attained the
desired outcomes.
·
Standardized tests are already valid, reliable
and objective. Standardized tests are tests for which contents have been
selected and for which norms or standards have been established.
· Norm-Referenced
Test
is designed to measure the performance of a student compared with other
students.
·
The
purpose of norm-referenced test 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.
· The purpose of
criterion-referenced test 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 I has finished.
·
Validity is the degree to which the test measures
what it intends to measure.
·
A
valid test is always reliable.
·
Reliability refers to the consistency of scores
obtained by the same person when retested using the same instrument or one that
is parallel to it.
·
Administrability requires that the test should be
administered 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.
·
Storability states that the test should be easy to
score. Directions for scoring should be clear.
·
Appropriateness mandates that the test items that the
teacher construct must assess the exact performances called for in the learning
objectives.
·
Adequacy states that the test should contain a
wide sampling of items to determine the educational outcomes or abilities so
that the resulting scores are representative of the total performance in the
areas measured.
·
Fairness mandates that the test should not be
biased to the examinees.
·
Objectivity represents the agreement of two or more
raters or a test administrator concerning the score of a student.
·
Nominal scales classify objects or events by assigning
numbers to them.
·
Ordinal scales classify and assign rank order.
·
Interval scales contains the nominal and ordinal
properties and is also characterized by equal units between score points.
·
In
ratio scales, the zero point is arbitrary.
·
The
table of specifications is a device describing test items of the content
and the process dimensions, which is, what a student is expected to know and
what he or she is expected to do with that knowledge.
·
Item analysis refers to the process of examining the
student's response to each item in the test.
·
Difficulty index (DF) refers to the
proportion of the number of students in the upper and lower groups who answered
an item correctly.
·
Discrimination index is the difference between the
proportion of high-performing students who got the item right and the
proportion of low-performing students who got an item right.
·
A frequency distribution is merely a
listing of the possible score values and the number of persons who achieved
each score.
·
Measures of Central Tendency are useful for
summarizing average performance.
·
The
mean of a set of scores is the arithmetic average.
·
The
median is the point that divides the distribution in half; that is, half
of the scores fall above the median and half of the scores fall below the
median.
·
The mode is the most frequently
occurring score in the distribution.
·
The
Measures of Variability indicate how spread out the scores tend
to be.
·
The
range indicates the difference between the highest and lowest scores in
the distribution.
·
The
variance measures how widely the scores in the distribution are spread
about the mean.
·
The
standard deviation indicates how spread out the scores are, but it is
expressed in the same units as the original scores.
·
The
percentile rank of a score is the percentage of the scores in the
frequency distribution which are lower.
·
Normal curve is a symmetrical bell-shaped curve,
whose end tails are continuous and asymptotic.
· Positively skewed when the curve is
skewed to the right. Most of the scores of the students are very low.
· Negatively skewed when a
distribution is skewed to the left. Most of the students got a very
high score.
·
Rubrics is a scoring scale and instructional tool
to assess the performance of student using a task-specific set of criteria.
·
Portfolio assessment is the systematic, longitudinal
collection of student work created in response to specific, known as
instructional objectives and evaluated in relation to the same criteria.