ASSESSMENT LEARNING 1 ❖ OBJECTIVE TEST VERSUS SUBJECTIVE TEST

✓ OBJECTIVE TEST IS A TYPE OF TEST IN WHICH

❖ SYSTEMATIC – PROCESS
TWO OR MORE EVALUATORS GIVE AN EXAMINEE
o COLLECTION
THE SAME SCORE.
o ANALYSS
✓ SUBJECTIVE TEST IS A TYPE OF TEST IN WHICH
o INTERPRETATION
THE SCORES ARE INFLUENCED BY THE
TEST- TOOL/INSTRUMENT JUDGMENT OF THE EVALUATORS, MEANING
THERE IS NO ONE CORRECT ANSWER.
MEASUREMENT- QUALIFYING ❖ SUPPLY TEST VERSUS FIXED-RESPONSE TEST
EVALUTION- MAKING A VALUE JUDGEMENT ✓ SUPPLY TEST IS A TYPE OF TEST THAT REQUIRES
THE EXAMINEES TO SUPPLY AN ANSWER, SUCH
❖ TYPES OF ASSESSMENT AS AN ESSAY TEST ITEM OR COMPLETION OR
• NORM REFERENCES TEST SHORT ANSWER TEST ITEM.
o COMPARING ✓ FIXED-RESPONSE TEST IS A TYPE OF TEST THAT
o TO COMPARE AN INDIVIDUAL'S REQUIRES THE EXAMINEES TO SELECT AN
PERFORMANCE TO THAT OF A GROUP ANSWER FROM A GIVEN OPTION SUCH AS
o EXAMPLES: SAT AND ACT, IQ TESTS, GRE MULTIPLE-CHOICE TEST, MATCHING TYPE OF
(GRADUATE RECORD EXAMINATION) TEST, OR TRUE/FALSE TEST.
• CRITERION REFERENCE TEST
o CRIERA- ANALYTIC/ RBRC ❖ INDIVIDUAL TEST VERSUS GROUP TEST
o ACHIEVE THE SKILL ✓ INDIVIDUAL TEST IS A TYPE OF TEST
o SCORE WAS BASED ON PERCENTAGE ADMINISTERED TO STUDENT ON A ONE-ON-ONE
o EXAMPLES: DRIVER’S LICENSE TESTS, BASIS USING ORAL QUESTIONING.
CERTIFICATION EXAMS ✓ GROUP TEST IS A TYPE OF TEST ADMINISTERED
• DIAGNOSTIC ROLE TO A GROUP OF INDIVIDUALS OR GROUP OF
o TO IDENTIFY STRENGTHS, WEAKNESSES, STUDENTS.
AND AREAS OF NEED IN INDIVIDUALS OR
GROUPS. ❖ MASTERY TEST VERSUS SURVEY TEST
o EXAMPLES: PRE-TESTS, SKILLS INVENTORIES ✓ MASTERY TEST IS A TYPE OF ACHIEVEMENT TEST
• FORMATIVE ASSESSMENT THAT MEASURES THE DEGREE OF MASTERY OF A
o HELPS GUIDE INSTRUCTION AND SUPPORTS LIMITED SET OF LEARNING OUTCOMES USING
CONTINUOUS IMPROVEMENT BY OFFERING CRITERION-REFERENCE TO INTERPRET THE
REGULAR FEEDBACK TO STUDENTS AND RESULT.
TEACHERS. ✓ SURVEY TEST IS A TYPE OF TEST THAT MEASURES
o EXAMPLES: QUIZZES AND POLLS, STUDENTS' GENERAL ACHIEVEMENT OVER A
CLASSROOM DISCUSSIONS, OBSERVATIONS BROAD RANGE OF LEARNING OUTCOMES USING
• SUMMATIVE ASSESSMENT NORM-REFERENCE TO INTERPRET THE RESULT.
o TO EVALUATE AND SUMMARIZE LEARNING
AT THE END OF AN INSTRUCTIONAL PERIOD. ❖ SPEED TEST VERSUS POWER TEST
o EXAMPLES: FINAL EXAMS, END-OF-TERM ✓ SPEED TEST IS DESIGNED TO MEASURE NUMBER
PROJECTS, STANDARDIZED TESTS OF ITEMS AN INDIVIDUAL CAN COMPLETE OVER
A CERTAIN PERIOD OF TIME.
❖ OTHER TYPES OF TEST ✓ POWER TEST IS DESIGNED TO MEASURE THE
LEVEL OF PERFORMANCE RATHER THAN SPEED
OTHER TYPES OF DESCRIPTIVE TERMS USED TO DESCRIBE
OF RESPONSE. IT CONTAINS TEST ITEMS THAT
TESTS IN CONTRASTING TYPES SUCH AS THE NON-
ARE ARRANGED ACCORDING TO IN- CREASING
STANDARDIZED VERSUS STANDARDIZED TESTS;
DEGREE OF DIFFICULTY.
OBJECTIVE VERSUS SUBJECTIVE TESTS; SUPPLY VERSUS
FIXED-RESPONSE TESTS; INDIVIDUAL VERSUS GROUP
❖ MODES OF ASSESSMENT
TESTS; MASTERY VERSUS SUR- VEY TESTS; SPEED VERSUS
POWER TESTS. THERE ARE DIFFERENT TYPES OR MODES OF
ASSESSMENT USED BY A CLASSROOM TEACHER TO
❖ NON-STANDARDIZED TEST VERSUS STANDARDIZED
ASSESS THE LEARNING PROGRESS OF THE STUDENTS.
TEST
THESE ARE TRADITIONAL ASSESSMENT, ALTERNATIVE
✓ NON-STANDARDIZED TEST IS A TYPE OF TEST
ASSESSMENT, PERFORMANCE-BASED ASSESSMENT, AND
DEVELOPED BY THE CLASSROOM TEACHERS.
PORTFOLIO ASSESSMENT.
✓ STANDARDIZED TEST IS A TYPE OF TEST
DEVELOPED BY TEST SPECIALISTS. IT IS ✓ TRADITIONAL ASSESSMENT IT IS A TYPE OF
ADMINISTERED, SCORED AND INTERPRETED ASSESSMENT IN WHICH THE STUDENTS CHOOSE
USING A CERTAIN STANDARD CONDITION. THEIR ANSWER FROM A GIVEN LIST OF CHOICES.
 ✓ EXAMPLES OF THIS TYPE OF ASSESSMENT ARE
MULTIPLE-CHOICE TEST, STANDARD TRUE/FALSE
❖ PORTFOLIO ASSESSMENT
TEST, MATCHING TYPE TEST, AND FILL-IN-THE-
PORTFOLIO ASSESSMENT IS THE SYSTEMATIC,
BLANK TEST. IN TRADITIONAL ASSESSMENT,
LONGITUDINAL COLLECTION OF STUDENT WORK
STUDENTS ARE EXPECTED TO RECOGNIZE THAT
CREATED IN RESPONSE TO SPECIFIC, KNOWN
THERE IS ONLY ONE CORRECT OR BEST ANSWER
INSTRUCTIONAL OBJECTIVES AND EVALUATED IN
FOR THE QUESTION ASKED.
RELATION TO THE SAME CRITERIA (FERENZ, K., 2001).
✓ ALTERNATIVE ASSESSMENT AN ASSESSMENT IN
PORTFOLIO IS A PURPOSEFUL COLLECTION OF
WHICH STUDENTS CREATE AN ORIGINAL
STUDENT WORK THAT EXHIBITS THE STUDENT'S
RESPONSE TO ANSWER A CERTAIN QUESTION.
EFFORTS, PROGRESS AND ACHIEVEMENTS IN ONE
STUDENTS RESPOND TO A QUESTION USING
OR MORE AREAS OVER A PERIOD OF TIME. IT
THEIR OWN IDEAS, IN THEIR OWN WORDS.
MEASURES THE GROWTH AND DEVELOPMENT OF
✓ EXAMPLES OF ALTERNATIVE ASSESSMENT ARE
STUDENTS. FURTHER DETAILS ABOUT PORTFOLIO
SHORT-ANSWER QUESTIONS, ESSAYS, ORAL
ASSESSMENT WILL BE DISCUSSED IN CHAPTER 7.
PRESENTATIONS, EXHIBITIONS,
DEMONSTRATIONS, PERFORMANCE
❖ GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT
ASSESSMENT, AND PORTFOLIOS. OTHER
IMPROVEMENT OF STUDENT LEARNING IS THE
ACTIVITIES INCLUDED IN THIS TYPE ARE TEACHER
MAIN PURPOSE OF CLASSROOM ASSESSMENT. THIS
OBSERVATION AND STUDENT SELF-ASSESSMENT.
CAN BE DONE IF ASSESSMENT IS INTEGRATED WITH
GOOD INSTRUCTION AND IS GUIDED BY CERTAIN
❖ COMPONENTS OF ALTERNATIVE ASSESSMENT
PRINCIPLES. GRONLUND (1998) PROVIDED THE
a) ASSESSMENT IS BASED ON AUTHENTIC
GENERAL GUIDELINES FOR USING STUDENT
TASKS THAT DEMONSTRATE STUDENTS'
ASSESSMENT EFFECTIVELY.
ABILITY TO ACCOMPLISH COMMUNICATION
GOALS.
1. EFFECTIVE ASSESSMENT REQUIRES A CLEAR
b) THE TEACHER AND STUDENTS FOCUS ON
CONCEPT OF ALL INTENDED LEARNING OUT-
COMMUNICATION, NOT ON RIGHT AND
COMES.
WRONG ANSWERS.
2. EFFECTIVE ASSESSMENT REQUIRES THAT A
c) STUDENTS HELP THE TEACHER TO SET THE
VARIETY OF ASSESSMENT PROCEDURES SHOULD
CRITERIA FOR SUCCESSFUL COMPLETION OF
BE USED.
COMMUNICATION TASKS.
3. EFFECTIVE ASSESSMENT REQUIRES THAT THE
d) STUDENTS HAVE OPPORTUNITIES TO ASSESS
INSTRUCTIONAL RELEVANCE OF THE
THEMSELVES AND THEIR PEERS.
PROCEDURE SHOULD BE CONSIDERED.
4. EFFECTIVE ASSESSMENT REQUIRES AN
❖ PERFORMANCE-BASED ASSESSMENT
ADEQUATE SAMPLE OF STUDENT
PERFORMANCE ASSESSMENT (MUELLER, 2010) IS PERFORMANCE.
AN ASSESSMENT IN WHICH STUDENTS ARE ASKED TO 5. EFFECTIVE ASSESSMENT REQUIRES THAT THE
PERFORM REAL-WORLD TASKS THAT DEMONSTRATE PROCEDURES MUST BE FAIR TO EVERYONE.
MEANINGFUL APPLICATION OF ESSENTIAL KNOWLEDGE 6. EFFECTIVE ASSESSMENT REQUIRES
AND SKILLS. SPECIFICATIONS OF CRITERIA FOR JUDGING
SUCCESSFUL PERFORMANCE.
IT IS A DIRECT MEASURE OF STUDENT
7. EFFECTIVE PERFORMANCE REQUIRES FEEDBACK
PERFORMANCE BECAUSE THE TASKS ARE DESIGNED TO
TO STUDENTS EMPHASIZING STRENGTHS OF
INCORPORATE CONTEXT, PROBLEMS AND SOLUTION
PERFORMANCE AND WEAKNESSES TO BE
STRATEGIES THAT STUDENTS WOULD USE IN REAL LIFE.
CORRECTED.
IT FOCUS ON PROCESSES AND RATIONALES.
8. EFFECTIVE ASSESSMENT MUST BE SUPPORTED
THERE IS NO SINGLE CORRECT ANSWER; INSTEAD BY COMPREHENSIVE GRADING AND RE-
STUDENTS ARE LED TO CRAFT POLISHED, THOROUGH PORTING SYSTEM.
AND JUSTIFIABLE RESPONSES, PERFORMANCES AND
PRODUCTS. IT ALSO INVOLVED LONG-RANGE PROJECTS,
EXHIBITS, AND PERFORMANCES THAT ARE LINKED TO
THE CURRICULUM.

IN THIS KIND OF ASSESSMENT, THE TEACHER IS AN

IMPORTANT COLLABORATOR IN CREATING TASKS, AS
WELL AS IN DEVELOPING GUIDELINES FOR SCORING AND
INTERPRETATION. DETAILS REGARDING PERFORMANCE-
BASED ASSESSMENT WILL BE DISCUSSED IN CHAPTER 7.