Name: Jerbie R.
Bahunsua
Course-Year Section: BEED III-B
Instructor: Mr. Lymar Amoc
Activity No. 4
DEVELOP
1. Why are different kinds of assessment classified?
Answer: There are different kinds of assessment because it helps educators
effectively plan, develop, and choose the most suitable type of assessment.
Educators need to understand the characteristics of various assessment types
based on their purpose, function, and the type of information required about
learners. It allows better analysis and evaluation of a student's learning
progress and it also helps in organizing and selecting the most appropriate
assessment for specific educational goals.
2. How does the knowledge of the classifications of assessment help
improve teaching?
Answer: It helps when assessment activities are aligned with teaching
activities and content standards, they become a valuable resource for teachers.
This alignment allows teachers to inform students about the concepts and skills
they need to focus on. Teachers can use assessment results to help students
recognize what they have already mastered and what areas require further
attention. This understanding helps in discussing and planning for future
learning progress and next steps.
3. How does the knowledge of the classifications of assessment help
improve learning?
Answer: It enables students to show their skills and knowledge, providing
insight into how well they are achieving educational goals and standards.
Knowledge of the classifications of assessment helps by letting the students
demonstrate their learning, provide feedback on the errors they've been
making, and help provide opportunities to better their performance with each
assessment.
4. Which classification of assessment is commonly used in the
classroom setting and why?
Answer: The most frequently utilized type of assessment is educational
assessment, as it is implemented in school environments to monitor student
progress and evaluate their performance. In addition, educational assessments
take place during instruction when teachers pause at various points in the
lesson to ask students questions, assign exercises, short essays, board work,
and other activities.
To know more about the different kinds of assessment, complete the table by
providing other specific examples of each kind of assessment. You may use
other references.
Type Example
Educational Formative Assessment, Summative assessment, Diagnostic
Assessment,
Confirmative assessment,
Norm-referenced Assessment,
Criterion-referenced Assessment, and
Ipsative assessment
Psychological Personality Tests, Achievement Tests, Attitude Tests,
Aptitude Tests, Emotional Intelligence Tests, Intelligence
Tests, Neuropsychological Tests, Projective Tests
Observation (Direct) Tests, and Test Inventories
Paper-and-Pencil Multiple Choice, True or False, Matching Type, Completion
Constructed response, Short Answer, Problem-Solving, and
Essay
Performance- Writing Essay, Reporting in front of the class, Reciting a
based poem, demonstrating how a problem was solved, creating a
word problem, reporting the results of an experiment, dance
and song performance, painting and drawing, playing a
musical instrument, etc.
Teacher-made Quizzes, Long Tests, and Exams
Standardized Intelligence Test, Achievement Test, Aptitude Test, Critical
Thinking Test, Interest Test, and Personality Test
Achievement NAT, Spelling tests, timed arithmetic tests, and map quizzes
Aptitude Verbal reasoning (language skills and reading
comprehension), inductive reasoning (logical thought and
inference), and numerical reasoning (math and problem-
solving abilities).
Speed Spelling Bee, Board work like solving integers using the
fundamental operations, Math Challenge
Power English Vocabulary Test, Finding derivatives, MTAP
Norm-referenced SAT, NAT, IQ tests, and IOWA test of basic skills
Criterion- Range of grades, Advanced Placement exams, National
referenced Assessment of Educational Progress
APPLY
Case A
A teacher in mathematics wanted to determine how well the learners have
learned their lesson on fractions. After two weeks of drills and exercises, the
teacher wanted to record how well the learners have learned about fractions.
The specific learning competencies taught by the teacher are (1) adding similar
fractions and (2) solving word problems involving the addition of similar
fractions. The school has an available standardized test on mathematics, but it
covers many topics aside from fractions
What information does the math teacher If the learners have learned about
want to determine among the learners? fractions.
What is the specific learning target that Adding similar fractions and solving
the math teacher wants to assess? problems.
Is the math teacher assessing learning The teacher is assessing what learners
progress or what learners have learned? have learned.
Given your specific learning target, Aptitude Assessment.
which form of assessment is
appropriate?
How will the math teacher interpret the By using rubrics.
results if the learners have learned?
Case B
A school principal wanted to determine who among a group of applicants will
be admitted to the school. The principal wanted to determine if the learners
have learned well in their present grade level. The learners come from different
schools, and it is assumed that they all learned the common standards as
indicated in the national curriculum. There is an available instrument in the
school that determines the important learning competencies based on the
national curriculum.
What information does the principal want The principal wanted to determine who
to determine about the learners? among a group of applicants will be
admitted to the school.
What are the specific learning targets The principal wanted to determine if the
that the principal intends to assess? learners have learned well in their
present grade level.
Is there an available instrument to Yes, there is.
determine the information that the
principal wants to know among the
learners?
Given the available standardized The principal wants to determine what
instrument, does the principal want to the learners have learned.
determine what the learners have
learned or their potential for future
learning?
Is the principal after the learners’ I think maybe because it is assumed
maximum performance? that they all learned the common
standards as indicated in the national
curriculum.
Given that there is an available It will be interpreted by using criterion
instrument, how will the scores be referenced. They will set a passing score
interpreted? How will the school principal and only those who can achieve the
decide who will be accepted in the passing grade will be accepted in the
school? school.
EVALUATE
A. Multiple Choice
1. What are the two kinds of assessment based on form?
A. Teacher-made and Standardized
B. Educational and Psychological
C. Formative and Summative
D. Achievement and Aptitude
2 Which best describes a paper-and-pencil type of assessment?
A. It determines whether students have attained the learning target.
B. It provides a cognitive task that requires a single correct answer.
C. It is used to measure what students have learned after instruction.
D. It determines students' cognitive and non-cognitive characteristics.
3. When are educational and psychological assessments used?
A. When tracking the growth of students and marking their performance
B. When designing objectives that match with the content of instruction
C. When giving feedback on how well students understand the lesson
D. When gathering information at any point of instruction
4. What is the difference between speed test and power test?
A. Speed test is the ability to type fast in a limited time, while power test
contains items that vary in difficulty.
B. Speed test consists of a few pre-calculated difficult items, and time is also
limited; the power test consists of easy items, but time is limited.
C. Speed test consists of easy items, but time is limited; the power test consists
of a few pre-calculated difficult items, and time is also limited.
D. Speed test contains items that vary in difficulty to the point that no subject
is expected to get all items right even with unlimited time, while speed test is
the ability to type fast in a limited time.
5. Can a teacher-made test become a standardized test?
A. Yes, as long as it is valid and reliable with standard procedure for
administering, scoring, and interpreting results.
B. Yes, because the test is not developed by the teacher to ascertain the
student's achievement and proficiency in a given subject.
C. No, because it cannot determine the purpose and objectives of the test as to
what to measure and why to measure.
D. No, because this test cannot be used as a tool for formative, diagnostic, and
summative evaluation.
C. Read each case and identify what kind of assessment is referred to.
Type of Assessment Situations
Summative Assessment 1. The science teacher at the end of the lesson on
the phases of matter provided a 20-item test to
record how much learners have learned. What kind
of assessment is used?
Performance-based 2. The teacher in music required learners to
assessment demonstrate how the 3/4 beat is conducted. What
kind of assessment is used?
Norm-referenced 3. A student got a score of 25 in a mathematics
interpretation achievement test, which is considered low
compared with the scores found in the test manual.
What kind of interpretation is used?
Educational assessment 4. A teacher in English raised three questions to
determine if learners understood the story read. The
learners who could not answer the questions will be
further helped on the skill needed. What kind of
assessment is used?
Paper-and-Pencil 5. A teacher made a 10-item spelling test where the
assessment word is pronounced and the learners will write the
correct spelling. What form of assessment is used?
Educational 6. A teacher in science tested learners' familiarity
with the parts of the heart. An illustration of a heart
is provided and they need to label the parts. What is
the function of assessment?
Psychological 7. A teacher used the Jackson's Vocational Interest
Assessment to determine which track in senior high school the
learners can select. What assessment is used
according to function?
Aptitude 8. A guidance counsellor, as part of the career
orientation of Grade 12 learners, administered a
test to evaluate their abstract reasoning, logic, and
identification of missing parts. What kind of test is
used?
Criterion-referenced 9. The learners who got perfect scores in the
science achievement test were invited to join the
science club. In this way, how was the score used?
Norm-referenced 10. The teacher in mathematics wanted to
determine how well the learners have learned about
the mathematics curriculum at the end of the school
year. The Iowa test for basic skills on math was
administered. What kind of assessment was
administered?
