Chapter Two

 The change of focus in instruction

from content to learning outcomes
came the need to redefine and clarify
the terms used to determine the
progress of students attainment of
desired learning outcomes.
 It is the core of learning process.
 Vital element in the curriculum
development process.
 It is use to determine needs, monitor
their progress and examine their
performance against identified learning
outcomes.
 Comes from the old French word
mesure which means limit or
quantity.
 The process of determining or
describing the attributes or
characteristics of physical object
generally in terms of quantity.
 In science, it is a comparison of
unknown quantity to a standard.
 Teachers are particularly interested in
determining how much learning a
student has acquired compared to a
standard (criterion) or in reference to
other learner’s in a group (norm-
referenced).
 Measure particular elements of
learning their readiness to learn, recall
of facts, demonstration of specific skills,
or the ability to analyze and solve
applied problems.
 TYPES
 Objective (testing)
 A measurements that are more stable
than subjective measurements in the
sense that repeated measurements of
the same quantity or quality of interest
will produce more or less the same
outcome.
 objective educational measurement is
to estimate or approximate, as closely
as possible, the true value of the
quantity of interest, e.g. true knowledge
of the subject matter.
 TYPES
 Objective (testing)
 objective measurement are
measurements that do not depend on
the person or individual taking the
measurements.
 Subjective (perceptions)
 Subjective measurements often differ
from one assessor to the next even if
the same quantity or quality is being
measured.
 TYPES
 Whether one uses an objective
assessment procedure , the
underlying principle in educational
measurement is summarized by the
formula:
Measurement of Quantity or Quality
of Interest = True value plus random
error
 TESTING
 A formal, systematic procedure of
gathering information.
 A tool comprised of a set of questions
administered during a fixed period of
time under comparable conditions for
all students.
 It is an instrument used to measure a
the learning progress of a student
which is formative in purpose or
comprehensive covering a more
extended time frame which is
summative.
 TYPES OF TESTS
 According to Mode of Response
 A test may be oral,, written or performance-
based.
 Oral test (viva voice)
 Answers are spoken which can be used to measure
oral communication skills.
 Written test
 Are activities wherein students either select or
provide a response to a prompt.
 Used to assess lower and higher levels of cognition
provided that questions are phrased appropriately.
 Performance test
 Are activities that require students to demonstrate
their skills or ability to perform specific actions.
 TYPES OF TESTS
 According to Ease of Quantification
of Response
 A test may be classified as objective or
subjective.
 An objective test can be corrected and
quantified quite easily.
A subjective test elicits varied
response.
 TYPES OF TESTS
 According to Mode of
Administration
 Individual test
 Is given to one person at a time.
 Administered to gathered extensive
information about student’s cognitive
functioning and his/her ability to process
and perform specific tasks.
 Group test
 Is administered to a class of students or
group of examinees simultaneously.
 It was developed to address the practical
need of testing.
 TYPES OF TESTS
 According to Test Conductor
 Standardized tests
 Prepared by specialists who are versed in
the principles of assessment.
 Results of standardized tests serves as an
indicator of instructional effectiveness and a
reflection of the school’s performance.
 Non-standardized tests
 Prepared by teachers who may not be adept
at the principles of test construction.
 Are usually administered to one or a few
classes to measure subject or course
achievement.
 TYPES OF TESTS
 According to Mode of Interpreting
Results
 Tests that yield norm-referenced
interpretations
 Evaluate instruments that measure a
student’s performance in relation to the
performance of a group on the same tests.
 Example: teacher-made survey tests.
 Tests that allow criterion-referenced
interpretations
 Describe each student’s performance
against an agreed upon or pre-established
criterion or level of performance.
 TYPES OF TESTS
 According to Nature of Answer
 Personality tests
 It has no right or wrong answer but it
measures one’s personality and behavioral
style.
 Achievement tests
 Measure student’s learning as a result of
instruction and training experiences.
 Aptitude tests
 Determine a student’s potential to learn and
do new tasks.
 Intelligence tests
 Measure learner’s innate intelligence or
mental ability.
 TYPES OF TESTS
 Sociometric tests
 Measures interpersonal relationships in a
social group.
 Trade or vocational test
 Assess an individual’s knowledge, skills,
and competence in a particular
occupation.
 Instructional Functions
 Tests facilitate the clarification of
meaningful learning objectives.
 Tests provide a means of feedback to the
instructor and the student.
 Tests can motivate learning.
 Tests can facilitate learning.
 Tests are useful means of overlearning
(continued study).
 Administrative Functions
 Test provide a mechanism of quality
control.
 Tests facilitate better classification and
placement decisions.
 Tests can increase the quality of selection
decisions.
 Tests can be a useful means of
accreditation, mastery or certification.
 Research and Evaluation
 Tests are useful for program evaluation
and research.
 Guidance Functions
 Tests can be of value in diagnosing an
individual’s special aptitudes and abilities.
 The process of gathering evidences
of student’s performance over a
period of time to determine learning
and mastery of skills.
 It requires review of journal entries,
written works, presentation,
research papers, essays, story
written, test results, etc.
 The overall goal is to improve
student learning and provide
students, parents and teachers with
reliable student progress and extent
of attainment of the expected
learning outcomes.
 Assessment results show the more
permanent learning and clearer
picture of the student’s ability.
 Two broad categories:
 Measures of maximum
performance
 Achieved when learners are
motivated to perform well.
 Results of manifestation of what the
students can do at their level best –
their abilities and achievements.
 Students are encouraged to aim for
a high score.
 Two broad categories:
 Measures of typical performance
 It assesses how a learner’s ability is
evident if demonstrated on a
regular basis.
 It shows what students will do or
choose to do.
 These include attitude, interests
and personal inventories;
observation techniques; and peer
appraisals.
FOR OF AS
 FOR
 Pertains to diagnostic and formative
assessment tasks which are used to
determine learning needs, monitor
academic progress of students during a
unit or block of instruction and guide
instruction.
 It implies that assessment is done to
improve and ensure learning.
 Examples: pre-tests, written
assignments, quizzes, and concept
maps.
 FOR
 Assessment that is given while the
teacher is in the process of student
formation (learning).
 It ensures that learning is going on
while teacher is in the process of
teaching.
 Teacher use assessment results to
inform or adjust their teaching.
 OF
 A summative assessment and done at
the end of a unit, task, process or period.
 Its purpose is to provide evidence of a
student’s level of achievement in relation
to curricular outcomes.
 It it is meant to assess learning for
grading, evaluation and reporting
purposes.
OF
 AS
 It employs tasks or activities that
provide students with an opportunity
monitor and further their own learning
– to think about their personal
learning habits and how they can
adjust their learning strategies to
achieve their goals.
 Associated with self-assessment.
 Assessment by itself is already a form
of learning for the students.
A process designed to provide
information that will help us to make a
judgement about a particular situation.
 It comes in after data had been
collected from an assessment task.
 Objects of evaluation include
instructional programs, school projects,
teachers, students, and educational
goal.
 Evaluation can help educators
determine the success of their academic
programs and signal efforts to improve
student achievement.
 Evaluations are often divided in two
broad categories:
 Formative Evaluation
 Summative Evaluation
 FORMATIVE
 Formative Evaluation
 A method of judging the worth of a
program while the program activities are
in progress.
 This type of evaluation focusses on the
process.
 The main objective is to determine
deficiencies so that the appropriate
interventions can be done.
 Example: A quick quiz during a lesson to
check for understanding.
 SUMMATIVE
 Summative Evaluation
 A method for judging the worth of a program
at the end of the program activities.
 The focus is on the result.
 The instruments used to collect data for
summative evaluations are questionnaire,
survey forms, interview/observation guide
test.
 It is designed to determine the effectives of
a program or activity based on its avowed
purposes.
 Example: A final exam at the end of a course.
FORMATIVE VS SUMMATIVE
FORMATIVE VS SUMMATIVE