DIFFERENT CLASSIFICATIONS OF ASSESSMENT.pptx

Professional Education Topic

1. DIFFERENT CLASSIFICATIONS OF ASSESSMENT REPORTERS: Frederick rainer Ronquillo LORGIE PASON

2. Learning Outcomes Illustrate scenarios in the use of different classifications of assessment. Rationalize the purpose of different forms of assessment. Decide on the kind of assessment to be used.

3. What are the different classifications of assessment? Classification Type Purpose Educational, Psychological Form Paper-and-Pencil, Performance-based Function Teacher-made, Standardized Kind of Learning Achievement, Aptitude Ability Speed, Power Interpretation of Learning Norm-referenced, Criterion-referenced

4. When do we use educational and psychological assessments? Educational Assessments Are used in the school setting for the purpose of tracking the growth of learners and grading their performance. It comes in the form of formative and summative assessment. Educational assessment during instruction is done where the teacher stops at certain parts of the teaching episodes to ask learners questions, assign exercises, short essays, board work and other tasks.

5. When do we use educational and psychological assessments? Educational Assessments If the majority of the learners are still unable to accomplish the task, then the teacher realizes that further instruction is needed by learners through drills, practice exercises, remedial teaching, etc. until the learners are able to meet the learning target or attain mastery of the lesson. At this point of instruction, the results of assessment are not yet graded because the learners are still in the process of reaching the learning target and some learners do not progress at the same rate as the others.

6. When do we use educational and psychological assessments? Educational Assessments When the teacher observes that majority or all of the learners are able to demonstrate the learning target, then the teacher can now conduct the summative test. It is best to have a summative assessment for each learning target so that there is evidence that learning has taken place. Both formative and summative should be aligned to the same learning target.

7. When do we use educational and psychological assessments? Psychological Assessments Are measures that determine the learner’s cognitive and non-cognitive characteristics. Examples of cognitive tests are those that measure ability, aptitude, intelligence, and critical thinking.

8. When do we use educational and psychological assessments? Psychological Assessments Affective measures are for personality, motivation, attitude, interest and disposition. The results of these assessments are used by the school’s guidance counselor to perform interventions on the learner’s academic, career, and social and emotional development.

9. When do we use paper-and-pencil and performance-based type of assessments? Paper-and-pencil It requires a single correct answer in the form of: binary (true or false) short answer (identification) matching type multiple choice It usually pertains to a specific cognitive skill such as recalling, understanding, applying, analyzing, evaluating and creating.

10. When do we use paper-and-pencil and performance-based type of assessments? Paper-and-pencil Examples of learning targets that require paper-and-pencil types of assessment: Identify the parts of the plants Label the parts of the microscope Compute the compound interest Classify the phase of a given matter Provide the appropriate verb in the sentence

11. When do we use paper-and-pencil and performance-based type of assessments? Performance-based Performance-based type of assessment require learners to perform tasks, such as demonstration,arrive at a product, show strategies, and present information. The skills applied are usually complex and require integrated skills to arrive at the target response. Examples include: writing an essay reporting in front of the class reciting a poem demonstrating how a problem was solved creating a word problem

12. When do we use paper-and-pencil and performance-based type of assessments? Performance-based Example of learning targets that require performance-based assessment: Varnish a wooden cabinet. Draw a landscape using paintbrush in the computer. Write a word problem involving multiplication of polynomials. Deliver a speech convincing your classmates that you are a good candidate for the student council. Write an essay explaining how humans and plants benefit from each other. Mount a plant specimen on a glass slide.

13. How do we distinguish teacher-made from standardized test? Standardized Test Have fixed directions for administering and scoring. Can be purchased with text manuals, booklets and answer sheets. When the tests are developed, the items are sampled on a large number of target groups called norm. The norm group’s performance is used to compare the results of those who took the test.

14. How do we distinguish teacher-made from standardized test? Non-standardized or teacher-made tests Usually intended for classroom assessment. They are used for classroom purposes, such as determining whether learners have reached the learning targets. Intended to measure behavior (such as learning) in line with the objectives of the course. Examples: quizzes, long tests and exams.

15. How do we distinguish teacher-made from standardized test? Non-standardized or teacher-made tests Formative and Summative tests are usually teacher-made tests. Can a teacher-made test become a standardized test? Answer: Yes, as long as it is valid, reliable, and with a standard procedure for administering, scoring, and interpreting results.

16. What information is sought from achievement and aptitude tests? Achievement Tests Measures what learners have learned after instruction or after going through a specific curricular program.  It provides information on what learners can do and have acquired after training and instruction.  It is a measure of what a person has learned within or up to a given time (Yaremko et al. 1982). 

17. What information is sought from achievement and aptitude tests? Achievement Tests  It is a measure of the accomplished skills and indicates what a person can do at present (Atkinson 1995).  Achievement can be reflected in the final grades of learners within a quarter.  A quarterly test is composed of several learning targets and is a good way of determining achievement of learners.

18. What information is sought from achievement and aptitude tests? Aptitude Tests According to Lohgman (2005), aptitudes are the characteristics that influence a person’s behavior that aid goal attainment in a particular situation. Aptitude refers to the degree of readiness to learn and perform well in a particular situation or domain ( Corno et al. 2002). Aptitude tests are used to measure student’s potential for success in a specific area or career.

19. How do we differentiate speed from power test? Speed Tests Speed tests is consist of easy items that need to be completed within a time limit.  Example: a typing test in which examinees are required to correctly type as may words as possible given a limited amount of time.

20. How do we differentiate speed from power test? Power Tests Power tests is consist of items with increasing level of difficulty but time is sufficient to complete the whole test. Example: a test that determines the ability of the examinees to utilize data to reason and become creative, formulate, solve, and reflect critically on

21. How do we differentiate norm-referenced from criterion referenced test? Criterion-referenced Tests Criterion-referenced test has a set of standards, and the scores are compared to a given criterion.  Example: in a 50-item test; 40-50 is very high, 30-39 is high, 20-29 is average, and 10-19 is low and 0-9 is very low.  One approach in criterion-referenced interpretation is that the score is compared to a specific cutoff.  An example is the grading in schools where the range of grades 96-100 is highly proficient, 90-95 is proficient, 80-89 is nearly proficient and below 80 is beginning.

22. How do we differentiate norm-referenced from criterion referenced test? Norm-referenced Tests Norm-referenced test interprets results using the distribution of scores of a sample group.  The mean and standard deviations are computed for the group.  The standing of every individual in a norm-referenced test is based on how far they are from the mean and standard deviation of the sample.  Standardized tests usually interpret scores using a norm set from a large sample. 

23. How do we differentiate norm-referenced from criterion referenced test? Norm-referenced Tests Having established norm for a test means obtaining the normal or average performance in the distribution of scores. A normal distribution is obtained by increasing the sample size.  A norm is a standard and is based on a very large group sample. Norms are reported in the manual of standardized tests.  A normal distribution takes the shape of the bell curve where it shows the number of people within a range of scores.  It also reports the percentage of people with particular scores.  The norm is used to convert a raw score into standard scores for interpret ability.

24. “Assessment is not just to know about the learner’s current level of learning but also helps to know about the future development in learning”

25. THANK YOU!