Assessment of student's learning a practical approach chapter 1 - (04-july-2015)

Test,
Non-Test,
Measurement,
Assessment
and
Evaluation Prepared by:
Engr. Maria Reza J. Nebril, RME
mrjnebril@gmail.com
1- A Study Guide Approach

OBJECTIVES
• To be able to know and understand the basic concepts of
test, non-test, measurement, assessment and evaluation
• To be able to infer that evaluation based on assessment is
more comprehensive than evaluation based on
measurement
• To be able to differentiate the types of assessment that can
be applied for classroom evaluation
2Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Basic Concepts and Principles
Test,
Non-Test,
Measurement,
Assessment
and
Evaluation 3Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Test
• A set of questions with an accepted presumably
correct answers, designed to gather information
about some individual characteristics. - Posner
• A method to determine a student's ability to
complete certain tasks or demonstrate mastery of
a skill or knowledge of content.

TEST can be:
Written
Oral
Performed

Non-Test
• Is an ongoing process
• Gives feedback to help students increase
competence.
• Based on teacher’s direct observations as
students perform the assigned tasks

NON TEST TYPES
• Anecdotal Record
• Checklist
• Daily Assignments
• Debates
• Demonstrations
• Games
• Journal
• Oral and written reports
• Panel Discussion
• Portfolio of Student’s work
• Projects
• Teacher Observation

Anecdotal Records
Notes written by the teacher regarding the student ‘s unique
behavior across time, to establish patterns and causes.

Checklist

Daily Assignments
Students have time to spend for reinforced learning
at home or even in school during vacant period

Debates
11
A debate involves students in
researching and analyzing a
controversial topic based
on a stance which will lead
to a series of oral
presentation of standpoints
and arguments by the two
opposite teams (sometimes
may involve interaction
with the audience as well).
Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Demonstrations
Students perform a visual enactment of a particular
activity and teacher observes and rates the students
performance.

Games

Journal
- called reflective journal
- recording ideas, personal thoughts and experiences, as well as
reflections and insights a student have in the learning process of a
course.

Oral and Written Reports
Teacher assigns students to research a certain
topic and report the outcome in an oral or
written format.

Panel Discussion

Portfolio of student’s work
- are collections of student projects and products
that reflect upon their own learning.

Projects
• are usually designed so that the students can
apply many of the skills they have developed in
the course by producing a product of some
kind.

Teacher Observation
• One potent skill expected of a good Teacher

Testing
• A process of administering a test

Measurement
• Is process of quantifying test results
• Quantifying of how much does learner
learned

Assessment
• Is a process of quantifying the results of test
and non-tests to portray the amount of quantity
of students’ learning and development.
• Focuses on determining the amount of learning
in the three domains.
• These domains are cognitive (thinking),
affective (emotion/feeling), and psychomotor
(physical/kinesthetic)

ASSESSMENT TYPES
• norm-referenced
• criterion-referenced
• domain-referenced
• diagnostic
• formative
• summative
• ipsative
• authentic
• performance

Norm-referenced
• Gives us information on what a student can do in
comparison with other students
Example:
• 15% of the students will receive a mark of excellence,
which in class of 100 enrolled students will be 15 persons:
1.0 (Excellent) = Top 15 % of the class
1.50 (Good) = Next 15 % of the class
2.0 (Average) = Next 45 % of the class
3.0 ( Poor, pass) = Next 15 % of the class
5.0 (Failure) = Bottom 10 % of class

Criterion-referenced
• Uses a preset criteria from which student performance is
compared without referring to other students.
• It does not compare one student to other student

Domain-referenced
• Determines learning in a
particular field or area of the
subject matter and the three
domains of learning.
• Is a test interpretation is the
concept that an examinee’s scores
on a test are interpreted with
reference to the particular
cognitive ability being assessed
rather than in comparison with
the performance of a population
of individuals
• For example, when examining
reading ability, domain-
referenced interpretation is
exemplified when a
neuropsychologist interprets an
examinee’s performance in
terms of reading mastery or how
the current reading level
compares to a previous level of
reading.

Diagnostic
• Identifies weaknesses, strenghts and problems of students’ learning.
• which examines what a student knows and can do prior to a learning
program being implemented.
• Teacher’s basis of planning what to do next in teaching and learning
process

Formative
• assesment pinpoints
whether students have
achieved the objective of
lesson taught.
• to monitor student
learning to provide ongoing
feedback that can be used
by instructors to improve
their teaching and by
students to improve their
learning.
• Examples of formative
assessment include:
• drawing a concept map in
class to represent their
understanding of a topic
• submitting one or two
sentences identifying the
main point of a lecture
• turning in a research
proposal for early review and
feedback

Summative
• Terminal assessment
of learning.
• Provides data on
what the students
have achieved in a
given period of time.

Ipsative
• Process of self-assessment.
• This type of assesment gives students an
apportunity to evaluate their own
learning.

Authentic
• determines what
students can actually
do in real-life
situations.
• designed to assess
their ability to apply
standard-driven
knowledge and skills to
real-world challenges
• For example, when presented
with a real-world problem to
solve, students are learning in
the process of developing a
solution, teachers are
facilitating the process, and
the students' solutions to the
problem becomes an
assessment of how well the
students can meaningfully
apply the concepts.

Performance
• is undertaken to determine
whether students can
demonstrate their learning
through performance in
real or simulated situations
• This requires the learner to
demonstrate knowledge,
learning and understanding
through real task
application.
• For example, a student
may be asked to explain
historical events, generate
scientific hypotheses,
solve math problems,
converse in a foreign
language, or conduct
research on an assigned
topic.

Evaluation
- A process of determing the changes of a child as a result of teaching
and his experiences.
- Act of judging the child’s acquistion of all forms of learning outcomes
based not only on definite data of the subject matter achievement
achievement in the learning of facts, skills and abilities but also of
descriptive, qualitative and data about his personality changes such as
social attitudes, interests, ideals, ways of thinking, work habits and
personal and social adaptability.
- This concept of evaluation requires the use of assessment tools to
evaluate the total development of the child in the cognitive, affective
and psychomotor domaisn of learning.

Evaluation based on Assessment
• Evaluation that is based on results of
assessment is more comprehensive than
evaluation based measurement.
• Therefore, teachers should aspire that their
evaluation be based on the proper utilization
of both test and non-test in the process of
assessing student learning.

References
• Assessment of student learning: A Practical Approach by Alberto A. Rico
• Assessing Learners with Special Needs: 6TH ED. By Terry Overton
• PAUL BOYD-BATSTONE Focused anecdotal records assessment: A tool for standards-based, authentic assessment -
© 2004 International Reading Association (pp. 230–239) doi:10.1598/RT.58.3.1
• https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/d67b765f-f0c7-4b2b-94e8-
d5b00d48db82/ims/content/resources/or_anecdotal_ex.htm
• http://www.fayar.net/east/teacher.web/math/standards/previous/CurrEvStds/evals10.htm
• http://ar.cetl.hku.hk/am_debate.htm
• http://ar.cetl.hku.hk/am_rj.htm
• https://student.unsw.edu.au/examples-reflective-writing
• http://www.education.nt.gov.au/parents-community/assessment-reporting/diagnostic-assessments/diagnostic-
assessments
• https://www.ou.edu/content/cte/teaching/assessment/assessment-overview/formative-summative.html
• http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
• https://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html

Thank you.

Assessment of student's learning a practical approach chapter 1 - (04-july-2015)

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