Different classifications of assessment

1. DIFFERENT
CLASSIFICATIONS OF
ASSESSMENT
GROUPTWO

2. DESIRED SIGNIFICANT LEARNING OUTCOMES
In this lesson, you are expected to:
• illustrate the scenarios in the use of different classifications of assessment;
• rationalize the purpose of different forms of assessment ; and
• decide on the kind of assessment to be used.

3. Significant Culminating PerformanceTask and Success Indicators
At the end of the lesson, you should be able to demonstrate your knowledge
and skills in illustrating and selecting the appropriate kind of assessment given the
purpose of what you need to determine among learners. You are considered
successful in this culminating performance task if you have satisfied at least the
following indicators of success:
Contents of the Illustrative scenario Success Indicators
Rationalized the kind of assessment used All the possible justifications to help the
teacher identify student learning and how
learners will benefit from the information are
provided.
Provided the procedure on how to conduct the
assessment
All necessary procedures that are appropriate
in conducting the assessment are described.
Provided the purpose of the assessment All the possible purposes of conducting the
assessment are clearly indicated.

4. Prerequisite of this lesson
To successfully conduct the culminating performance task, you
should have understood the different purposes and functions of
assessment. In the previous lesson, you were provided with different ways,
purposes and uses of assessment in the classroom setting. You have also
learned that assessment becomes appropriate when it is anchored on a
clear set of learning targets. The learning targets will help you determine
what to assess and the appropriate form of assessment to use.

5. What are the different classifications of assessment?
The different forms of assessment are classified according to purpose, form ,
interpretation of learning, function, ability, and kind of learning.
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

6. When do we use educational and psychological assessments?
Educational Assessments
• Educational assessments are used in the school setting for the purpose of
tracking the growth of learners and grading their performance.
• This assessment in the educational setting comes in the form of formative and
summative assessment.
• Formative assessment is a continuous process of gathering information
about student learning at the beginning, during, and after instruction so that
teachers can decide how to improve their instruction until learners are able to
meet the learning targets.
• When the learners are provided with enough scaffold as indicated by the
formative assessment, then the summative assessment is conducted.

7. • The purpose of summative assessment is to determine and record what the
learners have learned.
• The purpose of formative assessment is to track and monitor student
learning and their progress toward the learning target.
• The formative assessment given at the start of the lesson determines the
following:
1. what learners know and do not know so that instruction can
supplement what learners do not know.
2. misconceptions of learners so that they can be corrected.
3. confusion of learners so that they can be clarified.
4. what learners can and cannot do so that enough practice can be
given to perform the task.

8. • The information from educational assessment at the beginning of the
lesson is used by the teacher to prepare relevant instruction for learners.
• 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.
• The teacher continuously provide a series of practice drills and exercises
until learners are able to meet the learning target.

9. • At this point, the teacher should be able to see the progress of the learners
in accomplishing the task.
• When the teacher observes the majority or all the learners are able to
demonstrate the learning target, then the teacher con now conduct the
summative assessment.
• It is best to have summative assessment for each learning target so that
there is evidence that learning has taken place.
• Both the formative and summative assessment should be aligned to the
same learning target; in this case, there should be parallelism between the
tasks provided in the formative and summative assessment.

10. Psychological Assessments
• Psychological assessments, such as tests and scales, are measures that
determine the learner’s cognitive and non-cognitive characteristics.
• Examples of cognitive tests are those that measures ability, aptitude,
intelligence and critical thinking.
• Affective measures are for personality, motivation, attitude, interest and
disposition.
• The result 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.

11. When do we use paper-and-pencil and performance-
based type of assessments?
Paper-and-pencilType Of Assessments
• Paper-and-pencil type of assessments are cognitive tasks that require a
single correct answer.
• These usually come in the form of test types, such as binary (true or false),
short answer (identification), matching type, and multiple choice.
• The items usually pertain to a specific cognitive skill such as recalling,
understanding, applying, analyzing, evaluating and creating.

12. • Example of learning targets that require a paper-and-pencil type of
assessment:
 Identify the parts of the plants
 Label the parts of the microscope
 Compute the compound interest
 Classify the phase of given matter
 Provide the appropriate verb in the sentence
 Identify the type of sentence

13. Performance-basedType Of Assessments
• Performance-based type of assessments require learners to perform tasks
such as demonstrations, arrive at a product, show strategies and present
information.
• The skill 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,
reporting the results of an experiment, dance and song performance,
painting and drawing, playing a musical instrument, etc.
• It is open-ended and each learner arrives with various possible responses.

14. • Below are 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

15. Please get 1/8 sheet of
paper…
1/8 ?... Yes 1/8

16. Check your learning by writing on the blank if the task requires paper-and-pencil or
performance-based assessment.
1. State the domain and range of a given function.
2. Solve systems of linear equations in two variables by the graphical method.
3. Draw the slope of the given function.
4. Simplify complex fractions.
5. Deliver a speech to persuade people to donate for the orphanage.
6. Multiply and divide rational algebraic expressions.
7. Observe the chemicals in the laboratory and list their hazards.
8. Classify substances according to their physical or chemical and extrinsic or
intrinsic properties.
9. Cite evidence of chemical changes.
10. Present ways to prevent walls from easily cracking during earthquakes.

17. How do we distinguish teacher-made from standardized
test?
StandardizedTests
• Standardized tests have fixed directions for administering and scoring.
• They can be purchased with test manuals, booklets, and answer sheets.
• When these tests were developed, the items were sample on a large
number of target groups called the norm.
• The norm group’s performance is used to compare the results of those who
took the test.

18. CATEGORY SPECIFIC EXAMPLE VISITTHE SITE FORTHEIR DESCRIPTION
Intelligence tests WechslerAdult Intelligence Scale https://wechslertest.com/
Achievement tests Metropolitan AchievementTest https://www.tests.com/MAT-8-Testing
Aptitude tests Raven’s Progressive Matrices http://www.pearsonclinical.co.uk/Psychology/Ad
ultCognitionNeuropsychologyandLanguage/Adul
tGeneralAbilities/Ravens-Progressive-
Matrices/Ravens-Progressive-Matrices.aspx
Critical thinking tests Watson Glaser CriticalThinkingAppraisal https://www.assessmentday.co.uk/Watson-
glaser-critical-thinking.htm
Interest tests RIASEC Makers Scale https://openpsychometrics.org/tests/RIASEC/
Personality tests NEO Personality Inventory https://www.hogrefe.co.uk/neopir.html

19. Teacher-madeTests
• Non-standardized or teacher-made tests are usually intended for
classroom assessment.
• They are used for classroom purposes, such as determining whether
learners have reached the learning target.
• These intend to measure behavior (such as learning) in line with the
objectives of the course.
• Examples are quizzes, long tests and exams.
• Formative and summative assessment are usually teacher-made tests.
• Can a teacher-made test become a standardized test? Yes, as long as it is
valid, reliable, and with a standard procedure for administering, scoring ,
and interpreting results.

20. What information is sought from achievement and
aptitude tests?
AchievementTests
• Achievement tests measure what learners have learned after instruction or
after going through a specific curricular program.
• Achievement is a measure of what a person has learned within or up to a
given time (Yaremko et al. 1982)
• Achievement can be reflected in the final grades of learners within a
quarter.
• A quarterly test composed of several learning targets is also a good way of
determining the achievement of learners.

21. AptitudeTests
• According to Loghman (2005), aptitudes are the characteristics that
influence a person’s behavior that aid goal attainment in particular
situation.
• Specifically, aptitude refers to the degree of readiness to learn and perform
well in a particular situation or domain (Corno et al. 2002).
• Examples include the ability to comprehend instructions, manage one’s
time , use previously acquired knowledge appropriately, make good
inferences and generalizations, and manage one’s emotions.

22. How do we differentiate speed from power test?
SpeedTests
• Speed tests consist of easy items that need to be completed within a time
limit.
• An example of speed test is a typing test in which examinees are required
to correctly type as many words as possible given a limited amount of time.
PowerTests
• Power tests consist of items with increasing level of difficulty, but time is
sufficient to complete the whole test.
• An example of a power test was the one developed by the National Council
ofTeachers of Mathematics that determines the ability of the examinees
to utilize data to reason and become creative, formulate, solve, and reflect
critically on the problems provided.

23. How do we differentiate norm-referenced from criterion-
referenced test?
• There are two types of test based on how the scores are interpreted: norm-
referenced and criterion-referenced tests.
Criterion-referencedTest
• Criterion-referenced test has a given set of standards, and the scores are
compared to the given criterion.
• For example, in a 50-tem test:
40-50 = very high
30-39 = high
20-29 = average
10-19 = low
0-9 = very low

24. • One approach in criterion-referenced interpretation is that the score is
compared to a specific cut-off.
• An example is the grading in schools where the range of range of grades
96-100 = highly proficient
90-95 = proficient
80-89 = nearly proficient
below 80 = beginning

25. Norm-referencedTest
• The 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 large
sample.

26. • Having an 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 normal distribution found in the manual takes the shape of bell curve. It
shows the number of people within a range of scores. It also reports the
percentage of people within a particular score.The norm is used to convert
a raw score into standard scores for interpretability.
• What is the use of a norm?
1) a norm is the basis of interpreting a test score.
2.) a norm can be used to interpret a particular score.

27. THANK
YOU…