LESSSON 3:

DIFFERENT
CLASSIFICATION OF
ASSESSMENT
Learning objective
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.
WHAT ARE THE DIFFERENT
CLASSIFICATIONS OF
ASSESSMENT?
Classification Type Classification Type

Educational Achievement
Purpose Kind of Learning
Psychological Aptitude

Paper-and-Pencil Speed
Form Ability
Performanced- Power
based

Norm-referenced
Teacher-made
Interpretation of
Function Learning Criterion-
Standardized referenced
WHEN DO WE USE EDUCATIONAL AND
PSYCHOLOGICAL ASSESSMENT?
 Educational assessment
Are used in the school setting for the purpose of
tracking the growth of learners and grading their
performance.
Formative and Summative assessment.
 Educational assessment
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.
 Educational assessment
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.
 Educational assessment
Educational assessment during instruction is done
where the teacher stops at a certain parts of the
teaching episodes to ask learners questions, assign
exercises, short essays, board work, and other tasks. If
the majority of the learners are still unable to
accomplish the task, then the teacher realizes that
further instructions is needed by learners. At this point,
the results of assessment are not yet graded.
 Educational assessment
Summative assessment- It is best to have a summative
assessment for each learning target so that there is
evidence that learning has taken place.
Both summative and formative assessments should be
aligned to the same learning target, in this case, there
should be parallelism between the tasks provided in the
formative and summative assessments.
 Psychological assessment
Psychological assessments, such as tests and
scales, are measures that determine the learner's
cognitive and non-cognitive characteristics.
Cognitive measures: Affective measures:
>Ability >Intelligence >Personality >Intelligence
>Aptitude >Critical Thinking >Motivation >Disposition
>Attitude
 WHEN DO WE USE PAPER-AND-
PENCIL AND PERFORMANCE-BASED
TYPE OF ASSESSMENT?
 Paper-and-pencil
Are cognitive tasks that require a single correct
answer.
Test types- Binary (True or False)
- Short answer (Identification)
- Matching type
- Multiple choice
 Performance-based
Require learners to perform tasks.
Test types- Demonstration
- Arrive at a product
- Show strategies
- Present information
Usually open-ended and each learner arrives with
various possible answer.
Examples of learning target that require a paper-
and-pencil 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 the sentence
Examples of learning target that require a
performance-based assessment
Varnish a wooden cabinet
Draw a landscape using paintbrush in the
computer
Write a word problem involving multiplication
polynomials
Examples of learning target that require a
performance-based assessment
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
HOW DO WE DISTINGUISH TEACHER-
MADE FROM STANDARDIZED TEST?
 Standardized tests
Standardized test have fixed directions for
administering and scoring.
Can be purchased with test manuals, booklets, and
answer sheets.
Norm- large number of groups
The norm group's performance is used to compare
the results of those who took the test.
 Category Specific Example Description

Is the most advanced adult measure of

Wechsler Adult cognitive ability, based on recent research in
Intelligence Test
Intelligence Scale the area of cognitive neuroscience and the
theories and work of David Wechsler PhD.

Is a standardized test for students in

kindergarten through twelfth grade. Last
Metropolitan updated in 2000, the Metropolitan 8 covers
Achievement Test
Achievement Test language arts, math, science, social studies,
spelling and reading and is administered in the
fall and spring.

Are nonverbal tests of observation skills and

Raven's Progressive clear-thinking ability. SPM and SPM Plus are
Aptitude Test
Matrices versatile, having various research applications
with children and adults.
 Category Specific Example Description

Is one of the main evaluating tools for cognitive

abilities in professionals, since it measures
Critical Thinking Watson Glaser Critical critical thinking. It is seen as a successful tool
Test Thinking Appraisal to predict job success, as well as being used to
select good managers and finding possible
future leaders.

Use in psychological research as a public

Interest Test RIASEC Markers Scale domain alternative to the usual assessments
which are marketed commercially.

Is a psychometric assessment tool widely used

by employers as a key part of their recruitment
NEO Personality process and increasingly as an on-job
Personality Test
Inventory assessment tool. Neuroticism (N) and
Extraversion (E), Openness (O), Agreeableness
(A) and Conscientiousness (C).
 Teacher-made tests
Non-standardized or teacher-made test are usually
intended for classroom assessment.
Used to determine whether learners have reached
the learning target.
Examples: Quizzes, Long test, and exams.
Formative and summative are usually teacher-
made test.
 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.
 WHAT INFORMATION IS SOUGHT
FROM ACHIEVEMENT AND APTITUDE
TESTS?
 Achievement tests
Measure what learners have learned after instruction
or after going through a specific curricular program.
According to Kimball (1989), Achievement of learners
can be also measured using achievement tests, such
as the Wide Range Achievement Test, California
Achievement Test, and Iowa Test for Basic skills.
 Aptitude tests
According to Lohgman (2005), this are the
characteristics that influence a person's behavior that
aid goal attainment in a particular situation.
Refers to the degree of readiness to learn and
perform well in a particular situation or domain
(Corno et al. 2002).
 Aptitude tests
Examples:
Ability to comprehend instructions
Manage one's time
Use previously acquired knowledge appropriately
Make good inferences and generalizations
Manage one's emotions
 Aptitude tests
Assessment of aptitude can go beyond cognitive
abilities.
Example: Cognitive Abilities Measurement- measures
working memory capacity, ability to store old
information and process new ones, and speed of an
individual in retrieving and processing new
information (Kyllonen and Christal 1989).
 Aptitude tests
Magno (2009), Created a taxonomy of aptitude test
items.
12 classification categorized as verbal and
nonverbal.
 Aptitude tests
The Schemes in Verbal category: Verbal analogy,
Syllogism, and Number or Letter series.
Schemes in Nonverbal category: Topology, Visual
discrimination, Progressive series, Visualization,
Orientation, Figure ground perception, Surface
development, Object assembly, and Picture
completion.
HOW DO WE DIFFERENTIATE SPEED
FROM POWER TEST?
 Speed tests
Consist of easy items that need to be completed
within a given time limit.

Power tests
Consist of items with increasing level of difficulty,
but time is sufficient to complete the whole test.
HOW DO WE DIFFERENTIATE NORM-
REFERENCED FROM CRITERION-
REFERENCED TEST?
 Criterion-referenced tests
Has given set of standards, and the scores are
compared to the given criterion.
One approach in criterion-referenced interpretation
is that the score is compared to a specific cutoff.
 Norm-referenced tests
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.
 Norm-referenced tests
Having an established norm for a test means
obtaining the normal or average performance in the
distribution of scores.
Norm is a standard and is based on a very large
group sample.
Norms are reported in the manual of standardized
tests.
 Norm-referenced tests
A normal distribution found in the manual takes the
shape of a bell curve. It shows the number of people
within a range of scores. It also reports the
percentage of people with particular scores.
What is the use of a norm?
(1) A norm is the basis of interpreting a test score.
(2) A norm can be user to interpret a particular score.
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