Different

Classifications
of Assessment
Lesson 3
February 25, 2023
Desired Significant 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
Significant Culminating Performance Task 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 leastContents
the following
of theindicators of success.
Illustrative Success Indicators
Scenario

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
provided
Provided the procedure on how to conduct All necessary procedures that are
the assessment appropriate in conducting the assessment
are described
Provided the purpose of the assessment All the possible purposes of conducting the
assessment are clearly indicated
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
When do we use educational
assessments?
In the school setting for the purpose of tracking
down the growth of learners and grading their
performance.
Comes in the form of formative and summative
assessments (working hand in hand to provide
information about student learning)
When do we use psychological assessments?
To determine the learner’s cognitive and non-
cognitive characteristics
Examples are those that measure ability, aptitude,
intelligence and critical thinking
Affective measures are for personality, motivation
attitude, interest and disposition
The results are used by the school’s guidance
counselor to perform interventions on the learners’
academic career, social and emotional development.
When do we use
paper-and-pencil
and performance-
based type of
assessment?
Paper and
Pencil Type of
Assessment
-are cognitive tasks that
require a single correct
answer
Forms of Test Type (Pencil and Paper)
Binary (true or false)
Short Answer (Identification)
Matching Type
Multiple Choice
Forms of Test Type
(Pencil and Paper)
 The items usually pertain to a
specific cognitive skill-
(recalling, understanding,
applying, analyzing, evaluating
and creating)
Performance-based type of assessment
Require learners to perform tasks such as:
demonstration
arrive at a product
show strategies
present information
Performance-based type of assessment

The skills applied are usually

complex and require
integrated skills to arrive at
the target response.
Performance-based type of assessment

Are usually open-ended and

each learner arrives with
various possible responses.
Performance-based
type of assessment
 Examples:
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
The use of paper-and-
pencil and
performance-based
tasks depends on the
nature and content of
the learning target.
Examples 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 phases of a given
matter
• Provide the appropriate verb in the
sentence
• Identify the type of sentence
Examples 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
ACTIVITY
Tell 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 equation
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.
How do we
distinguish
teacher-made
from standardized
test?
STANDARDIZED TEST have fixed directions
for administering and soring. They can be
purchases with test manuals, booklets, and
answer sheets. When these tests were
developed, the items were sampled 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.
Non-standardized or teacher-made tests are
usually intended for classrooms 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
assessments are usually teacher-made tests.
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
 Provide information on what learners can do and have acquired
after training and instruction
 Is a measure of what a person has learned within or up to a
given time (Yaremko et al. 1982)
 It is a measure of the accomplished skills and indicates what a
person can do at present (Atkinson 1995)
 Can be measured by a variety of means
 Can be reflected in the final grades of learners within a quarter
Aptitude Tests
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
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
How do we
differentiat
e speed
from power
test?
Speed Test 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 many words as possible given
a limited amount of time.
Power tests consist of items with increasing level of
difficulty, but time is sufficient to complete the whole test
Example: Test that determines the ability of the
examinees to utilize data to reason and become creative,
formulate, solve, and reflect critically on the problems
created.
 How do we
differentiate norm-
referenced from
Criterion Referenced
Test?
Criterion-Referenced

 Has a given set of standards, and the scores are

compared to the 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.
Example: Grading in schools where the range of range of
grades 96-100 is highly proficient, 90-95 is proficient, 80-89
is nearly proficient, and below 80 is beginning.
Norm-referenced

 Interprets results using the distribution of scores of a

sample group.
 The standing of every individual in this 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.
 A norm is a standard and is based on a very large group
of samples. Norms are reported in the manual of
standardized tests
 The norm is used to convert a raw score into standard
scores for interpretability.
Group Activity
Create a Graphic organizer for
the different kinds of tests.
You may represent your ideas
inside a circle and make
connections among the ideas.
Explain your graphic
organizer to your classmate.
Check the ideas you have acquired about
the classifications of assessment
1. Why are different kinds of assessment classified?
2. How does the knowledge of the classifications of
assessment help improve teaching?
3. How does the knowledge of the classifications of
assessment help improve learning?
4. Which classification of assessment is commonly
used in the classroom setting and why?
Provide examples of each kind of assessment
TYPE EXAMPLE

Educational

Psychological

Paper and Pencil

Performance-based

Teacher-made

Standardized

Achievement

Aptitude

Power

Norm-referenced

Criterion-referenced
The following are illustrative
scenarios. Provide your answers to
the questions based on the
information presented:
CASE A
A teacher in Mathematics wanted to determine how well
the learners have learned their lessons on fractions. After 2
weeks of drills and exercises, the teacher wanted to record
how well the learners have learned about fractions. The
specific learning competencies taught by the teacher are:
(1) Adding similar fractions and
(2) Solving word problems involving similar fractions.
The school has an available standardized test on
mathematics, but it covers many topics aside from fraction
Complete the table
What information does the
math teacher want to
determine among the
learners?
What is the specific learning
target that the math teacher
wants to assess?
Is the math teacher assessing
learning progress or what learners
have learned?
Given your specific learning
target, which form of assessment
is appropriate?
How will the math teacher
interpret the results if the
CASE B
A school principal wanted to determine who among a
group of applicants will be admitted to the school. The
principial wanted to determine if the learners have
learned well in their present grade level. The learners
come from different schools, and it is assumed that they
all learned the common standards as indicated in the
national curriculum. There is an available instrument in
the school that determines the important learning
competencies based on the national curriculum.
Complete the table
What information does the principal
want to determine about the learners?
What are the specific learning targets that the
principal intends to assess?
Is there an available instrument to determine
the information that the principal wants to
know among the learners?
Given the available standardized instrument,
does the principal want to determine, does
the principal want to determine what the
learners have learned or their potential for
future learning?
Is the principal after the learners’ maximum
performance?
Given that there is an available instrument,
how will the scores be interpreted? How will
the school principal decide who will be
accepted in the school?
Create your own case illustrating how you decided to use a particular
kind of assessment. Provide the plan by using the guide questions
given and deduce the kind of assessment that is appropriate to use.
The kind of assessment is given but create an illustrative scenario for
it. Include the following in the illustrative scenario:
(1)Purpose of the assessment
(2)Possible learning target
(3)Description of the characteristics of the tool to be used and kind of
items or tasks that will be included
(4)Justification for the appropriate kind of assessment used,
(5)Description of how the scores/marks will be interpreted and used
Example:
A teacher in English in a Grade 3 class
wanted to use a summative
assessment to determine if the
learners have learned enough on a
lesson on vocabulary.
Illustrative Scenario
The purpose of the English teacher is to determine if the Grade 3 learners
have learned their lesson on vocabulary (purpose of assessment). The
learning target based on the curriculum guide for Grade 3 English is to
provide the synonyms of words found in a sentence (learning target). The
teacher will create a vocabulary test composed of 10 items. Each item is
composed of sentences with one word underlined. The learners will provide
the synonym of the underlined word in each sentence (characteristic of the
tool). The type of assessment is a teacher-made summative assessment
because the task was devised by the teacher based on the competency
learned. It is summative because the teacher wanted to determine how well
learners can provide synonyms of words as part of their vocabulary skills
(type of assessment and justification). The teacher will use the grading
system in the school for a 10-item test. The school grading system indicates
that the passing scoring is 5 (scoring).
A. Create an illustrative scenario using a formative
assessment on problem-solving involving converting
fractions to decimals and vice versa.
B. Create an illustrative scenario on using an achievement
test for reading for kindergarten pupils.
C. Create an illustrative scenario using a summative
assessment for performance-based task on table-setting
for a Technology and Livelihood Education (TLE) class.
D. Create an illustrative scenario on using a standardized
achievement test to decide on the sectioning of learners.
QUIZ
Read carefully each item. Choose the letter
of the correct and best answer in every item:
1. What are the 2 kinds of assessment based on
forms.
a. Teacher-made and Standardized
b. Educational and Psychological
c. Formative and Summative
d. Achievement and aptitude
2. Which best describes a paper-and-
pencil type of assessment?
a. It determines whether students have attained the
learning target
b. It provides a cognitive task that requires a single
correct answer
c. It is used to measure what students have learned after
instruction
d. It determines students’ cognitive and non-cognitive
characteristics
3. When are educational and
psychological assessments used?
a. When tracking the growth of students and marking
their performance
b. When designing objectives that match with the content
of instruction
c. When giving feedback on how well students
understand the lesson
d. When gathering information at any point of instruction
4. What is the difference
between speed test and
power test?
a. Speed test is the ability to type fast in a
limited time, while power test contains
items that vary in difficulty
b. Speed test consists of easy items, but
time is limited; power test consists of a
few pre-calculated difficult items, and
time is also limited
c. Speed test consist of a few pre-
calculated difficult items, and time is
also limited; power test consists of easy
items, , but time is limited
d. Speed test contains items that vary in
difficulty to the point that no subject is
expected to get all items right even with
limited time, while speed test is the
ability to type fast in a limited time.
5. Can a teacher-made test become a
standardized test?
a. Yes, as long as it is valid and reliable with standard procedure
for administering, scoring and interpreting results.
b. Yes, because the test is not developed by the teacher to
ascertain the student’s achievement and proficiency in a given
subject.
c. No, because it cannot determine the purpose and objectives of
the test as to what to measure and why to measure
d. No, because this test cannot be used as a tool for formative,
diagnostic, and summative evaluation.
Read each case and identify what kind
of assessment is referred to:
1. The science teacher at the end of the lesson on the phases of
matter provided a 20-item test to record how much learners
have learned. What kind of assessment is used?
2. The teacher in music required learners to demonstrate how
the ¾ beat is conducted. What kind of assessment is used?
3. A student got a score of 25 in a mathematics achievement
test, which is considered low compared with the scores found
in the test manual. What kind of interpretation is used?
Read each case and identify what kind
of assessment is referred to:
4. A teacher in English raised three questions to determine
if learners understood the story read. The learners who
could not answer the questions will be further helped on
the skill needed. What kind of assessment is used?
5. A teacher made a 10-item spelling test where the word is
pronounced, and the learners will write the correct
spelling. What form of assessment is used?
Read each case and identify what kind
of assessment is referred to:
6. A teacher in science tested learners’ familiarity with
the parts of the heart. An illustration of a heart is
provided, and they need to label the parts. What is
the function of assessment?
7. A teacher used the Jackson’s Vocational Interest to
determine which track in senior high school the
learners can select. What assessment is used
according to function?
Read each case and identify what kind
of assessment is referred to:
8. A guidance counselor, as part of the career
orientation of Grade 12 learners, administered a test
to evaluate their abstract reasoning, logic, and
identification of missing parts. What kind of test is
used?
9. The learners who got perfect scores in the science
achievement test were invited to join the science
club. In this way, how was the score used?
Read each case and identify what kind
of assessment is referred to:
10. The teacher in mathematics wanted to
determine how well the learners have learned about
the mathematics curriculum at the end of the school
year. The IOWA test for basic skills on math was
administered. What kind of assessment was
administered?
Multiple Choice
1.D
2.B
3.A
4.C
5.A