Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2024-2025

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAMS BPE and BTLE* COURSE NO. PROF ED 6

SPECIALIZATION *IA, ICT, HE, AFA COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3 and 2 TIME FRAME 2 Hrs. WK NO. 4 IM NO. 4

I. UNIT 1: INTRODUCTION TO THE COURSE

II. LESSON TITLE: TYPES OF TESTS

III. LESSON OVERVIEW

Each test has its own identity, meaning, and use. These tests should not be referred to or used
interchangeably.

Thus, after this lesson, the students can determine which type of test to use in a given situation.

IV. DESIRED LEARNING OUTCOMES

Given examples of tests, the students must be able to:

1. identify the types - as to purpose, scope and content, interpretation, language mode, construction,
manner of administration, the effect of biases, time limit and level of difficulty, format

V. LESSON CONTENT

TYPES OF TESTS

Main Points for Types of Tests

Comparison
Psychological Educational

▪ Aims to measure students’ ▪ Aims to measure the result of

intelligence or mental ability to a instructions and learning
Purpose large degree without reference to
what the student has learned
▪ Administered before the ▪ Administered after the instructional
instructional process process

Survey Mastery

▪ Covers a broad range of objectives ▪ Covers a specific objective

▪ Measures general achievement in ▪ Measures fundamental skills and
Scope and certain subjects abilities
Content ▪ Is constructed by trained ▪ Is typically constructed by the
professional teacher

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2024-2025

Norm-Referenced Criterion-Referenced

▪ Result is interpreted by comparing ▪ Result is interpreted by comparing a

one student with another student student based on a predefined
Interpretation standard
▪ Some will really pass ▪ All or none may pass
▪ There is competition for a limited ▪ There is no competition for a limited
percentage of high score percentage of high score
▪ Describe pupil’s performance ▪ Describes pupil’s mastery
compared to the others

Verbal Non-Verbal
Language Mode ▪ Words are used by students in ▪ Words are not used by students in
attaching meaning to or responding attaching meaning to or in
to test item responding to test items (e.g. graphs,
numbers, 3-d subjects)

Standardized Informal

▪ Constructed by a professional item ▪ Constructed by a classroom teacher

writer
▪ Covers a broad range of content ▪ Covers a narrow range of content
Construction covered in a subject area
▪ Uses mainly multiple choice ▪ Uses various types of items
▪ Items written are screened and the ▪ Items are picked or written as
best items were chosen for the final needed
instrument for the test
▪ Can be scored by a machine ▪ Scored by a teacher
▪ Interpretation of results is usually ▪ Interpretation of results is usually
norm-referenced criterion-referenced

Individual Group

▪ Mostly given orally or requires ▪ This is a paper and pencil test

actual demonstration of skill
▪ One-on-one situations thus, many ▪ Loss the rapport, insight, and
Manner of opportunities for clinical observation knowledge about each examinee
▪ Chance to follow up on examinee’s ▪ Same amount of time needed to
Administration
response to clarify/comprehend it gather information from one student
more clearly (efficient)

Objective Subjective
▪ Scorer’s personal judgment does ▪ Scorer’s opinion, bias, or judgment
Effect of not affect the scoring may affect scoring
Biases ▪ Only one answer satisfies the ▪ Several answers are possible
requirement of the statement
▪ Little or no disagreement on what ▪ Possible disagreement on what is
the correct answer is the correct answer

Power Speed
▪ Consists of a series of items ▪ Consists of items approximately
Time Limit and arranged in ascending order of equal in difficulty
Level of Difficulty difficulty
▪ Measures a student’s ability to ▪ Measures student’s speed or rate
answer more and more difficult and accuracy in responding
items

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2024-2025

Selection Supply

▪ There are choices for the answer ▪ There are no choices for the answer
▪ Multiple Choice, True or False, ▪ Short Answer, Completion,
Matching Restricted and Extended-response
Format Essay
▪ Preparation of items takes time but ▪ Preparation of items is relatively
can be answered quickly easy but takes time to answer
▪ Prone to guessing ▪ Lesser chance of guessing
▪ Time-consuming to construct ▪ Time-consuming to score
▪ Guessing is a problem ▪ Bluffing is a problem

VI. ACTIVITY

Participation in class discussion by responding to issues for discourse. The Q & A activity would
be done during an in-person meeting.

VII. EVALUATION

Classroom Participation and Quiz

VIII. REFERENCES

Teaching Guide in Assessment of Student Learning 1

Other references indicated in the Course Outline

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 3 of 3