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Different Classifications of Assessment

This document discusses different classifications of assessment according to purpose, form, and interpretation of learning. There are several key classifications: 1. Assessments can be classified by purpose as either educational or psychological assessments. Educational assessments track student learning and performance, while psychological assessments measure cognitive and non-cognitive traits. 2. Assessments also differ in form, such as paper-and-pencil tests versus performance-based assessments. Paper-and-pencil tests typically have right/wrong answers, while performance assessments require students to complete open-ended tasks. 3. Other classifications include teacher-made versus standardized tests; achievement versus aptitude tests; and norm-referenced versus criterion-referenced

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141 views3 pages

Different Classifications of Assessment

This document discusses different classifications of assessment according to purpose, form, and interpretation of learning. There are several key classifications: 1. Assessments can be classified by purpose as either educational or psychological assessments. Educational assessments track student learning and performance, while psychological assessments measure cognitive and non-cognitive traits. 2. Assessments also differ in form, such as paper-and-pencil tests versus performance-based assessments. Paper-and-pencil tests typically have right/wrong answers, while performance assessments require students to complete open-ended tasks. 3. Other classifications include teacher-made versus standardized tests; achievement versus aptitude tests; and norm-referenced versus criterion-referenced

Uploaded by

Johnmark Lida
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Different Classifications of Assessment

Lesson 3
Introduction
In order to plan, create, and select the appropriate kind of assessment, you need to know the characteristics
of the different types of assessment according to purpose, function, and the kind of information needed about
learners.
Guide Questions
▪ 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?

Classifications of Assessment

Classification Type

Educational
Purpose
Psychological

Paper and pencil


Form
Performance-based

Teacher-made
Function
Standardized

Achievement
Kind of learning
Aptitude

Speed
Ability
Power

Norm-referenced
Interpretation of Learning
Criterion-referenced

Educational vs Psychological Assessment


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. These work hand-in-hand to provide information about student learning.
Psychological assessments, such as tests and scales, are measures that determine the learner’s cognitive
and non-cognitive characteristics. The results 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.
 
Paper-and-pencil vs Performance-based type of assessment
Paper-and-pencil type of assessments are cognitive tasks that require a single correct answer. They usually
come in the form of test types, such as binary (true or false), short answer (identification), matching type,
ad multiple choice. The items usually pertain to a specific cognitive skill, such as recalling, understanding,
applying, analyzing, evaluating, and creating.
Performance-based type of assessments require learners to perform tasks, such as demonstrations, arrive
at a product, show strategies, and present information. Performance -based tasks are usually open-ended,
and each learner arrives with various possible responses.

Examples
Paper-and-pencil test Performance-based
o Identify the parts of the plants o Draw a landscape using paintbrush in
computer
o Label the parts of the microscope
o Deliver a speech
o Compute the compound interest
o Mount a plant specimen on a glass slide

 
Teacher-made vs Standardized Test
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 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 classroom assessment. They are used for
classroom purposes, such as determining whether the learners have reached the learning target. These intend
to measure behavior in line with the objectives of the course.
Achievement vs Aptitude Tests
Achievement tests measure what learners have learned after instruction or after going through a specific
curricular program. Achievement tests provide information on what learners can do and have acquired after
training and instruction.
Aptitude tests refers to assessing the characteristics that influence a person’s behavior that aid goal
attainment in a particular situation. Specifically, aptitudes refer to the degree of readiness to learn and
perform well in a particular situation or domain.
Speed vs Power tests
1. Speed tests consist of easy items that need to be completed within a time limit.
2. Power tests consist of items with increasing level of difficulty, but time is sufficient to complete the
whole test.
Norm-referenced vs Criterion-referenced test
1. Criterion-referenced test has a given set of standards, and the scores are compared to the given
criterion.
2. The norm-referenced test interprets results using the distribution of scores of a sample group.
The following guide questions are used when deciding the purpose, form, and interpretation of assessment:
▪ What information do you want to obtain from your learners?
▪ What is the specific learning target that you want to assess?
▪ Are you assessing learning progress or what learners have learned?
▪ Given your specific learning target, which form of assessment is appropriate?
▪ How will you interpret the results if you do not have a set of norms?
▪ Is there an available instrument to determine the information you want to know about your
learners?

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