Module 1: Introduction to Educational Testing and Assessment Summative Assessments- are administered at the end of

instruction for the purpose of certifying mastery or assigning

What is Assessment in Learning? (Balagtas-Ubina et al., 2020)
grades.
 The word assessment is rooted in the Latin word
Diagnostic Assessment- aims to detect the learning problems or
assidere, which means “to sit beside another.”
difficulties of the learners so that corrective measures or
 generally defined as the process of gathering quantitative
interventions are done to ensure learning. Diagnostic assessment is
and/or qualitative data to make decisions. usually done right after seeing signs of learning problems while
 can be defined as the systematic and purpose-oriented
teaching.
collection, analysis, and interpretation of evidence of
student learning to make informed decisions relevant to Placement Assessment- is usually done at the beginning of the
the learners. school year to determine what the learners already know or what
 be characterized as (a) a process, (b) based on specific are their needs that could inform the design of instruction.
objectives, and (c) from multiple sources
Traditional Assessment- refers to the use of conventional
Measurement- can be defined as the process of quantifying strategies or tools to provide information about the learning of
the attributes of an object, whereas evaluation may refer to students.
the process of making value judgments on the information
Authentic Assessments- are assessments that stress the
collected from measurement based on specified criteria.
importance of focusing on the application of understandings and
Instruction Assessment skills to real problems in “real-world” contextual settings
Instruction is most effective Assessment is most effective Measurement Frameworks Used in Assessment
when: when:
1. Directed toward a clearly 1. Designed to assess a Classical Test Theory (CTT) and the Item Response Theory (IRT).
defined set of intended clearly defined set of
learning outcomes. intended learning outcomes. - The two most common psychometric theories that serve as
2. The methods and 2. The nature and function of frameworks for assessment and measurement, especially in the
materials of instruction are the assessments are determination of the psychometric characteristics of a measure
congruent with the congruent with the
outcomes to be achieved. outcomes to be assessed. CTT- also known as the true score theory, explains that variations
3. The instruction is designed 3. The assessments are in the performance of examinees on a given measure are due to
to fit the characteristics and designed to fit the relevant variations in their abilities
needs of the students. student characteristics and
IRT- on the other hand, analyzes test items by estimating the
4. Instructional decisions are are fair to everyone.
based on information that is 4. Assessments provide probability that an examinee answers an item correctly or
meaningful, dependable, and information that is incorrectly.
relevant. meaningful, dependable, and
Principles in Assessing Learning
5. Students are periodically relevant.
informed concerning their 5. Provision is made for Assessment should have a clear purpose. Assessment starts with
learning progress. giving the students early a clear purpose. The methods used in collecting information
6. Remediation is provided feedback of assessment should be based on this purpose
for students not achieving results.
the intended learning. 6. Specific learning Assessment is not an end in itself. Assessment serves as a means
7. Instructional effectiveness weaknesses are revealed by to enhance student learning. It is not a simple recording or
is periodically reviewed, and the assessment results. documentation of what learners know and do not know.
the intended learning 7. Assessment results
outcomes and instruction provide information useful Assessment is an ongoing, continuous, and formative process.
modified as needed. for evaluating the Assessment consists of a series of tasks and activities conducted
appropriateness of the over time. It is not a one-shot activity and should be cumulative.
objectives, the methods, and
the materials of instruction. Assessment is learner-centered. Assessment is not about what
the teacher does but what the learner can do. Assessment of
learners provides teachers with an understanding of how they can
Types of Assessment in Learning improve their teaching, which corresponds to the goal of
Formative Assessment- refers to assessment activities that improving student learning.
provide information to both teachers and learners on how they Assessment is both process- and product-oriented. An
can improve the teaching-learning process. This type of assessment gives equal importance to learner performance or
assessment is formative because it is used at the beginning and product and the process they engage in to perform or produce a
during instruction for teachers to assess learner’s understanding. product.
Assessment must be comprehensive and holistic. Assessment Goals- Goals are general statements about desired learner
should be performed using a variety of strategies and tools outcomes in a given year or during the duration of a program
designed to assess student learning holistically. Assessment
Standards- Standards are specific statements about what
should be conducted in multiple periods to assess learning over
learners should know and can do at a particular grade level,
time.
subject, or course.
Assessment requires the use of appropriate measures. For
Educational Objectives- Educational objectives are specific
assessment to be valid, the assessment tools or measures used
statements of learner performance at the end of an instructional
must have sound psychometric properties, including, but not
unit. These are sometimes referred to as behavioral objectives
limited to, validity and reliability.
and are typically stated with the use of verbs.
Assessment should be as authentic as possible. Assessment tasks
Bloom’s Taxonomy of Educational Objectives (Cognitive Domain)
or activities should closely, if not fully, approximate real-life
situations or experiences Cognitive Description Illustrative Sample
Level Verbs Objectives
Module 2: Assessment Purposes, Learning Targets, and
Knowledge Recall or defines, Enumerate
Appropriate Methods
recognition of recalls, the six
Purpose of Classroom Assessment learned names, levels of
materials like enumerates, expertise in
Assessment of Learning. This refers to the use of assessment to concepts, and labels Bloom’s
events, facts, taxonomy
determine learners’ acquired knowledge and skills from ideas, and of
instruction and whether they were able to achieve the curriculum procedures objectives in
outcomes. It is generally summative in nature. the
cognitive
Assessment for Learning. This refers to the use of assessment to
domain.
identify the needs of learners to modify instruction of learning
Comprehensio Understandin explains, Explain each
activities in the classroom. It is formative in nature, and it is n g the describes, of the six
meant to identify gaps in the learning experiences of learners so meaning of summarizes, levels of
that they can be assisted in achieving the curriculum outcomes. learned discusses, expertise in
material, and Bloom’s
Assessment as Learning. This refers to the use of assessment to
including translates taxonomy
help learners become self-regulated. It is formative in nature and interpretation of
meant to use assessment tasks, results, and feedback to help , explanation, objectives in
learners practice self-regulation and make adjustments to achieve and literal the
the curriculum outcomes. translation cognitive
domain.
The Roles of Classroom Assessment in the Teaching-Learning
Application Use of applies, Demonstrat
Process abstract demonstrates e how to
Formative- Teachers conduct assessments because they want to ideas, , produces, use Bloom’s
principles, or illustrates, taxonomy in
acquire information on the status and level of learners’
methods, to and formulating
knowledge and skills or competencies.
specific uses. learning
Diagnostic- Teachers can use assessment to identify specific concrete objectives.
learners’ weaknesses or difficulties that may affect their situations
achievement of the intended learning outcomes Analysis Use of applies, Demonstrat
abstract demonstrates e how to
Evaluative- Teachers conduct an assessment to measure learners’ ideas, , produces, use Bloom’s
performance or achievement for the purposes of making principles, or illustrates, taxonomy in
judgments or grading in particular. methods, to and formulating
specific uses learning
Facilitative- Classroom assessment may affect student learning. concrete objectives.
On the part of teachers, assessment for learning provides situations
information on students’ learning and achievement that teachers Synthesis Construction composes, Compose
can use to improve instruction and the learning experiences of of elements constructs, learning
learners or parts from creates, targets
different designs, and using
Motivational- Classroom assessment can serve as a mechanism sources to integrates Bloom’s
for learners to be motivated and engaged in learning and form a more taxonomy.
achievement in the classroom. complex or
novel
 structure means of capturing the structure
Evaluation Making a appraises, Evaluate the of a unit of subject matter in a
textbook, knowledge of the use
judgment of evaluates, congruence of heuristics
ideas or judges, between D2. Knowledge about cognitive Knowledge of the types of tests
methods concludes, learning tasks, including appropriate particular teachers administer,
based on and criticizes targets and contextual and conditional knowledge of the cognitive
sound and assessment knowledge demands of different tasks
established methods. D3. Self-knowledge Knowledge that critiquing essays
is a personal strength, whereas
criteria
writing essays is a personal
weakness; awareness of one’s
own knowledge level
Anderson and Krathwohl proposed a revision of Bloom’s
Taxonomy in the cognitive domain by introducing a two-
dimensional model for writing learning objectives (Anderson & Categories & Alternative Definitions and
Krathwohl, 2001). Cognitive Process Names Examples
1. Remember – Retrieve relevant knowledge from long-term
The first dimension, the knowledge dimension, includes four memory
types: factual, conceptual, procedural, and metacognitive. 1.1. Recognizing Identifying Locating knowledge
in long-term
The second dimension, the cognitive process dimension, consists memory that is
of six types: remember, understand, apply, analyze, evaluate, and consistent with
create. An educational or learning objective formulated from this presented material
(e.g., Recognize the
two-dimensional model contains a noun (type of knowledge) and
dates of important
a verb (type of cognitive process). events in U.S.
The affective domain included the way we deal with things history)
1.2. Recalling Retrieving Retrieving relevant
emotionally, such as feelings, values, appreciation, enthusiasms,
knowledge from
motivations, and attitudes long-term memory
(e.g., Recall the
Major Types and Subtypes Examples dates of important
A. Factual Knowledge – The basic elements students must events in U.S.
know to be acquainted with a discipline or solve a problem in it. history)
A1. Knowledge of terminology Technical vocabulary, 2. Understand – Construct meaning from instructional
musical symbols messages, including oral, written, and graphic communication
A2. Knowledge of specific Major natural resources, 2.1. Interpreting Clarifying, Changing from one
detail and elements reliable sources of paraphrasing, form of
information representing, representation (e.g.,
B. Conceptual Knowledge – The interrelationship among the translating numerical) to
basic elements within a larger structure that enable them to another (e.g., verbal)
function together (e.g., Paraphrase
B1. Knowledge of Periods of geological time, important speeches
classifications and categories forms of business ownership and documents)
B2. Knowledge of principles Pythagorean theorem, laws of 2.2. Exemplifying Illustrating, Finding a specific
and generalizations supply and demand instantiating example or
B3. Knowledge of theories, Theory of evolution, the illustration of a
models, and structures structure of Congress concept or principle
C. Procedural Knowledge – How to do something, methods of (e.g., Give examples
inquiry, and criteria for using skills, algorithms, techniques, and of various artistic
methods painting styles)
C1. Knowledge of subject- Skills used in painting with 2.3. Classifying Categorizing, Determining that
specific skills and algorithms watercolors, whole-number subsuming something belongs
division algorithm to a category (e.g.,
C2. Knowledge of subject- Interviewing techniques, concept or principle)
specific techniques and scientific method (e.g., Classify
methods observed or
C3. Knowledge of criteria for Criteria used to determine when described cases of
determining when to use to apply a procedure involving mental disorders)
appropriate procedures Newton’s second law, criteria
used to judge the feasibility of
2.4. Summarizing Abstracting, Abstracting a
using a particular method to generalizing general theme or
estimate business costs major point(s) (e.g.,
D. Metacognitive Knowledge – Knowledge of cognition in general as Write a short
well as awareness and knowledge of one’s own cognition summary of the
D1. Strategic knowledge Knowledge of outlining as a events portrayed on
 a videotape) historical
2.5. Inferring Concluding, Drawing a logical explanation)
extrapolating, conclusion from 4.3. Attributing Deconstructing Determine a point of
interpolating, presented view, bias, values,
predicting information (e.g., In or intent underlying
learning a foreign presented material
language, infer (e.g., Determine the
grammatical point of view of the
principles from author of an essay in
examples) terms of his or her
2.6. Comparing Contrasting, Detecting political perspective)
mapping, correspondences 5. Evaluate – Make judgments based on criteria and standards
matching between two ideas,
objects, and the like 5.1. Checking Coordinating, Detecting
(e.g., Compare detecting, inconsistencies or
historical events to monitoring, fallacies within a
contemporary testing process or product;
situations) determining whether
2.7. Explaining Constructing Constructing a a process or product
models cause-and-effect has internal
model of a system consistency;
(e.g., Explain the detecting the
causes of important effectiveness of a
18th-century events procedure as it is
in France) being implemented
(e.g., Determine if a
3. Apply – Carry out or use a procedure in a given situation. scientist’s
3.1. Executing Carrying out Applying a conclusion follow
procedure to a from observed data)
familiar task (e.g., 5.2. Critiquing Judging Detecting
Divide one whole inconsistencies
number by another between a product
whole number, both and external criteria,
with multiple digits) determining whether
3.2. Implementing Using Applying a a product has
procedure to an external consistency;
unfamiliar task (e.g., detecting the
Use Newton’s appropriateness of a
Second Law in a procedure for a
situation in which it given problem (e.g.,
is appropriate) Judge which of two
4. Analyze – Break material into its constituent parts and methods is the best
determine how the parts relate to one another and to an overall way to solve a given
structure or purpose problem)
4.1. Differentiating Discriminating, Distinguishing 6. Create – Put elements together to form a coherent or
distinguishing, relevant from functional whole; reorganize elements into a new pattern or
focusing, irrelevant parts or structure
selecting important from 6.1. Generating Hypothesizing Coming up with
unimportant parts of alternative
presented material hypotheses based on
(e.g., Distinguish criteria (e.g.,
between relevant Generate hypotheses
and irrelevant to account for an
numbers in a observed
mathematical word phenomenon)
problem) 6.2. Planning Designing Devising a
4.2. Organizing Finding Determining how procedure for
coherence, elements fit or accomplishing some
integrating, function within a task (e.g., Plan a
outlining, structure (e.g., research paper on a
parsing, Structure evidence given historical
structuring in a historical topic)
description into 6.3. Producing Constructing Inventing a product
evidence for and (e.g., Build habitats
against a particular for a specific
 purpose) The psychomotor domain includes physical movement, coordination,
and use of the motor-skill areas. Development of these skills requires
practice and is measured in terms of speed, precision, distance,
The affective domain included the way we deal with things emotionally, procedures, or techniques in execution. The seven major categories are
such as feelings, values, appreciation, enthusiasms, motivations, and listed from the simplest behavior to the most complex: [The Simpson’s
attitudes and Harrow’s psychomotor domains are especially useful for the
development of children and young people, and for developing skills in
Category Examples adults that take people out of their comfort zones like.
Receiving Phenomena: Listen to others with respect. Keyword
Awareness, willingness to Listen for and remember the Category Examples
(Verbs)
hear, selected attention name of newly introduced Perception Detects non-verbal Chooses,
people. (awareness): The communication cues. describes,
Responding to Phenomena: Participates in class ability to use Estimate where a ball detects,
Active participation on the part discussions. Gives a sensory cues to will land after it is differentiates,
of the learners. Attends and presentation. Questions new guide motor thrown and then distinguishes,
reacts to a particular ideas, concepts, models, etc. activity. This moving to the correct identifies,
phenomenon. Learning to fully understand them. ranges from location to catch the isolates, relates,
outcomes may emphasize Know the safety rules and sensory ball. Adjusts heat of selects.
compliance in responding, practices them. stimulation, the stove to correct
willingness to respond, or through cue temperature by smell
satisfaction in responding selection, to and taste of food.
(motivation) translation. Adjusts the height of
Valuing: The worth or value a Demonstrates belief in the the forks on a forklift
person attaches to a particular democratic process. Is by comparing where
object, phenomenon, or sensitive towards individual the forks are in
behavior. This ranges from and cultural differences (value relation to the pallet.
simple acceptance to a more diversity). Shows the ability Set: Readiness to Knows and acts upon Begins, displays,
complex state of commitment. to solve problems. Proposes a act. It includes a sequence of steps in explains, moves,
Valuing is based on the plan for social improvement mental, physical, a manufacturing proceeds, reacts,
internalization of a set of and follows through with and emotional sets. process. Recognize shows, states,
specified values, while clues to commitment. Informs These three sets are one's abilities and volunteers.
these values are expressed in management on matters that dispositions that limitations. Shows
the learner’s overt behavior one feels strongly about. predetermine a desire to learn a new
and are often identifiable. person's response to process (motivation).
Organization: Organizes Recognizes the need for different situations NOTE: This
values into priorities by balance between freedom and (sometimes called subdivision of
contrasting different values, responsible behavior. Accepts mindsets). Psychomotor is
resolving conflicts between responsibility for one’s closely related to the
them, and creating a unique behavior. Explains the role of “Responding to
value system. The emphasis is systematic planning in solving phenomena”
on comparing, relating, and problems. Accepts subdivision of the
synthesizing values. professional ethical standards. Affective domain.
Creates a life plan in harmony Guided Response: Performs a Copies, traces,
with abilities, interests, and The early stages in mathematical follows, reacts,
beliefs. Prioritizes time learning a complex equation as reproduces,
effectively to meet the needs skill that includes demonstrated. responds.
of the organization, family, imitation and trial Follows instructions
and self. and error. to build a model.
Internalizing values Shows self-reliance when Adequacy of Responds hand-
(characterization): Has a working independently. performance is signals of the
value system that controls their Cooperates in group activities achieved by instructor while
behavior. The behavior is (displays teamwork). Uses an practicing. learning to operate a
pervasive, consistent, objective approach in forklift.
predictable, and most problem-solving. Displays a Mechanism (basic Use a personal Assembles,
importantly, characteristic of professional commitment to proficiency): This computer. Repair a calibrates,
the learner. Instructional ethical practices daily. is the intermediate leaking faucet. Drive constructs,
objectives are concerned with Revises judgments and stage in learning a a car. dismantles,
the student’s general patterns changes behavior in light of complex skill. displays, fastens,
of adjustment (personal, social, new evidence. Values people Learned responses fixes, grinds,
emotional). for what they are, not how have become heats,
they look. habitual and the manipulates,
movements can be measures,
performed with mends, mixes,
some confidence organizes,
 and proficiency. sketches. different types of learning targets and sample assessment
Complex Overt Maneuvers a car into Assembles, methods.
Response (Expert): a tight parallel builds,
The skillful parking spot. calibrates, Different Classifications of Assessment)
performance of Operates a computer constructs,
motor acts that quickly and dismantles, The different forms of assessment are classified
involve complex accurately. Displays displays, fastens, according to purpose, form, function, kind of learning, ability, and
movement patterns. competence while fixes, grinds, interpretation of learning.
Proficiency is playing the piano. heats,
indicated by a manipulates, Classification Type
quick, accurate, and measures, Educational
highly coordinated mends, mixes, Purpose
Psychological
performance, organizes, Paper-and-Pencil
requiring a sketches. NOTE: Form
Performance-based
minimum of The Key Words Teacher-made
energy. This are the same as Function
Standardized
category includes Mechanism, but Achievement
performing without will have Kind of Learning they Measure
Aptitude
hesitation and adverbs or Speed
automatic adjectives that Ability they Measure
Power
performance. For indicate that the Norm-referenced
example, players performance is Interpretation of Learning
Criterion-referenced
often utter sounds quicker, better,
of satisfaction or more accurate,
expletives as soon etc. Educational assessments are used in the school setting to track
as they hit a tennis the growth of learners and grade their performance.
ball or throw a
football because Psychological assessments such as tests and scales, are measures
they can tell by the that determine the learner’s cognitive and non-cognitive
feel of the act what characteristics
the result will
produce. Paper-and-pencil assessments are cognitive tasks that require a
Adaptation: Skills Responds effectively Adapts, alters, single correct answer. They usually come in the form of test types,
are well developed to unexpected changes, such as binary (true or false), short answer (identification),
and the individual experiences. rearranges,
can modify Modifies instruction reorganizes, matching type, and multiple choice.
movement patterns to meet the needs of revises, varies.
Performance-based assessments require learners to perform
to fit special the learners. Perform
requirements. a task with a machine tasks, such as demonstration, arrive at a product, show strategies,
that it was not and present information.
originally intended to
do (the machine is Standardized tests have fixed directions for administering and
not damaged and scoring. They can be purchased with test manuals, booklets, and
there is no danger in answer sheets.
performing the new
task). According to Lohgman (as cited in Balagtas-Ubina et al.,
Origination: Constructs a new Arranges, builds, 2020), aptitudes are the characteristics that influence a
Creating new theory. Develops a combines, person’s behavior that aid goal attainment in a particular
movement patterns new and composes,
to fit a particular comprehensive constructs, situation..
situation or specific training creates, designs,
According to Lohgman (as cited in Balagtas-Ubina et al., 2020),
problem. Learning programming. initiates, makes,
outcomes Creates a new originates. aptitudes are the characteristics that influence a person’s
emphasize gymnastic routine. behavior that aid goal attainment in a particular situation.
creativity based
upon highly Speed tests simply measure the speed with which test takers can
developed skills. perform a task. In a pure speed test, the difficulty is manipulated
mainly through timing.

Appropriate Methods of AssessmentOnce the learning targets are Power tests, on the other hand, have no time limits. In these
identified, appropriate assessment methods can be selected to tests, the difficulty is manipulated by increasing or decreasing the
measure student learning. The match between a learning target complexity of items
and the assessment method used to measure if students have
met the target is very critical. Tables 6 & 7 present a matrix of the
 Norm-Referenced Criterion-
Testing Referenced Testing
Principal Use Survey testing. Mastery Testing
Measured
Describes tasks
individual
Major Emphasis students can
differences in
perform.
achievement.
Compares
Compares performance to a
Interpretation
performance to that clearly specified
of Results
of other individuals. achievement
domain.
Typically covers a Typically focuses on
Content
broad area of a limited set of
Coverage
achievement. learning tasks.
Table of Detailed domain
Nature of Test
specifications is specifications are
Plan
commonly used. favored.
Items are selected
Includes all items
that provide
needed to
maximum
adequately describe
discrimination
performance. No
Item Selection among individuals
attempt is made to
Procedures (to obtain a reliable
alter item difficulty
ranking). Easy items
or to eliminate easy
are typically
items to increase the
eliminated from the
spread of scores.
test.
The level of
The level of performance is
performance is commonly
determined by determined by
Performance
relative position in absolute standards
Standards
some known group (e.g., demonstrates
(e.g., ranks fifth in a mastery by defining
group of 20). 90 percent of the
technical terms).