Assessment and

Evaluation of
Learning 2
 Table of Contents
Slide

• What is a Test? 4
• Purposes / Uses of Tests 5
• Classification of Tests According to Format 7

• Other Classification of Tests 11

• Assessment of Affective and
Other Non-Cognitive Learning Outcomes 14
• Affective Assessment Procedures/Tools 16
Assessment and
Evaluation of
Learning 2
-- Week 1 – 2 --
 What is a Test?

• It is an instrument or systematic procedure which typically consists of a set of questions for

measuring a sample of behavior.
• It is a special form of assessment made under contrived circumstances especially so that it
may be administered.
• It is a systematic form of assessment that answers the question, "How well does the
individual perform - either in comparison with others or in comparison with a domain of
performance task.
• An instrument designed to measure any quality, ability, skill or knowledge.
 Purposes / Uses of Tests

 Instructional Uses of Tests

- grouping learners for instruction within a class
- identifying learners who need corrective and enrichment experiences
- measuring class progress for any given period
- assigning grades/marks
- guiding activities for specific learners (the slow, average, fast)
 Guidance Uses of Tests
- assisting learners to set educational and vocational goals
- improving teacher, counselor and parents' understanding of children with problems
- preparing information/data to guide conferences with parents about their children
- determining interests in types of occupations not previously considered or known by the students
- predicting success in future educational or vocational endeavor
 Purposes / Uses of Tests

 Administrative Uses of Tests

- determining emphasis to be given to the different learning areas in the curriculum
- measuring the school progress from year to year
- determining how well students are attaining worthwhile educational goals
- determining appropriateness of the school curriculum for students of different levels of ability
- developing adequate basis for pupil promotion or retention
 Classification of Tests According Format
I. Standardized Tests - tests that have been carefully constructed by experts in the light of
accepted objectives.

1. Ability Tests - combine verbal and numerical ability, reasoning and computations.
Ex: OLSAT-Otis Lennon Standardized Ability Test

2. Aptitude Tests - measure potential in a specific field or area predict the degree to which an
individual will succeed in any given area such art, music, mechanical task or
academic studies.
 Classification of Tests According Format
II. Teacher-Made Tests - constructed by classroom teacher which measure and appraise
student progress in terms of specific classroom/instructional objectives.

1. Objective Type - answers are in the form of a single word or phrase or symbol .
a. Limited Response Type - requires the student to select the answer from a given
number of alternatives or choices
i. Multiple Choice Test - consists of a stem, each of which presents three to five alternatives or options in
which orily one is correct or definitely better than the other. The correct option choice or alternative in each item is merely called
answer and the rest of the alternatives are called distracters or decoys or foils.
ii. True False or Alternative Response - consists of declarative statements that one has to respond or mark
true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, agree or dis- agree and the like. It is a test made up of
items which allow dichoto-
iii. Matching Type - consists of two parallel columns with each word, number, or symbol in one column
being matched to a word sentence, or phrase in the other column. The items in Column I or A for which a match is sought are called
premises, and the items in Column i or B from which the selection is made are called responses
 Classification of Tests According Format
a. Free Response Type or Supply Test - requires the student to supply or give the correct answer.
i. Short Answer - uses a direct question that can be answered by a word, phrase, number, or
symbol
ii. Completion Test - consists of an incomplete statement that can also be answered by a word,
phrase, number, or symbol

2. Essay Type - Essay questions provide freedom of response that is needed to adequately assess
students' ability to formulate, organize, integrate and evaluate
a. Restricted Essay - limits both the content and the response. Content is usually restricted by the
scope of the topic to be discussed,
b. Extended Essay - allows the students to select any factual information that they think is
pertinent to organize their answers in accordance with their best judgment and to integrate and
evaluate ideas which they think appropriate.
Assessment and
Evaluation of
Learning 2
--- Week 3 ---
 Other Classification of Tests
• Psychological Tests - aim to measure students' intangible aspects of behavior, i.e. intelligence, attitudes,
interests and aptitude.
• Educational Tests - aim to measure the results/effects of instruction.
• Survey Tests - measure general level of student's achievement over a broad range of learning outcomes and
tend to emphasize norm-referenced interpretation
• Mastery Tests - measure the degree of mastery of a limited set of specific learning outcomes and typically
use criterion referenced interpretations.
• Verbal Tests - one in which words are very necessary and the examinee should be equipped with
vocabulary in attaching meaning to or responding to test items.
• Non-Verbal Tests - one in which words are not that important, student responds to test items in the form of
drawings, pictures or designs
• Standardized Tests - constructed by a professional item writer, cover a large domain of learning tasks with
just few items measuring each specific task. Typically, items are of average difficulty and omits very easy
and very difficult items, emphasize discrimination among individuals in terms of relative level of learning.
 Other Classification of Tests
• Teacher-Made-Tests - constructed by a classroom teacher, give focus on a limited domain of
learning tasks with relatively large number of items measuring each specific task. Matches item
difficulty to learning tasks, without alternating item difficulty or omitting easy or difficult items,
emphasize description of what learning tasks students can and cannot do/perform.
• Individual Tests - administered on a one-to-one basis using careful oral questioning.
• Group Test - administered to group of individuals, questions are typically answered using paper and
pencil technique.
• Objective Tests - one in which equally competent examinees will get the same scores, e.g. multiple-
choice test.
• Subjective Tests - one in which the scores can be influenced by the opinion/judgment of the rater,
e.g. essay test.
• Power Tests - designed to measure level of performance under sufficient time conditions, consist of
items arranged in order of increasing difficulty.
• Speed Tests - designed to measure the number of items an individual can complete in a give time,
consists of items approximately of the same level of difficulty.
Assessment and
Evaluation of
Learning 2
---- Week 4 ----
 Assessment of Affective and Other Non-Cognitive
Learning Outcomes
Affective and Other Non-Cognitive Learning Outcomes Requiring
Assessment Procedure Beyond Paper-and-Pencil Test
Affective/Non- Sample Behavior
cognitive
Learning
Outcome
Social Attitudes Concern for the welfare of others, sensitivity to social issues, desire to work toward social
improvement
Scientific Attitude Open-mindedness, risk taking and responsibility resource-fulness, persistence, humility,
curiosity
Academic self-concept Expressed as self-perception as a learner in particular subjects (e.g. math, science, history,
etc.)
Interests Expressed feelings toward various educational, mechanical, aesthetic, social, recreational,
vocational activities
Appreciations Feelings of satisfaction and enjoyment expressed toward nature, music, art, literature,
vocational activities
Adjustments Relationship to peers, reaction to praise and criticism, emotional, social stability,
acceptability
Assessment and
Evaluation of
Learning 2
----- Week 5 -----
 Affective Assessment Procedures/Tools
» Observational Techniques - used in assessing affective and other non-cognitive learning
outcomes and aspects of development of students.
• Anecdotal Records - method of recording factual description of students’ behavior.

Effective use of Anecdotal Records

1. Determine in advance what to observe, but be alert for unusual behavior.
2. Analyze observational records for possible sources of bias.
3. Observe and record enough of the situation to make the behavior meaningful.
4. Make a record of the incident right after observation, as much as possible.
5. Limit each anecdote to a brief description of a single incident.
6. Keep the factual description of the incident and your interpretation of it, separate.
7. Record both positive and negative behavioral incidents.
8. Collect a number of anecdotes on a student before drawing inferences concerning typical behavior
9. Obtain practice in writing anecdotal records.
 Affective Assessment Procedures/Tools
• Peer appraisal - is especially useful in assessing personality characteristics, social
relations skills, and other forms of typical behavior. Peer - appraisal methods include the guess
who technique and the sociometric technique.

Guess-Who Technique - method used to obtain peer judgment or peer ratings

requiring students to name their classmates who best fit each of a series of behavior
description, the number of nominations students receive on each characteristic Indicates
their reputation in the peer group.

Sociometric Technique - also calls for nominations, but students indicate their
choice of companions for some group situation or activity, the number of choices students
receives serves as an indication of their total social acceptance.
 Affective Assessment Procedures/Tools
• Self-report techniques - used to obtain information that is inaccessible by other
means, including reports on the students' attitudes, interests, and personal feelings.

• Attitude scales - used to determine what a student believes, perceives, or feels. Attitudes can be
measured toward self, others, and a variety of other activities, institutions, or situations.

Types:

I. Rating Scale - measures attitudes toward others or asks an Individual to rate another
individual on a number of behavioral dimensions on a continuum from good to bad or
excellent to poor; or on a number of items by selecting the most appropriate response
category along 3 or 5 point scale (e.g., 5-excellent, 4-above average, 3-average, 2-below
average, 1-poor)
 Affective Assessment Procedures/Tools

II. Semantic Differential Scale - asks an individual to give a quantitative rating to the subject
of the attitude scale on a number of bipolar adjectives such as good-bad, friendly
unfriendly etc.

III. Likert Scale - an assessment instrument which asks an individual to respond to a series of
statements by indicating whether she/he strongly agrees (SA), agrees (A), is undecided
(U), disagrees (D), strongly disagrees (SD) with each statement. Each response is
associated with a point value, and an individual's score is determined by summing up the
point values for each positive statements: SA-5, A-4, U-3, D-2, SD-1. for negative
statements, the point values would be reversed, that is, SA-1, A-2, and so on.
 Affective Assessment Procedures/Tools
» Personality assessments - refer to procedures for assessing emotional adjust ment,
interpersonal relations, motivation, interests, feelings and attitudes toward self, others, and
a variety of other activities, institutions, and situations.

• Interest - are preferences for particular activities.

Example of statement on questionnaire: I would rather cook than write a letter.
• Values - concern preferences for "life goals" and "ways of life", in contrast to interests, which
concern preferences for particular activities.
Example: I consider it more important to have people respect me then to admire me.
• Attitude concerns feelings about particular social objects-physical objects, types of people,
particular persons, social institutions, government policies. and others.
Example: I enjoy solving math problem.
 Affective Assessment Procedures/Tools
a. Nonprojective Tests
 Personality Inventories
• Personality Inventories present lists of questions or statements describing behaviors characteristic of
certain personality traits, and the individual is asked to indicate (yes, no, undecided) whether the
statement describes her or him.
• It may be specific and measure only one trait, such as introversion extroversion, or may be general and
measure a number of traits.
 Creativity Tests
• Tests of creativity are really tests designed to measure those personality characteristics that are related
to creative behavior.
• One such trait is referred to as divergent thinking. Unlike convergent thinkers who tend to look for the
right answer, divergent thinkers tend to seek alternatives.
 Interest Inventories
• An interest Inventory asks an individual to indicate personal like, such as kinds of activities he or she
likes to engage in.
 Affective Assessment Procedures/Tools
b. Projective Tests

• Projective tests were developed in an attempt to eliminate some of the major problems
inherent in the use of self report measures, such as the tendency of some respondents to give
"socially acceptable" responses.
• The purposes of such tests are usually not obvious to respondents; the individual is typically
asked to respond to ambiguous items.
• The most commonly used projective technique is the method of association. This technique
asks the respondent to react to a stimulus such as a picture, inkblot, or word.
Assessment and
Evaluation of
Learning 2
------ Week 6 ------
* Preliminaries *