TYPES OF ASSESSMENT

PROCEDURES
 TYPES OF ASSESSMENT
PROCEDURES

 Nature of Assessment
 Maximum Performance
 Typical Performance

 Format of Assessment
 Fixed-choice Test
 Complex-performance Assessment
 NATURE OF ASSESSMENT

 Maximum Performance
-I t i s u s e d t o d e t e r m i n e w h a t
individuals can do when performing at
their best.

-E x a m p l e s o f i n s t r u m e n t s u s i n g
maximum performance are Aptitude
tests and Achievement tests.
  Typical Performance
-I t i s u s e d t o d e t e r m i n e w h a t
individuals will do under natural
conditions.

-Examples of instruments using

typical performance are attitude,
interest, and personality inventories,
observational techniques and peer
appraisal.
 FORMAT OF ASSESSMENT

Fixed-choice Test
-A n a s s e s s m e n t u s e d t o m e a s u r e
knowledge and skills effectively and
efficiently.

-Example is Standard multiple-

choice test.
Complex-performance
Assessment
-A n a s s e s s m e n t p r o c e d u r e u s e d t o
measure the performance of the learner
in context and on problems valued in
their own right.

-Examples of instruments used in

complex performance assessment are
hands-on laboratory experiment, project,
essay, oral presentation.
 ROLE OF ASSESSMENT IN CLASSROOM
INSTRUCTION

‘’Teaching and Learning are reciprocal

processes that depend on and affect one
another” (Swearingen 2002 and
Kellough, 1999).

The assessment component of the

instructional processes deals with the
learning progress of the students and
the teacher’s effectiveness in imparting
knowledge to the students.
Assessment enhances learning in the
instructional processes if the result
provides feedbacks to both students and
teachers.

The information obtained from the

assessment is used to evaluate the
teaching methodologies and strategies of
the teacher. It is also used to make
teaching decisions.

The result of assessment is used to

diagnose the learning problems of the
students.
BEGINNING OF INSTRUCTION

 Placement Assessment

-A n a s s e s s m e n t p r o c e d u r e u s e d t o
determine the learner’s prerequisite
skills, degree of mastery of the course
goals, and/ or best modes of learning .

-Examples: Readiness test, aptitude

test, pretest on course objectives, self -
report inventories, observational
techniques.
DURING INSTRUCTION

 Formative Assessment

-An assessment procedure used to

determine the learner’s learning
progress, provides feedback to reinforce
learning, and corrects learning errors.

-Examples: Teacher-made tests, custom-

made tests from textbook publishers,
observational techniques.
 Diagnostic Assessment

-An assessment procedure used to

determine the causes of learner’s
learning persistent learning difficulties
such as intellectual, physical,
emotional, and environmental
difficulties.

-Examples: Published diagnostic tests,

teacher-made diagnostic tests,
observational techniques.
END OF INSTRUCTION

 Summative Assessment

-An assessment procedure used to

determine the end-of-course
achievement for assigning grades or
certifying mastery of objectives .

-Examples: Teacher-made survey test,

performance rating scales, product
scales.
METHODS OF INTERPRETING THE
RESULTS
 Norms-referenced Interpretation
-I t i s u s e d t o d e s c r i b e s t u d e n t
performance according to relative
position in some known group.
-In this method of interpretation it is
assumed that the level of performance of
student will not vary much from one
class to another class.

- E x a m p l e : r a n k 5 th i n a c l a s s r o o m g r o u p
of 40.
 Criterion-referenced Interpretation

-It is used to describe student performance

according to a specified domain of clearly defined
learning task.
-This method of interpretation is used when the
teacher wants to determine how well the students
have learned specific knowledge or skills in a
certain course or subject matter.

-Examples: Divide three-digit whole numbers

correctly and accurately; multiply binomial terms
correctly.
END….