Lesson in EDUC 4 – Assessment in Learning 1

Group 2: Keith D. Caliso – Team Leader

Joeven Carlos
Rolly Claud
Jean Michelle Davao

Course Facilitator: Charlene Joy Rectra Amar, PhD

First Semester, 2023-2024

I. Preliminaries
A. Greetings
B. Prayer
C. Motivational Activity

II. Lesson Proper

Topic: Different Classifications of Assessment

What are the different classifications of assessment that teachers can use?

Desired Significant Learning Outcomes

In this lesson, you are expected to:

● illustrate scenarios in the use of different classifications of assessment;

● rationalize the purpose of different forms of assessment; and

● decide on the kind of assessment to be used.

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge and skills in
illustrating and selecting the appropriate kind of assessment given the purpose of what you need
to determine among the learners. You are considered successful in this culminating performance
if you have satisfied at least the following indicators of success:

Contents of the Illustrative Scenario Success Indicators

Rationalized the kind of assessment used All the justifications to help the teacher
identify student learning and how learners will
benefit from the information are provided.
Provided the procedure on how to conduct All necessary procedures that are appropriate
assessment in conducting the assessment are described.
Provided the purpose of the assessment All the possible purposes of conducting the
assessment are clearly indicated.

Prerequisite of This Lesson

To successfully conduct this culminating performance task, you should have understood
the different purposes and functions of assessment. In the previous lesson, you were provided
with different ways, purposes and uses of assessment in the classroom setting. You have also
learned that assessment becomes appropriate when it is anchored on a clear set of learning
targets. The learning targets will help you determine what to assess and appropriate form of
assessment to use.

What are the different classifications of assessment?

The different forms of assessment are classified according to purpose, form,
interpretation of learning, function, ability, and kind of learning.

Classification Type
Purpose Educational and Psychological
Form Paper and Pencil/ Performance-based
Function Teacher-made and Standardized
Kind of Learning Achievement and Aptitude
Ability Speed and Power
Interpretation of Learning Norm-referenced/ Criterion referenced

When do we use educational and psychological assessments?

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. Formative assessment is a continuous process of gathering
information about student learning at the beginning, during, and after instruction so that teachers
can decide how to improve their instruction until learners are able to meet the learning targets.
When the learners are provided with enough scaffolds as indicated by the formative assessment,
then the summative assessment is conducted. The purpose of summative assessment is to
determine and record what the learners have learned. On the other hand, the purpose of formative
assessment is to track and monitor student learning and their progress toward the learning target.
Formative assessment can be any form of assessment (paper-and-pencil or performance based)
that is conducted before, during, and after instruction. Before instruction begins, formative
assessment serves as a diagnostic tool to determine whether learners already know about the
learning target. More specifically, formative assessment given at the start of the lesson
determines the following:
1. What learners know and do not know so the instruction can supplement what learners do
not know.
2. Misconceptions of learners so that they can be corrected.
3. Confusion of learners so that they can be clarified.
 4. What learners can and cannot do so that enough practice can be given to perform the task.

The information from the educational assessment at the beginning of the lesson is used by
the teacher to prepare relevant instruction for learners. For example, if the learning target is for
learners to determine the by-product of photosynthesis, then the teacher can ask learners if they
know what the food of plants is. If incorrect answers are provided, then the teacher can
recommend references for them to study. If the learning target is for learners to divide a three-
digit number by a two-digit number, then the teacher can start with a three-item exercise on the
task to identify who can and cannot perform the task. For those who can do the task, the teacher
can provide more exercise; for those who cannot, necessary direct instruction can be provided.
At this point of instruction, the results of the assessments are not graded because the information
is used by the teacher to prepare relevant ways to teach.

Educational assessment during instruction is done where the teacher stops at certain parts
of the teaching episodes to ask learners questions, assign exercises, short essays, board work, and
other tasks. If the majority of the learners are still unable to accomplish the task, then the teacher
realizes that further instruction is needed by learners. The teacher continuously provides a series
of practice drills and exercises until the learners are able meet the learning target. These drills
and exercises are meant to make learners consolidate the skill until they can execute it with ease.
At this point of the instruction, the teacher should be able to see the progress of the learners in
accomplishing the task. The teacher can require the learners to collect the results of their drills
and exercises so that the learners can track their own progress as well. This procedure allows
learners to become active participants in their own learning. At this point of the instruction, the
results of the assessment are not yet graded because the learners are still in the progress of
reaching the learning target; and some learners do not progress at the same rate as the others.
When the teacher observes that majority or all of the learners are able to demonstrate the
learning target, then the teachers can now conduct the summative assessment. It is best to have a
summative assessment for each learning target so that there is evidence that learning has taken
place. Both the summative and formative assessments should be aligned to the same learning
target; in this case, there should be parallelism between the tasks provided in the formative and
summative assessments. When the learners are provided with word problem-solving tasks in the
summative assessment, word problem-solving should have also been given during the formative
assessment. When the learners are asked to identify the parts of the book during the formative
assessment, the same exercises should have been provided during the formative assessment. For
physical education, if the final performance is a folk dance, then learners are given time to
practice and pre-final performance is the formative assessment.
Psychological assessment, such as tests and scales, are measures that determine the
learner’s cognitive and non-cognitive characteristics. Examples of cognitive tests are those that
measure ability, aptitude, intelligence, and critical thinking. Affective measures for personality,
motivation, attitude, interest and disposition. The results of these assessments are used by the
school’s guidance counselor to perform interventions on the learners’ academic career, and
social, and emotional development.
When do we use paper-and pencil and performance-based type of assessment?
Paper-and-pencil types of assessments are cognitive tasks that require a single correct
answer. They usually come in the form of test type, such as binary (true or false), short answer
(identification), Matching type, and multiple choice. The items usually pertain to a specific
cognitive skill, such as recalling, understanding, applying, analyzing, evaluating, and creating.
On the other hand, performance-based types of assessments require learners to perform tasks,
such as demonstrations, arrive at a product, show strategies, and present information. The skills
applied are usually complex and require integrated skills to arrive at the target response.
Examples include writing an essay, reporting in front of the class, reciting a poem, demonstrating
how a problem was solved, creating a word problem, reporting the results of an experiment,
dance and song performance painting and drawing playing a musical instrument, etc.
Performance based tasks are usually open-ended, and each learner arrives with various possible
responses.
The use of paper-and-pencil and performance-based tasks depends on the nature and
content of the learning target. Below are examples of learning target that require a paper-and-
pencil type of assessment:

● Identify the parts of the plants

● Label the parts of the microscope

● Compute the compound interest

● Classify the phase of a given matter

● Provide the appropriate verb in the sentence

● Identify the type of sentence

Below the learning targets that require performance-based assessment:

● Varnish a wooden cabinet

● Draw a landscape using paintbrush in the computer

● Write a word problem involving multiplication of polynomials

● Deliver a speech convincing your classmates that you are a good candidate for the student
council
● Write an essay explaining how humans and plants benefit from each other

● Mount a plant specimen on a glass slide.

 Check your learning by writing on the blank if the task requires paper-and-pencil or
performance-based assessment.
_______________1. State the domain and range of a given function
_______________2. Solve systems linear equations in two variables by the graphical method
_______________3. Draw the slope of the given equation
_______________4. Simplify complex fractions
_______________5. Deliver a speech to persuade people to donate for the orphanage
_______________6. Multiply and divide rational algebraic expressions
_______________7. Observe the chemicals in the laboratory and list their hazards
_______________8. Classify substance according to their physical or chemical and extrinsic or
intrinsic properties
_______________9. Cite evidence of chemical changes
_______________10. Present ways to prevent walls from easily cracking during earthquakes.

How do we distinguish teacher-made from standardized tests?

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 norms. The norm group’s
performance is used to compare the result of those who took the test.

Category Specific example Visit the site of their description

Intelligence test Wechsler Adult Intelligence http://welchslertest.com/
Scale

Achievement test Metropolitan achievement test http://www.tests.com/MAT-8-

Testing

Aptitude test Ravens progressive matrices https://

www.pearsonclinical.co.uk/
psychology/
adultcognitionneuropsychologyan
dlanguange/aduitgeneralabilities/
ravens-progressive-matrice.aspx
Critical thinking test Watson glaser critical thinking https:www.assessmentday.co.uk/
 appraisal Watson-glaser-critical-
thinking.htm
Interest test Riasec makers scale https://openpsychometrics.org/
tests/riasec/
Personality test Neo personality inventory http://www.hogrefe.co.uk/
neopir.html

Non-standardized or teacher –made tests are usually intended for classroom assessment. They
are used for classroom purposes, such as determining whether learners have reached the learning
target. These intend to measure behavior (such as learning) in line with the objectives of the
course. Examples are quizzes, long tests, and exams. Formative and summative assessments are
usually teacher- made tests.
Can a teacher–made test become a standardized test? Yes, as long as it is valid, reliable,
and with a standard procedure for administering, scoring, and interpreting results.

What information is sought from achievement and 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. Achievement is a measure of what a
person has learned within or up to the given time (Yaremko et al.1982). It is a measure of the
accomplished skills and indicates what a person can do at present (1995). Kimbally (1989)
explained the traditional and alternative views on the achievement of learners. He noted that the
greater number of courses taken by the learners and their more extensive classroom experience
with a subject may give them an advantage. Achievement can be measured by a variety of
means. Achievement can be reflected in the final grades of learners within a quarter. A quarterly
test composed of several learning targets is also a good way of determining the achievement of
learners. It can also be measured using achievement tests, such as the wide range achievement
test, California achievement test, and Iowa test for basic skills.
According to Lohgman (2005), aptitudes are the characteristics that influence a person’s
behavior that aid goal attainment in a particular situation. Specifically, aptitude refers to the
degree of readiness to learn and perform well in a particular situation or domain (Corno et al.
2002). Examples include the ability to comprehend instruction, manage one’s time, use
previously acquired knowledge appropriately, make good inferences and generalizations, and
manage one’s emotions. Other developments have also led to the conclusion that assessment of
aptitude can go beyond cognitive abilities. An example is the cognitive abilities measurement
that measures working memory capacity, ability to store old information and process new ones,
and speed of individuals in retrieving and processing new information (Kyllonen and Crystal
1989). Magno (2009) also created a taxonomy of aptitude test items. The taxonomy provides
item writers with a guide on the type of items to be included when building an aptitude test
depending on the skills specified. The taxonomy includes 12 classifications categorized as verbal
and nonverbal. The schemes in the verbal category include verbal analogy, syllogism, and
number of letter series; the nonverbal is composed of topology, visual discrimination,
progressive series, visualization, orientation, figure ground perception, surface development,
object assembly, and picture complete on.

How do we differentiate speed from power test?

Speed tests consist of easy items that need to be completed within a time limit. Power
tests consist of items with increasing levels of difficulty, but time is sufficient to complete the
whole test. An example of a power test was the one developed by the National Council of
Teachers of Mathematics that determines the ability of the examinees to utilize data to reason
and become creative, formulate, solve, and reflect critically on the problems provided. An
example of a speed test is a typing test in which examinees are required to correctly type as many
words as possible given a limited amount of time.

How do we differentiate norm-referenced from criterion-referenced tests?

There are two types of test based on how the scores are interpreted: norm-referenced and
criterion-referenced tests. Criterion-referenced test has a given set of standards, and the scores
are compared to the given criterion. For example, in a 50-item test: 40-50 is very high, 30-39 is
high, 20-29 is average, and 10-19 is low, and 0-9 is very low. One approach in criterion-
referenced interpretation is that the score is compared to a specific cutoff. An example is the
grading in schools where the range of grades 96-100 is highly proficient, 90-95 is proficient, 80-
89 is nearly proficient, and below 80 is beginning.
The norm-referenced test interprets results using the distribution of scores of a sample
group. The mean and standard deviations are computed for the group. The standing of every
individual in a norm-referenced test is based on how far they are from the mean and standard
deviation of the sample. Standardized tests usually interpret scores using a norm set from a large
sample.
Having an established norm for a test means obtaining the normal or average
performance in the distribution of scores. A normal distribution is obtained by increasing the
sample size. A norm is a standard and is based on a very large group of samples. Norms are
reported in the manual of standardized tests.
A normal distribution found in the manual takes the shape of a bell curve. It shows the
number of people within a range of scores. It also reports the percentage of people with
particular scores. The norm is used to convert a raw score into standard score into standard
scores for interpretability.
 What is the use of norm? (1) A norm is a basis of interpreting a test score. (2) A norm can
be used to interpret a particular score.
Case A
A teacher in mathematics wanted to determine how well the learners have learned their
lesson on fractions. After two weeks of drills and exercises, the teacher wanted to record how
well the learners have learned about fractions. The specific learning competencies taught by the
teacher are (1) adding similar fractions and (2) solving word problems involving the addition of
similar fractions. The school has an available standardized test on mathematics, but it covers
many topics aside from fractions.

What information does the math teacher want - The teacher wanted to determine how well
to determine among the learners? the learners have learned their lesson on
fractions.
What is the specific learning target that the - By adding similar fractions and solving word
math teacher wants to assess? problems involving the addition of similar
fractions.
Is the math teacher assessing learning - Yes
progress or what learners have learned?

Given your specific learning target, which - Standardized test

form of assessment is appropriate?

How will the math teacher interpret the results - By the use of records, the teacher interprets
if the learners have learned? how well the learners have learned about
fractions.

Case B
A school principal wanted to determine who among the group of applicants will be
admitted to the school. The principal wanted to determine if the learners have learned well in
their present grade level. The learners come from different schools, and it is assumed that they all
learned the common standards as indicated in the national curriculum. There is an available
instrument in the school that determines the important learning competencies based on the
national curriculum.

What information does the principal want to - The principal wanted to determine if the
determine about the learners? learners have learned well in their present grade
level.
What are the specific learning targets that the - The principal assumed that the learners
principal intends to assess? learned the common standards as indicated in
the national curriculum.
Is there an available instrument to determine - Yes
the information that the principal wants to
know among the learners?
Given the available standardized instrument, - Yes
does the principal want to determine what the
learners have learned or their potential for
future learning?
Is the principal after the learners' maximum
performance?
Given that there is an available instrument, how - By determining the important learning
will the scores be interpreted? How will the competencies based on the national curriculum.
school principal decide who will be accepted in -The school principal will decide if he/she
the school? determines who among a group of applicants
will be admitted to the school.

III. Evaluation

Direction: Identify the appropriate assessment stated in the following statements.

_____________________1. These are used in school settings for the purpose of tracking the
growth of learners and grading their performance.
_____________________2. It is a continuous process of gathering information about student
learning at the beginning, during, and after instruction so that teachers can decide how to
improve their instruction until learners are able to meet the learning targets.
____________________3. These are cognitive tasks that require a single correct answer.
_____________________4. These have fixed directions for administering and scoring. They can
be purchased with test manuals, booklets and answer sheets.
_____________________5. These are used for classroom purposes, such as determining whether
learners have reached the learning target.
____________________6. It provides information on what learners can do and have acquired
after training and instruction.
____________________7. It consists of easy items that need to be completed within a time
limit.
____________________8. It consists of items with increasing levels of difficulty, but time is
sufficient to complete the whole test.
____________________9. It has a given set of standards, and the scores are compared to the
given criterion.
____________________10. It interprets results using the distribution of scores of a sample
group.

11-15 Give some Classifications of Assessment.

 IV. Assignment:

1. Create a 10- item assessment about the lesson “Reproductive Organs of the Body”. It
can be in a form of multiple choice, identification or matching type.

V. References:

Abao,E., Alda, R, Bacus R. (2021).

Language learning Materials Development. Lorimar Publishing Inc: Quezon City
David, Adonis P.
Author of Assessment in Learning 1
Golia, Evageline F.
Author of Assessment in Learning 1
Magno, Carlo P.
Author of Assessment in Learning 1
San Isidro Lopez-Jaena, Jaro, Ilo-ilo City.
Rex Publishing Bookstore branch
Valladolid, Violeta C.
Author of Assessment in Learning 1
Ubina-Balagtas, Marilyn. Author and coordinator of Assessment in Learning 1.
https://www.google.com/imgres?imgurl=https%3A%2F%2Fsummer-heart-0930.chufeiyun1688.workers.dev%3A443%2Fhttps%2Fevelynlearning.b-cdn.net%2Fwp-
content%2Fuploads
%2F2020%2F11%2FAssessment.png&tbnid=t78ER2RNjihYnM&vet=12ahUKEwjXypf1472B
AxVH7DgGHYmTCl4QMygQegQIARB7..i&imgrefurl=https%3A%2F
%2Fwww.evelynlearning.com%2Fwhat-are-assessments
%2F&docid=rx4ex3kHeAqx1M&w=1482&h=2080&q=classification%20of
%20assessment&hl=en-
GB&ved=2ahUKEwjXypf1472BAxVH7DgGHYmTCl4QMygQegQIARB7. Type of
Assessments.