1

Assessment and Evaluation of Learning I

(Ms. Vargas)
Basic Concepts

Test
Measurement
Assessment
Evaluation
Traditional Assessment
Alternative Assessment
Authentic Assessment

Purposes of Classroom Management

1. Assessment FOR Learning
2. Assessment OF Learning
3. Assessment AS Learning

(Ms. Sailog)
Standards for Teacher Competence in Educational Assessment of
Students

(Ruiz, Rosales, Repuya, Ramos)

Principles of High Quality Classroom Assessment
Principle I: Clarity and Appropriateness of Learning Targets
Principle II: Appropriateness of Methods
Principle III: Balance
Principle IV: Validity
Principle V: Reliability
Principle VI: Fairness
Principle VII: Practicality and Efficiency

Principle VIII: Continuity

Principle IX: Authenticity
Principle X: Communication
Principle XI: Positive Consequences
Principle XII: Ethics

(Placido, Pilar)
Types of Performance-based Task
1. Demonstration Type
2. Creation Type

(Pal, Mondiego, Mestiola)

Methods of Performance-based Assessment
1.
2.
3.
4.
5.

Written-open ended
Behavior-based
Interview-based
Product-based
Portfolio-based

(Mendoza, Mapa)
7 Criteria in Selecting a Good Performance Assessment Task
1.
2.
3.
4.
5.
6.
7.

Generalizability
Authenticity
Multiple
Teachability
Feasibility
Scorability
Fairness

(Lima, Jabello)
Portfolio Assessment
Principles of Portfolio Assessment:

Content
Learning
Equity

Types of Portfolios

Working
Show
Documentary

(Hisanan, Hantid, Areglado)

Steps in Portfolio Development
1.
2.
3.
4.
5.
6.
7.

Set Goals
Collect (Evidences)
Select
Organize
Reflect
Evaluate (Using Rubrics)
Confer / Exhibit

(Barsatan, Gupit)
Developing Rubrics

Checklist
Rating Scale

(Gumela, Belbes, Gatchalian)

Elements of a Rubric

Competency to be tested

Performance Task
Evaluative Criteria and their Indicators
Performance Levels
Qualitative and Quantitative descriptions of each performance level

Assessment and Evaluation of Learning II

(Francisco, Flores, Bihag, Blaza)

What is a Test?
Purposes or Uses of Tests

Instructional Uses of Tests

Guidance Uses of Tests

Qualification of Tests According to Format

Standardized Tests
1. Ability Tests
2. Aptitude Tests
Teacher-Made Tests

Objective Type
1.1. Limited Response Type
1.1.1. Multiple Choice Tests
1.1.2. True-False or Alternative Response
1.1.3. Matching Type
1.2. Free Response Type or Supply Test
1.2.1. Short Answer
1.2.2. Completion Test

2.

Essay Type
2.1. Restricted Essay
2.2. Extended Essay

(Emplamado, Delos Angeles, Buenaventura)

Other Classification of Tests

Psychological Tests
Survey Tests
Mastery Tests
Verbal Tests
Non-verbal Tests
Standardized Tests
Teacher-Made Tests

Individual Tests
Group Tests
Objective Tests
Subjective Tests
Potver Tests
Speed Tests
Educational Tests

(Dela Raga, Daniot)

Affective and Other Non-Cognitive Learning Outcomes Requiring
Assessment Procedure beyond Paper and Pencil Tests

(Chiombon, Cayetano)
Observational Techniques

Anecdotal

Peer Appraisal

Guess who technique

Socio-metric technique

Self-report Techniques

Attitude Scales
Types:

Rating Scale
Semantic
Likert Scale

Personality Assessment

Interest
Values
Attitude

A. Non-projective Tests

Personality Inventories
Creativity Tests
Interest Inventories

B. Projective Tests

Checklist

(Calopez, Camison)
Selective Type of Tests
1.
2.
3.
4.

Alternative-Response
Matching Type
Multiple Choice
Essay Type of Test

(Chiombon)
Qualities or Characteristics Desired in an Assessment Instrument
Major Characteristics

Validity
Reliability

Minor Characteristics

Administrability
Scorability
Interpretability
Economy

(Flores)
Factors Influencing the Validity of an Assessment Instrument
Improving Test Reliability

Levels / Scales of Measurement

Shapes, Distributions and Dispersion of Data

(Riva, Tolentino, Buenaventura)

Descriptive Statistics

Measures
Measures
Measures
Measures

of
of
of
of

Central Tendency
Variability
Relationship
Relative Position

(Ms. Blaza)
Blooms Taxonomy

(Ms. Hantid)
Multiple Intelligence

(Gumela, Rosales, Ruiz)

Table of Specification (TOS)

(Villarante, Placido, Francisco)

Crafting Quarterly Examination

Reminder!
This is only a key pointer of our each topic; it depends on us how we
will research our designated topic because as per Mrs. Cristobal
said last meeting, there was no specific book for these.

Thank you!