There are four main types of assessments: placement, diagnostic, formative, and summative. Placement assessments determine student prerequisites and abilities. Diagnostic assessments identify student strengths and weaknesses before instruction. Formative assessments monitor student progress during instruction. Summative assessments evaluate student mastery after instruction. Traditional assessments include multiple choice and short answer questions, while performance assessments evaluate real-world application through projects and exhibits. Portfolios collect student work over time to demonstrate growth. Well-written objectives and valid, reliable testing that matches instruction are essential to effective assessment.
There are four main types of assessments: placement, diagnostic, formative, and summative. Placement assessments determine student prerequisites and abilities. Diagnostic assessments identify student strengths and weaknesses before instruction. Formative assessments monitor student progress during instruction. Summative assessments evaluate student mastery after instruction. Traditional assessments include multiple choice and short answer questions, while performance assessments evaluate real-world application through projects and exhibits. Portfolios collect student work over time to demonstrate growth. Well-written objectives and valid, reliable testing that matches instruction are essential to effective assessment.
There are four main types of assessments: placement, diagnostic, formative, and summative. Placement assessments determine student prerequisites and abilities. Diagnostic assessments identify student strengths and weaknesses before instruction. Formative assessments monitor student progress during instruction. Summative assessments evaluate student mastery after instruction. Traditional assessments include multiple choice and short answer questions, while performance assessments evaluate real-world application through projects and exhibits. Portfolios collect student work over time to demonstrate growth. Well-written objectives and valid, reliable testing that matches instruction are essential to effective assessment.
There are four main types of assessments: placement, diagnostic, formative, and summative. Placement assessments determine student prerequisites and abilities. Diagnostic assessments identify student strengths and weaknesses before instruction. Formative assessments monitor student progress during instruction. Summative assessments evaluate student mastery after instruction. Traditional assessments include multiple choice and short answer questions, while performance assessments evaluate real-world application through projects and exhibits. Portfolios collect student work over time to demonstrate growth. Well-written objectives and valid, reliable testing that matches instruction are essential to effective assessment.
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TYPES OF ASSESSMENT
There are four type of assessment in terms of their functional role in relation to classroom instruction. These are the placement assessment, diagnostic assessment, formative assessment and summative assessment.
Placement Assessment is concerned with the entry performance of student, the purpose of placement evaluation is to determine the prerequisite skills, degree of mastery of the course objectives and the best mode of learning. Diagnostic Assessment is a type of assessment given before instruction. It aims to identify the strengths and weaknesses of the students regarding the topics to be discussed. The purpose of diagnostic assessment: To determine the level of competence of the students To identify the students who have already knowledge about the lesson; To determine the causes of learning problems and formulate a plane for remedial action.
Formative Assessment is a type of assessment used to monitor the learning progress of the students during or after instruction. Purpose of formative assessment: To provide feed back immediately to both student and teacher regarding the success and failure of learning. To identify the learning errors that is need of correction To provide information to the teacher for modifying instruction and used for improving learning and instruction
Summative Assessment is a type of assessment usually given at the end of a course or unit. Purpose of summative assessment: To determine the extent to which the instructional objectives have been met; To certify student mastery of the intended outcome and used for assigning grades; To provide information for judging appropriateness of the instructional objectives To determine the effectiveness of instruction
MODE OF ASSESSMENT Traditional Assessment Assessment in which students typically select an answer or recall information to complete the assessment. Test may be standardized or teacher made test, these tests may be multiple-choice, fill-in-the-blanks, true-false, matching type. Indirect measures of assessment since the test items are designed to represent competence by extracting knowledge and skills from their real life context. Items on standardized instrument tends to test only the domain of knowledge and skill to avoid ambiguity to the test takers. One-time measures to rely on a single correct answer to each item. There is a limited potential for traditional test to measure higher order thinking skills.
Performance assessment Assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Direct measures of students performance because task are design to incorporate contexts, problems, and solutions strategies that students would use in real life. Designed ill-structured challenges since the goal is to help students prepare for the complex ambiguities in life. Focus on processes and rationales. There is no single correct answer, instead students are led to craft polished, thorough and justifiable responses, performances and products. Involve long-range projects, exhibits, and performances are linked to the curriculum Teacher is an important collaborator in creating tasks, as well as in developing guidelines for scoring and interpretation
Portfolio Assessment Portfolio is a collection of student’s work specifically to tell a particular story about the student. A portfolio is not a pie of student work that accumulates over a semester or year A portfolio contains a purposefully selected subset of student work It measures the growth and development of students. The Key to Effective Testing Objectives; The specific statements of the aim of the instruction; it should express what the students should be able to do or know as a result of taking the course; the objectives should indicate the cognitive level, affective level and psychomotor level of expected performance. Instruction: It consist all the elements of the curriculum designed to teach the subject, including the lesson plans, study guide, and reading and homework assignment; the instruction should corresponds directly to the objectives Assessment: The process of gathering , describing or quantifying information about the performance of the learner; testing components of the subject; the weight given to different subject matter areas on the test should match with objectives as well as the emphasis given to each subject area during instruction.
Evaluation: Examining the performance of students and comparing and judging its quality. Determining whether or not the learner has met the objectives of the lesson and the extent of understanding. INSTRUCTIONAL OBJECTIVES Instructional objectives play a very important role in the instructional process and the evaluation process. It serves as guides for teaching and learning, communicate the intent of the instruction to others and it provide a guidelines for assessing the learning of the students. Instructional objectives also known as behavioral objectives or learning objectives are statement which clearly describe an anticipated learning outcome.
Characteristics of well-written and useful instructional objectives
Describe a learning outcome Be student oriented-focus on the learner not on the teacher Be observable or describe an observable product Be sequentially appropriate Be attainable within a reasonable amount of time Be developmental appropriate
Factors to Consider when Constructing Good Test Items
VALIDITY is the degree to which the test measures what is intended to measure. It is the usefulness of the test for a given purpose. A valid test us always reliable. RELIABILITY refers to the consistency of score obtained by the same person when retested using the same instrument or one that is parallel to it. ADMINISTRABILITY the test should be administered uniformly to all students so that the scores obtained will not vary due to factors other than differences of the students knowledge and skills. There should be a clear provision for instruction for the students, proctors and even the who will check the test or the scorer SCORABILITY the test should be easy to score, directions for scoring is clear, provide the answer sheet and the answer key APPROPRIATENESS the test item that the teacher construct must assess the exact performances called for in the learning objectives. The test item should require the same performance of the student as specified in the learning objectives. ADEQUACY the test should contain a wide sampling if items to determine the educational outcomes or abilities so that resulting scores are representatives of the total performance in the areas measured. FAIRNESS the test should bit be biased to the examinees, it should not be offensive to any examinees subgroups. A test can only be good if it is also fair to all test takers. OBJECTIVITY represents the agreement of two or more raters or a test administrators concerning the score of a student. If the two raters who assess the same student on the same test cannot agree in score, the test lacks objectivity and the score of neither judge is valid, thus, lack of objectivity reduces test validity in the same way that lack reliability influence validity. TABLE OF SPECIFICATIONS Table of specification is a device for describing test items in terms of the content and the process dimensions. That is, what a student is expected to know and what he or she is expected to do with that knowledge. It is described by combination of content and process in the table of specification.
