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    Lesson 3. Different Classifications of Assessment

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    Nels Maglasang
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    Lesson 3. Different Classifications of Assessment

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    Nels Maglasang
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    1 views23 pages

    Lesson 3. Different Classifications of Assessment

    Uploaded by

    Nels Maglasang
    for reference

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    LESSON 3

    DIFFERENT CLASSIFICATIONS OF ASSESSMENT

    NELSON L. MAGLASANG, LPT, MEd.


    Instructor
    LEARNING OUTCOMES

    • At the end of the lesson, the student should be able to:


    • • Illustrate scenarios in the use of different classifications of
    assessment
    • • Rationalize the purpose of different forms of assessment
    • • Decide on the kind of assessment to be used
    WHAT ARE THE DIFFERENT CLASSIFICATIONS
    OF ASSESSMENT?
    ACCORDING TO PURPOSE
    WHAT IS THE DIFFERENCE BETWEEN EDUCATIONAL
    FROM PSYCHOLOGICAL ASSESSMENT

    • Focus:

    • Educational Assessment:

    Primarily focuses on evaluating a student’s academic knowledge, skills, and


    performance in a specific subject or educational setting (e.g., math, science, reading).
    • Psychological Assessment:

    Focuses on understanding an individual's cognitive, emotional, behavioral,


    and psychological functioning. It often assesses mental health, personality,
    intelligence, and social behavior
    IN TERMS OF OBJECTIVE

    • Educational Assessment:
    The main objective is to measure learning outcomes, track student progress,
    and determine educational interventions. These assessments help to improve
    teaching and tailor educational support.
    • Psychological Assessment:
    It aims to diagnose psychological or cognitive issues (e.g., learning
    disabilities, emotional disorders, or developmental delays) and determine the
    need for therapeutic or psychological intervention.
    IN TERMS OF TOOLS/METHODS

    • Educational Assessment:
    Common tools include standardized tests, quizzes, exams, performance
    tasks, and portfolios, usually aligned with a curriculum or specific
    learning outcomes.

    Psychological Assessment:
    Includes diagnostic tools such as IQ tests (e.g., WISC, Stanford-Binet),
    personality inventories (e.g., MMPI), behavioral observations, interviews,
    and psychological tests measuring specific areas like memory, reasoning,
    or attention.
    INTERPRETATION:

    • Educational Assessment
    Results are often compared to curriculum standards or learning
    benchmarks, typically used to grade students or assess progress toward
    educational goals.
    • Psychological Assessment
    Results are used to understand cognitive or emotional health, often
    involving clinical interpretation by a psychologist to guide diagnosis and
    treatment.
    • Educational assessments concentrate on
    learning and academic performance,
    while Psychological assessments deal
    with mental health and cognitive
    functioning
    EXAMPLES OF EDUCATIONAL ASSESSMENT

    • FORMATIVE ASSESSMENT
    • SUMMATIVE ASSESSMENT
    EXAMPLES OF PSYCHOLOGICAL ASSESSMENT

    • For Cognitive Measures: Test for ability, aptitude,


    intelligence and critical thinking
    • For Affective Measures: Test for personality,
    motivation, attitude, interest and disposition
    WHEN DO WE USE EDUCATIONAL AND
    PSYCHOLOGICAL ASSESSMENTS?

    • Educational assessments
    are used in the school setting to track the growth of
    learners and grade their performance.
    It comes in the form of formative and summative
    assessment
    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 can meet the learning targets
    • It is used to track and monitor student learning and their
    progress toward the learning target
    AS A FORM OF FORMATIVE ASSESSMENT

    • Before instruction begins, formative


    assessments serve as a diagnostic tool
    to determine whether learners already
    know about the learning target
    FORMATIVE ASSESSMENTS CAN BE USED
    AS A DIAGNOSTIC TOOL BEFORE
    INSTRUCTION BEGINS BY HELPING • How can formative
    TEACHERS IDENTIFY STUDENTS' PRIOR
    KNOWLEDGE, MISCONCEPTIONS, OR assessments be a diagnostic
    GAPS RELATED TO THE LEARNING tool before instruction begins?
    TARGET.

    why is it important to assess


    what learners already know
    about the learning target?
    •FOR EXAMPLE, PRE-TESTS, QUIZZES, OR
    INFORMAL QUESTIONING CAN PROVIDE
    INSIGHTS INTO WHAT LEARNERS ALREADY
    UNDERSTAND ABOUT A TOPIC
    FORMATIVE ASSESSMENTS GIVEN AT THE START OF
    THE LESSON DETERMINE THE FOLLOWING:

    • 1. What learners know and do not know so that 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
    EDUCATIONAL ASSESSMENTS AS FORM OF A
    SUMMATIVE ASSESSMENT

    • is used to determine and record what the


    learners have learned.
    • This comes in the form of periodic tests,
    weekly tests, unit or chapter tests,
    ACCORDING TO FORM

    PAPER AND PENCIL PERFORMANCE-BASED

    • Are cognitive tasks that require a • Requires students to perform tasks


    single correct answer (demonstrations, arrive at a
    product, show strategies, present
    • Usually come in test types (T or F,
    information)
    Identification, MT, MC).
    • Focuses on skills development that
    • Pertain to a specific cognitive skill
    are complex.
    (Remembering, Understanding,
    • Usually open-ended, and each learner
    Applying, Analyzing, Evaluating, and
    arrives with various possible responses.
    Creating).
    ACCORDING TO FUNCTION

    TEACHER-MADE STANDARDIZED
    • Also called non-standardized, usually • Have fixed directions for administering,
    intended for classroom assessment scoring, and interpreting results
    • Are used for classroom purposes, such as • Can be purchased with test manuals,
    determining whether learners have booklets, and answer sheets.
    reached the learning target • Sampled on a large number of target groups
    • Examples: Formative and summative called the norm.
    assessments
    ACCORDING TO KIND OF LEARNING

    ACHIEVEMENT APTITUDE

    • Measure what learners have learned after • Aptitudes are characteristics that influence
    instruction or through a specific curricular a person’s behavior and aid in attaining
    program. goals in a particular situation.

    • Measure of what a person has learned within • Refers to the degree of readiness to learn and
    or up to a given time. perform well in a particular situation or domain. 
    Examples; Ability to comprehend instructions,
    • Measure the accomplished skills and indicate manage one’s time, use acquired knowledge,
    what a person can do at present. manage emotions, make good
    inferences/generalizations, etc
    ACCORDING TO ABILITY

    SPEED POWER
    • Speed test consists of easy items • Power test consists of items with
    that must be completed within a time increasing levels of difficulty, but time
    is sufficient to complete the whole test.
    limit.
    • Example: a test that determines the
    Example: a typing test in which
    ability of the examinees to utilize data
    examinees must correctly type as
    to reason and become creative,
    many words as possible given a limited formulate, solve, and reflect critically
    time. on the problems provided
    ACCORDING TO INTERPRETATION OF
    LEARNING
    CRITERION-REFERENCED TESTS NORM-REFERENCED TEST

    Criterion-referenced test has a set of standards, Norm-referenced test interprets results using
    and the scores are compared to a given criterion. the distribution of scores of a sample group.
    Students are scored based on their rank within
    Example: In a 50-item test; 40-50 is very high, 30-
    the norm group.
    39 is high, 20-29 is average, 1019 is low and 0-9 is
    • For example, a score might show that a
    very low
    student is in the 75th percentile, meaning they
    An example is the grading in schools where the performed better than 75% of the test takers.
    range of grades 96-100 is highly proficient, 90-95 • Examples: IQ tests, standardized college
    is proficient, 80-89 is nearly proficient and below entrance exams (e.g., SAT), and certain
    80 is beginning. national achievement tests.
    THANK YOU!

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