Module 1

Overview & Basic Concepts on ASSESSMENT &

TESTING

ED 103 Assessment of Student Learning

FSED; MTH 2:30-4:00
Group 1

Leader: Kimberly C. Yray

Ass. Leader: Pearlane G. Doctolero
Secretary: Mumina N. Macaton
Members: Marione V. Morga
Arianne Jane Mae M. Manalo
Alvin G. Salmo
Rhea Claire A. Chan
Elvie E. Pagara
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Module 1
Overview & Basic Concepts on ASSESSMENT &
TESTING

Module 1 Overview & Basic Concepts on Assessment & Testing

Lesson 1: Overview of the Course
a. Introduction & philosophy of Assessment
b. Definition Of terms & their differences
C. Guiding Principles in Assessment of Learning
d. Instructional Goals vs. Objectives

Lesson 2: Types, Functions & Modes of Assessment

Lesson 3. Uses, Classification & Type of Tests

a. Describe and Differentiate
b. Uses of Test (samples):
 Objective Vs. Subjective Test
 Non-standard vs. Standard Test
 Intelligence and Aptitude Test
 Speed Test vs. Power test
 Supply vs. Fixed- response Test

Lesson 4: Checklists for Writing Tests

a. Multiple Choice Tests (MCT)
b. True or False Tests (TFT)
c. Matching Type Tests (MTT)
d. Completion Tests (CT)
e. Essay Test (ET)
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Lesson 1
Overview of the Course
Learning Objectives:
 To learn more about Assessment.
 Identify the differences between Goals and Objectives.
 To understand certain methods and processes that best help in examining and
interpreting how much and how does a student learn and perform inside the class.
 To explicate and discuss about the two types of measurement.
 To elaborate the four types of assessment and explain their function.

1. Introduction & Philosophy of Assessment

Assessment -Is an ongoing process aimed at understanding and improving student learning (AAHE
Bulletin, November 1995)
Is the act of evaluating, appraising, and/or estimating the features, qualities, performances, and needs of
individuals, programs, and institutions (NCPS)

classification Type of Function of Assessment Example of Instruments

assessment

Nature of Maximum It used to determine what Achievement tests

Assessment performance individuals can do when
performing at their best.
Typical It is used to determine what Attitude; interest and personality
performance individuals will do under natural inventories
conditions.
Form of Fixed-choice An assessment used to measure Standard multiple choice
Assessment test knowledge and skills, effectively
and efficiently.
Complex – An assessment produce used to Hands- on laboratory experiment,
performance measure the performance of the projects, essays oral presentation.
assessment learners in contexts and on
problems valued in their own
right.
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Use in classroom Placement An assessment procedure used
instruction to determine the learner’s
prerequisite skills, degree of
mastery of the course goals and
or best modes of learning.
Readiness tests, aptitude tests,
pretests on course objectives, self
report inventories, observational
techniques.

Formative An assessment procedure used Teacher-made tests, custom

to determine the learner’s made tests from textbook
learning progress, provides publishers, observational
feedback to reinforce learning, techniques.
and corrects learning errors.

Diagnostic An assessment procedure used Published diagnostic tests,

to determine the causes of teacher-made diagnostic tests,
learner’s persistent learning observational techniques.
difficulties such as intellectual,
physical, emotional, and
environmental difficulties.
Summative An assessment procedure used Teacher-made survey test
to determine the end –of-course performance rating scales,
achievement grades or certifying product scales.
mastery of objectives.

2. Definition of terms
a. Assessment- the act of assessing (The Grolier international dictionary.; volume one)
b. Perception – the process, act or faculty of perceiving (The Grolier international dictionary.; volume
one)
c. Evaluation – the process of gathering and interpreting evidence regarding the problems and progress
of individuals in achieving desirable goals.( Rosita de Guzman)
d. Placement- evaluation accounts for a student’s entry behavior or performance. .( Rosita de Guzman)
e. Formative- evaluation provides the students with feedback regarding his success or failure in
attaining instructional objectives. .( Rosita de Guzman)
f. Diagnostic – evaluation used to detect student’s learning difficulties which are not revealed by
formative tests or checked by remedial instruction and other instructional adjustments. .( Rosita de
Guzman)
- Adj. of pertaining to, or used in a diagnosis. (The Grolier international dictionary.;
volume one)
g. Summative- evaluation is concerned with what students have learned. .( Rosita de Guzman)
h. Performance- n. the act or style of performing a work and rote before an audience. (The Grolier
international dictionary.; volume one)
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3. Guiding Principles in Assessment of Learning

3.1 Assessment
Refers to the process of gathering, describing or quantifying information about student performance.
3.2 Measurement
A process of obtaining a numerical description of the degree to which an individual possesses a
particular characteristic.
3.3 Evaluation
Refers to the examining the performance of student.
3.4 Test
A systematic procedure designed to measure the quality, ability, skill, or knowledge of students by
giving a set of questions in a uniform manner.
3.5 Testing
Is a method used to measure the level of achievement or performance of the learners.

Types of measurement
a. Norm-referenced test
A test designed to measure the performance of the student compared with other student.
b. Criterion-referenced test
A test designed to measure the performance of the student with respect to some particular
criterion or standard.
Common characteristic of norm – referenced test and criterion- referenced test
1. Both require specification of the achievement domain to be measured.
2. Both require a relevant and representative sample of test items.
3. Both use the same types of test items.
4. Both used the same rules for item writing (except for item difficulty).
5. Both are judge with the same qualities of goodness (validity and reliability).
6. Both are useful in educational assessment.
Differences between Norm-Referenced Tests and Criterion-Referenced Tests
Norm-Referenced Tests
 Typically covers a large domain of learning tasks, with just a few items measuring each specific task.
 Emphasizes discrimination among individuals in terms of relative of level of learning.
 Favors items of large difficulty and typically omits very easy and very hard items.
 Interpretation requires a clearly defined group.
Criterion-Referenced Tests
 Typically focuses on a delimited domain of learning tasks, with relative large number of items
measuring each specific task.
 Emphasizes among individuals can and cannot perform.
 Matches item difficulty to learning tasks, without altering item difficulty or omitting easy or hard items.
 Interpretation requires a clearly defined and delimited achievement domain.
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Types of assessment:
A. Placement of Assessment
-is concerned with the entry performance of student.
B. Diagnostic Assessment
-is a type of assessment given before instruction. The purpose of diagnostic assessment:
1. To determine the level of competence of the students;
2. To identify the students who have already knowledge about the lesson;
3. To determine the causes of learning problems and formulate a plan for remedial action.
C. Formative Assessment
-is a type of assessment used to monitor the learning progress of the students during or after the instruction.
Purpose of formative assessment:
1. To provide feedback immediately to both student and teacher regarding the success and failures learning;
2. To identify the learning errors that is in need correction;
3. To provide information to the teacher for modifying instruction and used for improving learning instruction.
D. Summative Assessment
-is a type of assessment usually given at the end of a course or unit. Purpose of summative assessment:
 To determined the extent to which the instructional objectives have been meet;
 To certify student mastery of the intended outcome and used for assigning grades;
 To provide information for judging appropriateness of the instructional objectives;
 To determined the effectiveness of the instruction.

4. Instructional Goals Vs. Objectives

Goals and Objectives
They serve as a guide both for teaching and learning process; communicate the purpose of instruction to other
stakeholders, and to provide guidelines for assessing the performance of the students.
Important tools that you needed when you want to achieve.
Their differences:
i. Goals –a broad statement of very general educational outcomes that do not include specific level of
performance.
Ex. Learn problem solving skills; develop high level thinking skills; appreciate the beauty of an art; be creative;
and be competent in the basic skills in the area of grammar.
ii. General Educational Program Objectives- more narrowly defined statements of educational
outcomes that apply to specific educational programs; formulated on the annual basis; developed by
program coordinators, principals, and other school administrator.
iii. Instructional Objectives- specific statement of the learner’s behavior or outcomes they are expected
to be exhibited by the students after completing a unit of instruction
iv. Objectives - A specific result that a person or system aims to achieve within a time frame and with
available resources.
Purpose of Instructional Goals and Objectives
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 It provides direction for the instructional process by clarifying the intended learning outcomes.
 It conveys instructional intent to other stakeholders such as students, parents, school officials, and the
public.
 It provides basis for assessing the performance of the students by describing the performance to be
measured.
Different descriptions between goals and objectives:
Goals Objectives
Broad Narrow
General Intention Precise
Intangible Tangible
Abstract (less structured) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to accomplish Short term aims what you want to achieve
Hard to quantify or put in a timeline Must be given a timeline to accomplish to be more
effective
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Lesson 2
Types, Functions & Modes of Assessment

Learning Objectives:
.
Upon the successful completion of this lesson, students will be able to:
 To know the meaning of the different types of assessment and its purpose.
 To determine and understand the modes of assessment

I. Types of Assessment
There are four type of assessment in terms of their functional role in relation to classroom instruction.
The different types of assessment
A. Placement Assessment
It is concerned with the entry performance of student. The purpose of placement assessment evaluation is
determining the prerequisite skills, degree of mastery of the course objectives and the best mode of learning.
B. Diagnostic Assessment
 It is of assessment that is given before the instruction. It aims to identify the strengths and
weaknesses of the students regarding the said topics to be discussed. The purpose of diagnostic
assessment:
 To identify 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 plan for remedial action.

C. Formative Assessment
 It is a type of assessment used to monitor the learning progress of the students during or after
instruction.
 To provide feedback immediately to both student and teacher regarding the success and failures of
learning;
 To identify the learning errors that is in need of correction;
 To provide information to the teacher for modifying instruction and used for improving learning ad
instruction.

D. Summative Assessment
 It is a type of assessment usually given at the end of the course or unit. Purpose of summative
assessment:
 To determine the extent to which the instructional objectives have been meet;
 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.
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ii. Modes of Assessment

A. 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.
 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 tend 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 thing skills.

B. 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 student performance because tasks are design to incorporate contexts, problems,
and solution strategies that students would use in real 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, as well as developing guidelines for scoring and
interpretation.

C. Portfolio Assessment
 Portfolio is a collection of student’s work specifically selected to tell a particular story about the
student.
 A portfolio is not pile 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.
Methods of Interpreting the Results
Norm-referenced Interpretation
It is used to describe student performance according to relative position in some known group. In this method
of interpretation it is assumed that the level of performance of students will not vary much from one class to
another class.
Example: ranks 5th in a classroom group of 40.
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Criterion-referenced Interpretation
It is used to describe student performance according to a specified domain of clearly defined learning tasks.
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.

There are ways of describing classroom tests and other assessment procedures. This table is a summary of
the different types of assessment procedures that was adapted and modified from Gronlund, Linn, and Miller
(2009).

Classification Type of Assessment Function of Example of

Assessment Instruments
Nature of Maximum It is used to Aptitude Tests,
Assessment Performance determine what achievement tests
individuals can do
when performing at
their best.
Typical It is used to Attitude, interest,
Performance determine what and personality
individuals will do inventories;
under natural observational
conditions. techniques; peer
appraisal
Form of Assessment Fixed-choice test An assessment used Standard multiple –
to measure choice test
knowledge and skills
effectively and
efficiently.
Complex- An assessment Hands-on laboratory
performance procedure used to experiment,
assessment measure the projects, essays,
performance of the oral presentation
learner in contexts
on problems valued
in their own right.
Use in Classroom Placement An assessment Readiness tests,
Instruction procedure used to aptitude tests,
determine the pretests on course
learner’s prerequisite objectives, self-
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skills, degree of report inventories,

mastery of the observational
course goals, and/or techniques
best modes of
learning.
Formative An assessment Teacher-made tests,
procedure used to custom-made tests
determine the from textbook
learner’s learning publisher,
progress, provides observational
feedback to reinforce techniques
learning, and
corrects learning
errors.
Diagnostic An assessment Published diagnostic
procedure used to tests, teacher-made
determine the diagnostic tests,
causes of learner’s observational
persistent learning techniques
difficulties such as
intellectual, physical,
emotional, and
environmental
difficulties.
Summative An assessment Teacher-made
procedure used to survey test,
determine the end- performance rating
of-course scales, product
achievement for scales
assigning grades or
certifying mastery of
objectives.
Methods of Criterion-referenced It is used to describe Teacher-made tests,
Interpreting results student performance custom-made tests
according to a from textbook
specified domain of publishers,
clearly defined observational
learning tasks. techniques
Example: multiplies
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three-digit to whole
numbers correctly
and accurately.
Norm-referenced It is used to describe Standardized
student’s aptitude and
performance achievement tests,
according to relative teacher-made
position in some survey tests, interest
known group. inventories,
Example: ranks 5th in adjustment
a classroom group of inventories
40.
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Lesson 3
Uses, Classification & Types Of Tests

Learning Objectives:
 To explicitly discuss, describe & differentiate the uses, classification &types of test.
 To be able to identify if what type of test should be conducted in different types of
learner.
 To be knowledgeable enough in different ways of categorizing test.

A. Productive Uses of Tests

i. Learning Analysis:
Test are used to identify the reasons or causes why students do not learn and the
solutions to help them learn.
ii. Improvement of Curriculum:
Poor performance in a test may indicate that the teacher is not explaining the material
effectively, the textbook is not clear, the students are not properly taught.
iii. Selection:
When enrolment opportunity or any other opportunity is limited, a test can be used to
screen those who are more qualified.
iv. Research:
Tests can be feedback tools to find effective methods of teaching and learn more
about students, their interests, goals and achievements.
v. Evaluation of Learning Program:
Tests should evaluate the effectiveness of each element in a learning program.
B. Unproductive Uses of Tests
i. Grading:
Tests should not be used as the only determinants in grading student.
ii. Labeling:
It is often a serious disservice to label a student, even if the label is positive.
iii. Threatening:
Tests lose their validity when used as disciplinary measures.
iv. Unannounced Testing:
Surprise tests are generally not recommended.
v. Allocating Funds:
Some schools exploit tests to solicit for funding.

1. Classification of Tests
A. Administration
i. Individual:
- Given orally and requires the examinees’ constant attention since the manner
of answering may be as important as the score.
ii. Group:
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- For measuring cognitive skills and measuring achievement. Most tests in

schools are considered group tests where different test takers can take the
tests as a group.

B. Scoring:
i. Objective
- Independent scores agree on the number of points the answer should
receive.
ii. Subjective
- Answers can be scored through various ways. These are then the given
different values by scores, the essays and performance tests.
C. Sort of being Emphasized;
i. Power
- Allows examinees a generous time limit to be able to answer every
item. The questions are difficult and this difficulty is what is
emphasized.
ii. Speed
- With severely limited time constraints but the items are easy and only
a few examinees are expected to make errors.
D. Types of Response the Examinees must make;
i. Performance
- Requires students to perform a task. This is usually administered
individually so that the examiner can count the errors and measure
the time the examinee has performed in each task.
ii. Paper and Pencil
- Examinees are asked to write on paper.
E. What is measured;
i. Sample
- Limited representative test designed to measure the total behavior of
the examinee, although no test an exhaustively measure all the
knowledge of an individual.
ii. Sign test
- Diagnostic test designed to obtain diagnostic signs to suggest that
some form of remediation is needed.
F. Nature of the Groups being compared :
i. Teacher-made-test
- For use within the classroom and contains the subject being taught
by the same teacher who constructed the test.
ii. Standardized test
- Constructed by test specialist working with curriculum experts and
teachers.
2. Types of Tests
As to MODE OF RESPONSE
a. Oral tests- the test taker gives his answer orally.
b. Written test – a test where answers to question are written by the test taker.
c. Performance test- the test taker creates an answer or a product that
demonstrates his knowledge or skill, as in cooking and baking.
As of QUANTIFICATION OF RESPONSE
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a. Objective test-a written test where students answers can be compared

and quantified to yield a numerical score.
b. Subjective test- a written test which is not easily quantified as students
are given the freedom to write their answer to a question, such as essay.
As to MODE OF ADMINISTRATION
a. Individual test – a test administer to one student at a time.
b. Group test- one administered to a group of students simultaneously.
As to TEST CONSTRUCTOR
a. Standardized test – it is a test prepared by an expert or specialist.
Questions are administered to students with the same directions and
time limits.
b. Unstandardized test – it is one prepared by teachers for us in the
Classroom, with no established norms for scoring and interpretation of
results.
As to the MODE OF INTERPRETING RESULTS
a. Norm- referenced Test- a test that evaluates a student’s performance by
comparing.
b. Criterion-referenced Test- a test that measures a student’s performance
against an agreed upon or pre-established level of performance.
As to the NATURE OF ANSWER
a. Personality Test-it is a test designed for assessing some aspects of an
individual’s personality.
b. Intelligent Test-it is a test that measures that mental ability of an
individual.
c. Aptitude Test-it is a test designed for the purpose of predicting the
likelihood of an individual’s success in a learning area or field of
endeavor.
d. Achievement Test-it is a test given to students to determine what a
student has learned from formal instruction in school.
e. Summative test-it is test given at the end of instruction to determine
student’s learning and assign grades.
f. Diagnostic Test-it is test administered to students to identify their specific
strengths and weaknesses in past and present learning.
g. Formative Test-it is a test given to improve teaching and learning while it
is going on.
h. Socio-metric Test-it is a test used in discovering learners’ likes and
dislikes, preference, and their social acceptance, as well as social
relationships existing in a group.
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i. Trade Test-it is a test designed to measure an individual’s skill or

competence in an occupation or vocation.
( Manarang & Manarang, 1983;Louisell & Descamps,1992)

Other types of test:

 Objective vs Subjective test
Objective test is a type of test in which two or more evaluators give an examinee the same
score while Subjective test is a type of test in which the scores are influenced by the judgment of the
evaluators, meaning there is no one a correct answer.
 Non-standard vs standard
Non-standardized test is a type of test developed by the classroom teachers but on the
contrary Standardized test is a type of test developed by test specialists.
 Intelligence and Aptitude test
Intelligence test is a test that measures the mental ability of an individual whereas Aptitude
test is designed for the purpose of predicting the likelihood of an individual’s success in a learning area or field
of endeavor.
 Speed test vs Power test
Speed test is designed to measure number of items an individual can complete over a period
of time while Power test is designed to measure the level of performance rather than speed of response, test
items are arranged according to increasing degree of difficulty.
Supply vs Fixed-response test
Supply test requires the examinees to supply an answer, such as an essay test item or
completion or short answer test items, Fixed-response test requires the examinees to select an answer from
a given option such as multiple-choice test, matching type of test, or true/false test.
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Lesson 4:
Checklist for Writing Tests

Learning Objectives:
 To understand furthermore the use of different types of test.
 To understand the proper guidelines in constructing such a test.
 To know the advantages and disadvantages of every tests.
 To be able to construct our own test in the near future


A. Multiple Choice Test (MCT)

A multiple-choice test is used to measure knowledge outcomes and other types of learning outcomes
such as comprehension and applications. It is the most commonly used format in measuring student
achievements at different levels of learning.
3 Parts of Multiple-choice items:
The Stem – represents the problem or the question usually expressed in completion form or question
form.
The Keyed Option – the correct answer.
The Incorrect options or alternatives – also called distracters or foil.
General Guidelines in Construction Multiple-choice Test
 Make a test items that is practical or with real-world applications to the students.
 Use diagram or drawing when asking question about application, analysis or evaluation.
 When ask to interpret or evaluate about quotations, present actual quotations from secondary sources
like published books or newspapers.
 Use tables, figures, or charts when asking question to interpret.
 Use picture if possible when students are required to apply concepts and principles.
 List the choices/options vertically not horizontally.
 Avoid trivial questions.
 Use only one correct answer or best answer format.
 Use three to five options to discourage guessing.
 Be sure that distracters are plausible and effective.
 Increase the similarity of the options to increase the difficulty of the item.
 Avoid using “all of the above” options when asking for a best answer.
 Avoid using “all of the above” options. It is usually the correct answer and makes the item too easy for
the examinees with partial knowledge.
 Guidelines in Constructing the Stem
 The stem should be written in question form or completion form.
 Do not leave the blank at the beginning or at the middle of the stem when using completion form of a
multiple-choice type of test.
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 The stem should pose the problem completely.

 The stem should be clear and concise.
 Avoid excessive and meaningless use of words in the stem.
 State the stem in positive form. Avoid using the negative phrase like “not” or “except”.
 Avoid grammatical clues in the correct answer.
Guidelines in Constructing Options
 There should be one correct or best answer in each item.
 List options in vertical order not a horizontal order beneath the stem.
 Arrange the options in logical order and use capital letters to indicate each option such as A, B, C, D,
E.
 No overlapping options; keep it independent.
 All options must be homogenous in content to increase the difficulty of an item.
 As much as possible the length of the options must be the same or equal.
 Avoid using the phrase “all of the above”.
 Avoid using the phrase “none of the above” or “I don’t know”.
Guidelines in Constructing the Distracters
 The distracter should be pliable.
 The distracters should be equally popular to all examinees.
 Avoid using ineffective distracters. Replace distracters that are not effective to the examinees.
 Each distracter should be chosen by at least 5% of the examinees but not more than the key answer.
 Revise distracters that are over attractive to the teachers. They might be ambiguous to the
examinees.

B. True or False Type

True or false test item is an example of a “force-choice test” because there are only two possible
choices in this type of test. The students are required to choose the answer true or false in recognition to a
correct statement or incorrect statement.
Guidelines in Construction True or False Test
 Avoid writing a very long statement. Eliminate unnecessary words in the statement. (Be concise)
 Avoid trivial questions.
 It should contain only one idea in each item except for statement showing the relationship between
cause and effect.
 It can be used for establishing cause and effect relationship.
 Avoid using opinion-based statement.
 Avoid using negative or double negatives.
 Avoid specific determiner such as never, always, all, none for they tend to appear in the statements
that are false.
 Avoid specific determiner such as some, sometimes, and may, they tend to appear in the statements
that are true.
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 The number of true items with the same number of false items.
 Avoid grammatical clues that lead to a correct answer such as the article (a, an, the).
 Avoid statement directly taken from the textbook.
 Avoid arranging the statements in a logical order such as (TTTTTTFFFF, TFTFTF, TTFFTTFF).
 Directions should indicate where or how the students should mark their answer.
Advantages of a True or False
 Item sampling
 It covers a lot of content in a short span of time.
 Ease of Construction
 It is easier to prepare compared to multiple-choice and matching type of test.
 Ease of Scoring
 It is easier to score because it can be scored objectively compared to a test that depends on the
judgment of the rater.
 The score is more reliable than essay test.
 It is useful when there are two alternatives only.

Disadvantages of True or False

 Emphasis or Rote Memorization
 Limited only to low level of thinking skills such as knowledge and comprehension, or recognition or
recall information.
 Dependence on Absolute Judgment
 Likelihood of Guessing
 High probability of guessing the correct answer (50%) compared to multiple choice which consist of
four options (25%).

C.MATCHING TYPE
The matching type test is similar to the multiple choice test. The examinee associates an item in one column
with the other column. Therefore, matching type test is consisting of two columns. The first column must
contain the questions/descriptions and the second column must be the choices/option. The examinee is asked
to match the description with its correct answer.

GUIDELINES IN CONSTRUTING MATCHING TYPE TEST

 The description and option must be short and homogeneous.
 Have more option than the description.
 Directions must be clear if the option can be use twice.
 The description must be written at the left side and the option must be in the right side.
 Descriptions and options must be written on the same page to avoid wasting of time.
 Avoid giving determiners/hints.
 Use numbers for descriptions and letter for options.
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 Arrange the option and description in chronological order.

 Minimize the number of items. Five items is enough.

DISADVANTAGES OF MATCHING TYPE TEST

 It tends to ask student to associate trivial information.
 Its only emphasizing memorization.

ADVANTAGES OF MATCHING TYPE TEST

 It’s easier to construct and reduces the chances of guessing compared to other type of test.

E. Essay Type Test

It is an item format that requires the student to structure a rather long written response up to several
paragraphs. (William and Stephan)
It is a type of test that usually allows greater freedom of response to questions and requires more writing.
Advantages of Essay Tests
 The essay examinations allow students to express their ideas with relatively few restraints.
 It involves recall and there are no options to select from, therefore, guessing is eliminated.
 Essay items are good for testing small numbers of students. However, as the number of student
increases, the advantage of essay test decreases.
 Essay tests reduce assembling time.
 They can measure divergent thinking.
 It presents more realistic task to the students.

Disadvantages and Limitations of Essay Tests

 Essays are difficult to score objectively because students have greater freedom of expression.
 Extended essays, measure only the limited aspects of student knowledge.
 Essay questions are time-consuming for teachers and students.
 Essay usually encourages bluffing.
 Most essays require a little more than a rote memory.
 Essay tests place a premium on writing.
Types of Essay Items
Extended Response Essays
An essay test that allows the students to determine the length and complexity of the response is called
extended response essay item (Kubiszyn and Borich, 2007). Extended response essays leave students free
to determine the content and to organize the format of their answers.
Advantages of the Extended Response Essay Item are:
 Allows for the demonstration of higher-order cognitive skills.
 Emphasizes integration and application of thinking and problem solving skills.
 Easy to construct.
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 Measures understanding and ability in content knowledge and subject area.

 Measure writing skills.
 Measures complex achievement.
Disadvantages are:
 Limited demonstration of higher-order cognitive skills.
 Time consuming to score.
 Difficult to construct extended response essay questions.
Examples of Extended Response Essay Questions:
 Explain the issue about climate change.
 Discuss classroom assessment.
 Explain the various ways of preventing accident in a school workshop or laboratory.
 Restricted Response Essays
 Limits on both content and the response given by the students.
 Advantages of Restricted Response Essay item are:
 Easier to prepare questions and easier to score.
 More directly related to specific learning outcomes.
Disadvantages are:
 Does not allow for measurement of learning outcomes that emphasize integration, organization and
originality.
 To integrate materials.
 It provides little opportunity for the students to demonstrate their abilities to organize ideas.
Examples of Restricted Response Essay Questions
 Explain the cause and effect of EDSA.
 State four uses of tests education.
 Describe four sources of energy.
The Use of Essay Tests to Facilitate Learning
 There are varied ideas for and against essay testing. Below are the favorable comments:
 Raises the quality of writing
 Teaches students to organize, outline and summarize assignments rather than simply look for facts,
dates and details expected in T-F or multiple-choice tests.
 Likewise, there are arguments against essay tests.
 Essay test do not allow students to revise and rewrite their work since the time is limited.
 The teachers’ over attention to details can destroy the themes of essays.
 Situations that Suggest the Use of Essay Questions
 If the test objectives specify that students have to write, recall or supply information, an essay
examination may be necessary. Objectives that suggest extended student responses also suggest the
use of essays.
 When the class size is small, the teacher can afford to spend more time reading essay responses.
Reading extended responses for large classes may prove to be excessively time consuming.
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 Since multiple choice test are difficult to construct but easy to score, they are considered more
practical when the test can be used only once, an essay examination may be more convenient than a
multiple choice one.
Guidelines in Constructing Essay Test Items
 Construct essay question used to measure complex learning outcomes only.
 Essay questions should relate directly to the learning outcomes to be measured.
 Formulate essay questions that present a clear task to be performed.
 An item should be stated precisely and it must clearly focus on the desired answer.
 All students should be required to answer the same question.
 Number of points and time spent in answering the question must be indicated in each item.
 Specify the number of words, paragraphs or the number of sentences for the answer.
 The scoring system must be discussed or presented to the students.

Example of Essay Test Item

1. Choose a leader you admire most and explain why you admire him or her.
2. Pick a controversial issue in the Aquino administration. Discuss the issue and suggest a solution.
3. If you were the principal of a certain school, describe how you would demonstrate your leadership
ability inside and outside of the school.
4. Describe the differences between Norm-referenced assessment and Criterion-referenced
assessment.
5. Do you agree or disagree with the statement, “Education comes not from books but from practical
experience.” Support your position.
Types of Complex Outcomes and Related Terms for Writing Essay Questions
Outcomes Sample Verbs Sample Questions
Comparing Compare, classify, describe, Describe the similarities and differences
distinguish between, explain, outline, between Philippine educational system and
summarize the Singaporian educational system.
Interpreting Convert, draw, estimates, illustrate, Summarize briefly the content of the second
interpret, restate, summarize, translate SONA of President Benigno C. Aquino, Jr.
Inferring Derive, draw, estimate, extend, Using the facts presented, what is most
predict, propose, relate likely to happen when……?
Applying Arrange, compute, describe, illustrate, Solve the solution set of the equation x2 +
relate, summarize, solve 5x-24=0 using factoring method.
Analyzing Break down, describe, differentiate, List and describe the characteristics of a
divide, list, outline good assessment instrument.
Creating Compose, design, draw, formulate, Formulate a hypothesis about the problem “
list, present, make up Mathematics attitude and competency
levels of the education students of U.E.”
Synthesizing Arrange, combine, construct, design, Design a scoring guide in evaluating
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relate, group portfolio assessment.

Generalizing Construct, develop, formulate, make,
state
Evaluating Appraise, criticize, defend, describe,
evaluate, explain, judge, rate, write
Explain the function of assessment of
learning.
Describe the strengths and weaknesses of
using performance-based assessment in
evaluating the performance of the students

Pointers on Writing Essay Questions

i. Specify limitations
ii. Structure the task
iii.Make each item relatively short and increase the number of items.
iv. Give all the students the same essay questions if content is relevant.
v. Ask questions in a direct manner.

Suggestions for Grading Essay Test

Zimmaro(2003) suggested different guidelines in scoring an essay type. These guidelines are very important in
the performance of the students to avoid or lessen the subjectivity of the scoring.
 Decide on a policy for dealing with incorrect, irrelevant or illegal response.
 Keep scores of the previously read items out of sight.
 The student’s identity should remain anonymous while his/her paper is being graded.
 Read and evaluate each student’s answer to the same question before grading the next question.
 Provide students with general grading criteria by which they will be evaluated prior to the examination.
 Use analytic or holistic scoring.
 Answer the test question yourself by writing the ideal answer to it so that you can develop the scoring
criteria from your answer.
 Write your comments on their papers.
Factors to Consider in Assigning Point Values
 Time needed to respond
 Complexity of the questions
 Emphasis placed on the content
Other Considerations in Grading Essay Responses
 Use appropriate methods to minimize biases.
 Pay attention only to the significant aspects of the answer.
 Avoid letting personal idiosyncrasies affect grading.
 Apply uniform standards in grading all the papers.
Why Are Essay Tests Still Popular?
 Essay tests can indirectly measure attitudes, values, and opinions.
 Good essay tests are more easily prepared than good objective tests.
 Essay tests are good learning experiences.
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Oral Question
Oral Questioning provides immediate feedback to both pupils and teachers. It is frequently used by teacher in
the classroom. The oral question is a variation of the essay test. Although more frequently used in final
examinations of college students than as a measurement device for schoolchildren, it deserves brief mention
because of its utility in the classroom, especially in the primary grades.
Both oral and essay examinations have some common advantages and limitations:
Advantages
Both permit the examiner to determine how well the student can synthesize and organize his/her ideas
and express himself/herself.
Both are not dependent, as the multiple choice test, on the ability of the pupil to recognize the correct
answer; both require that the students know and are able to supply the correct answer.
Both permit free responses by the students.
Limitations
Both provide for a variety of limited sampling content.
Both have lower rate reliability.
Developing Rubrics for Essay Test
A rubric is an evaluation tool for essay tests. It gives quantitative and qualitative descriptions of the
different qualities of essay responses. It can be either be holistic or analytic.
Holistic Rubrics give the overall traits of a response.
Analytic rubrics describe the quality of the response in each criterion.
Setting Criteria
The descriptions must focus on the important aspects of an essay response.
The type of rating (holistic or analytic) must match the purpose of the assessment.
The descriptions of the criteria must be directly observable.
Ensure that the criteria are understood by the students, parents, and others.
The characteristics and traits used in the scale should be clearly and specifically defined.
Minimize errors in scoring. These errors may be generosity errors, central tendency errors, and
severity errors.
Make the scoring system feasible.
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References:
Gabuyo, Yonardo A. (2012). Assessment of Learning I. Rex Book Store, Inc. 856 Nicanor Reyes Sr. St.,
Sampaloc, Manila.
Reganit, Arnulfo, Elicay, Ronaldo, & Laguerta, Cresencia (2010). Assessment of Student Learning I (Cognitive
Learning). C & E Publishing, Inc.
Conception, Benjamin.et.al.(2012).LET Reviewer. MET Review Center, Manila
Garcia,Carlito D.(2008).Measuring & Evaluating Learning Outcomes. Books Atbp.Publishing
Corp.,Mandaluyong