Assessment of

Learning I

LECTURE
Courtesy: Sir Von Anthony
Torio – PNU Manila
 Assessment of Learning I
BASIC TERMS AND CONCEPT
Measurement
`
- quantification of what students learned through the use of
test, questionnaires, rating scales and the like (Garcia,
2008)
- answers the question, how much does a student learn or
know

Example: Teacher X giving a 10-item quiz on types of

volcanoes

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BASIC TERMS AND CONCEPT
Assessment
`
- refers to the full range of information gathered and
synthesized by teachers about their students and their
classrooms (Arends, 1994)
- how much change has occurred on the student’s
acquisition of a skill, knowledge or value before and after a
given learning experience

- It can be gathered in informal and formal ways

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BASIC TERMS AND CONCEPT

Evaluation
`
- is a process of making judgments, assigning value or
deciding on the worth of student’s performance
- It answers the question how good, adequate or desirable is
the performance of the students?

- Teacher Jaeckel assigned grades to the scores of the students

in their final examination

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 Assessment of Learning I
BASIC TERMS AND CONCEPT

Evaluation
`
- is a process of making judgments, assigning value or
deciding on the worth of student’s performance
- It answers the question how good, adequate or desirable is
the performance of the students?

- Teacher Jaeckel assigned grades to the scores of the students

in their final examination

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 Assessment of Learning I
BASIC TERMS AND CONCEPT
Testing
- `
technique of obtaining information needed for evaluation
- teachers can measure students’ cognitive achievement,
attitude, values , feelings and motor skills
- a systematic procedure for measuring an individual’s
behavior

Example: Quizzes, tests

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BASIC TERMS AND CONCEPT
Validity
-
`
the degree to which a test measure what it intends to
measure
- To check the validity of the test one may ask
 Does test adequately sample the intended content
 Does it test the behaviors/skills important to the content
being tested?

 Does it test all the instructional objectives of the content

taken up in class?

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BASIC TERMS AND CONCEPT

Reliability `
- it is the accuracy with which test consistently measure
that which it does measure
 A test is reliable if it produces similar results

 Make a comment
- reliable test are valid, valid test are reliable

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SCALES OF MEASUREMENT

Properties of Measurement
 Identity
`
 Magnitude
 Equal Intervals
 Absolute Zero

SCALES OF MEASUREMENT
Nominal, Ordinal, Interval, Ratio

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SCALES OF MEASUREMENT

Properties of Measurement
`
 Identity (each value has a unique meaning)
 Magnitude (ordered relationship)
 Equal Intervals (scale units are equal to each other)
 Absolute Zero (has a true zero point)

SCALES OF MEASUREMENT
Nominal, Ordinal, Interval, Ratio

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SCALES OF MEASUREMENT
NOMINAL
`
 it satisfies the identity property of measurement
 values assigned to the variables represent
descriptive category but have no inherent
numerical value with respect to magnitude
Example:
Sex, Nationality, Religion

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SCALES OF MEASUREMENT
ORDINAL
`
 has a property of both identity and magnitude
 Each value on the ordinal scale has unique
meaning and it has an ordered relationship with
respect to each value in the scale
Example: Report of poster-making contest as 1st ,
2nd and third

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SCALES OF MEASUREMENT
INTERVAL
`

 has a property of identity, magnitude, and equal

interval
Example: Fahrenheit Scale

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SCALES OF MEASUREMENT
Ratio
`

 has a property of identity, magnitude, and equal

interval and absolute zero
Example: Mass

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NORM-REFERENCED vs. CRITERION-REFERRENCED
Norm-Referenced test/assessment/evaluation
`
 comparing performance with a norm
 performance of a student vs. group performance
 grading is relative
 percentile ranking

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NORM-REFERENCED vs. CRITERION-REFERRENCED
Criterion-Referenced test/assessment/evaluation
`
 Comparing performance with a standard
 Performance of the student vs. defined objectives/
mastery level
 Grading does not immediately compare with
other students
 Test result may be in percentage

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NORM-REFERENCED vs. CRITERION-REFERRENCED
Criterion-Referenced test/assessment/evaluation
`
 Comparing performance with a standard
 Performance of the student vs. defined objectives/
mastery level
 Grading does not immediately compare with
other students
 Test result may be in percentage

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MODES OF ASSESSMENT

`
 Traditional
 Performance
 Portfolio

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MODES OF ASSESSMENT
Traditional
`
 Usually assesses low level of thinking and is most of the
times in the form of an objective pen-and-paper test.
 Examples include: teacher-made examinations and
standardized test such as the Licensure Examination for
Teachers.
 Advantages: (1) Scoring is easy and objective, (2) Easy to
administer
 Disadvantages: (1) Prone to cheating, (2) difficult to
construct, takes time to construct items

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MODES OF ASSESSMENT
Performance Mode of Assessment
`
 Requires actual demonstration of required skills or
production of outputs of learning
 Examples include: Oral and Practical examinations; most
school projects
 Advantages: (1) measures skills (change in behavior that
cannot be measured by pen-andpaper tests), (2) relatively
more authentic and student-focused
 Disadvantages: (1) Grading is subjective, (2) takes time to
administer

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TYPES OF EVALUATION

`
 Placement
 Summative
 Formative
 Diagnostic

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TYPES OF EVALUATION

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TYPES OF EVALUATION

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PRINCIPLES OF EVALUATION

`
(1) Availability – Evaluation should be readily accessible for
students’ improvement
(2) Significance – Evaluation should be indicative as to
what is currently needed
(3) Scope – Evaluation should be defined by the objectives of
an undertaking

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PRINCIPLES OF EVALUATION

`
(4) Objectivity – Evaluation should not show any form of
bias in its results or even during the process
(5) Compatibility – Evaluation should match with the
objectives
(6) Reliability - Evaluation should reflect consistency of
results
(7) Validity – Evaluation should reflect what is intended to be
measured.

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PRINCIPLES OF EVALUATION

`
(8) Collaborative – Evaluation should be a concerted effort.
(9) Variety – Evaluation should not be limited to only a single
form, it should be of different forms possible and availbe.
(10). Fairness – Evaluation should reflect objective judgment
regardless of the evaluated student.
(11) Continuity - Evaluation is deemed to take place before,
during and after instruction

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DIFFERENT TEST TYPES

ACCORDING TO PURPOSE `
1. Psychological – aim is to measure student’s intelligence or
mental ability in a large degree without reference to what the
students has learned. It serves to measure intangible
characteristics of an individual (e.g. Aptitude, Personality,
Intelligence)
2. Educational - Aims to measure the result of teaching and
learning (e.g. Achievement, Performance)

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DIFFERENT TEST TYPES

ACCORDING TO SCOPE
`
Survey – covers broad range of objectives. Measures general
achievement in certain subjects. Made by experts
(professionals)
Mastery – covers specific objectives. Measures fundamental
skills and abilities. Teacher made

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DIFFERENT TEST TYPES

ACCORDING TO CONSTRUCTION
`
Standardized – Constructed by an expert. Covers a broad
content. Usually in Multiple Choice format. Items are
screened. May be scored by a machine. Usually norm-
referenced when interpreted.
Informal – Teacher-made. May cover a narrow range of
content. May include various types of test. Items are picked
by a teacher. Scored by a teacher. Usually criterion-
referenced when scores are interpreted.

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DIFFERENT TEST TYPES

`
ACCORDING TO MANNER OF ADMINSITRATION
Individual – Maybe oral or may require actual
demonstration.

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DIFFERENT TEST TYPES

`
ACCORDING TO REFERENCE OF COMPARISON
Norm-Referenced – compares the result of the exam with
respect to other examinees. A group of students will certainly
pass. Performance of students is compared among them

Criterion-Referenced – Standards define success. Passing

depends upon the standard. Describes mastery of students of
a set standard

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DIFFERENT TEST TYPES

`
ACCORDING TO MODE OF LANGUAGE
Verbal – uses words in meaning-making or responding to
test questions
Non-Verbal - words are not used in responding to test items
(e.g. number sequence, 3-D figures, graphs)

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DIFFERENT TEST TYPES

ACCORDING TO BIAS CONTROL

Objective `
Subjective
ACCORDING TO TIME LIMIT AND DIFFICULTY
Power
Speed
ACCORDING TO FORMAT
Selective
Supply

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TYPES OF TESTS ACCORDING TO FORMAT

Selective Type
`
a. Multiple Choice – consists of a stem which describes the
problem and 3 or more alternatives which give the suggested
solutions. The incorrect alternatives are the distractors.
b. True-False or Alternative Response – consists of
declarative statement that one has to mark true or false,
right or wrong, correct or incorrect, yes or no, fact or
opinion, and the like.

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TYPES OF TESTS ACCORDING TO FORMAT

`
c. Matching Type – consists of two parallel columns:
Column A, the column of premises from which a match is
sought; Column B, the column of responses from which the
selection is made

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TYPES OF TESTS ACCORDING TO FORMAT

`
Supply Test
a. Short Answer – uses a direct question that can be
answered by a word, phrase, a number, or a symbol
b. Completion Test – it consists of an incomplete statement

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TYPES OF TESTS ACCORDING TO FORMAT

`
Supply Test
a. Short Answer – uses a direct question that can be
answered by a word, phrase, a number, or a symbol
b. Completion Test – it consists of an incomplete statement

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TYPES OF TESTS ACCORDING TO FORMAT

Essay Test `
a. Restricted Response – limits the content of the response
by restricting the scope of the topic
b. Extended Response – allows the students to select any
factual information that they think is pertinent, to organize
their answers in accordance with their best judgment

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TYPES OF TESTS ACCORDING TO FORMAT

Essay Test `
a. Restricted Response – limits the content of the response
by restricting the scope of the topic
b. Extended Response – allows the students to select any
factual information that they think is pertinent, to organize
their answers in accordance with their best judgment

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ITEM ANALYSIS

`
 Refers to the process of examining the student’s response
to each item in the test.
 Three criteria in determining the desirability and
undesirability of an item.
A. Difficulty of an item
B. Discriminating power of an item (Positive, Negative,
Zero)
C. Measures of attractiveness

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ITEM ANALYSIS

`
 Refers to the process of examining the student’s response
to each item in the test.
 Three criteria in determining the desirability and
undesirability of an item.
A. Difficulty of an item
B. Discriminating power of an item (Positive, Negative,
Zero)
C. Measures of attractiveness

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STEPS IN ITEM ANALYSIS

`
1. Score the test. Arrange from lowest to highest.
2. Get the top 27% (T27) and below 27% (B27) of the
examinees.
3. Get the proportion of the Top and Below who got each
item correct.
4. Compute for the Difficulty Index.
5. Compute for the Index of Discrimination

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STEPS IN ITEM ANALYSIS

Df = NSC/ TNS
Where:
Df - difficulty index
`
NSC- number of students who got the answers correctly
TNS- total number of students in the Upper and Lower Class
INTERPRETATION
Difficulty Index
.81 – 1.0 = easy (revise)
.21 – .80 = average (accept)
0 – .20 = very difficult (reject)

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STEPS IN ITEM ANALYSIS

Di = (Uc-Lc )/ NSC
Where `
Uc- students in the upper class who got the answer correctly
Lc- students in the lower class who got the answer correctly
NSG- number of students in each class
Discrimination Index
.31 – above = good (accept)
.20 – .30 = moderate (revise)
.19 and below = poor (reject)

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SCORING ERRORS AND BIASES

Scoring Errors and Biases

`
 Leniency error: Faculty tends to judge better than it really
is.
 Generosity error: Faculty tends to use high end of scale
only.
 Severity error: Faculty tends to use low end of scale only.
 Central tendency error: Faculty avoids both extremes of
the scale.
 Bias: Letting other factors influence score (e.g.,
handwriting, typos)

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SCORING ERRORS AND BIASES

 Halo effect: Letting general impression of student

`
influence rating of specific criteria (e.g., student’s prior
work)
 Contamination effect: Judgment is influenced by
irrelevant knowledge about the student or other factors
that have no bearing on performance level (e.g., student
appearance)
 Similar-to-me effect: Judging more favorably those
students whom faculty see as similar to themselves (e.g.,
expressing similar interests or point of view)

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SCORING ERRORS AND BIASES

`
 First-impression effect: Judgment is based on early opinions
rather than on a complete picture (e.g., opening paragraph)
 Contrast effect: Judging by comparing student against other
students instead of established criteria and standards
 Rater drift: Unintentionally redefining criteria and standards
over time or across a series of scorings (e.g., getting tired and
cranky and therefore more severe, getting tired and reading
more quickly/leniently to get the job done)

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UTILIZATION OF ASSESSMENT DATA

Frequency Distribution `
- is a tabular arrangement of data into
appropriate categories showing the number of
observations in each category or group
- It encompasses the size of the table and makes
the data more interpretive (Gabuyo,2012)

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UTILIZATION OF ASSESSMENT DATA

`
Parts of Frequency Table
1. Class limit
- is the groupings or categories defined by the
lower and upper limits

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UTILIZATION OF ASSESSMENT DATA

`
Lower Class limit (LL)
- represents the smallest number in each group
Upper Class limit (UL)
- represents the highest number in each group

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UTILIZATION OF ASSESSMENT DATA

Example:
LL `- UL
10 - 14
15 - 19
20 - 24

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UTILIZATION OF ASSESSMENT DATA

2. Class Size (c.i)

` interval
- is the width of each class
LL - UL
10 - 14
15 - 19
20 - 24
c.i. = 5

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UTILIZATION OF ASSESSMENT DATA

3. Class Boundaries `
- are the numbers used to separate each category
in the frequency distribution but without gaps
created by class limits
- the scores of the students are discrete

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UTILIZATION OF ASSESSMENT DATA

`
Example of Class Boundaries
LL – UL LCB - UCB
10 - 14 9.5 - 14.5
15 - 19 14.5 – 19.5
20 - 24 19.5 – 24.5

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UTILIZATION OF ASSESSMENT DATA

`
4. Class marks
- are the midpoint of the upper and lower class limit

XM = LL + UL
2

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UTILIZATION OF ASSESSMENT DATA

Example: `
XM = LL + UL
2
LL UL XM
10 14 12
15 19 17
20 24 22

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UTILIZATION OF ASSESSMENT DATA
Steps in Constructing Frequency Distribution
1. Compute the value of the ` range (R)
R = HS – LS
2. Determine the class size
c.i. = R
k where k = 1 + 3.3 log n
3. Set up the limits of each class

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UTILIZATION OF ASSESSMENT DATA

Steps in Constructing Frequency Distribution

` if needed. Use the
4. Set-up the class boundaries
formula
cb = LL of the second class – UL of the first class
2
5. Tally the scores in appropriate classes
6. Find other parts if necessary such as class marks,
among others

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UTILIZATION OF ASSESSMENT DATA
Example
Raw scores of 40 students `in a 50-item mathematics
quiz. Construct a frequency distribution
17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18
44 22 46 26 36 29 15 21
50 47 34 26 37 25 33 49
22 33 44 38 46 41 37 32

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UTILIZATION OF ASSESSMENT DATA

17 25 30 33 25 45 23 19
`
27 35 45 48 20 38 39 18
44 22 46 26 36 29 15 - 21
LS
50 - 47 34 26 37 25 33 49
HS
22 33 44 38 46 41 37 32

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SHAPES OF FREQUENCY POLYGON

 Normal/Bell-Shaped/Symmetrical
 Positively Skewed `
 Negatively Skewed
 Leptokurtic
 Mesokurtic
 Platykurtic
 Bimodal curve
 Polymodal curve

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