ASSESSMENT

FOR

Debbie Marie Bais, RN

Why is Assessment
in Education
Important?
Assessment Affects
Student Learning.
 JC is a Chemistry student. He
just took his first exam in his
class. He earned a 56%. He
needs a 79% to pass the class.
The low exam score lets
Johnny know that he missed
something important he
should have learned. Perhaps
he did not understand the
material, or maybe he did
not study long enough.
 Whatever the case, the
assessment results let JC
know that he did not
successfully learn the
material and that he
must try something new
in order to earn a better
score.
Assessment Affects Teaching.
 Mrs. Brown is a 12th grade
Biology teacher. After
finishing the unit on cell
division, she gives a 50 point
multiple choice test. Upon
grading the exam, Mrs.
Brown realized the average
class grade was a 68%, far
below the cutoff line for
passing.
 Mrs. Brown can easily see
that her students didn't
fully learn cell division.
This tells her that she needs
to re-visit the unit on cell
division and determine
why students failed the
exam. Perhaps she may
need to try a different
teaching strategy or perhaps
she did not spend enough
time on difficult material.
 Tests used in
Educational Setting
 APTITUDE TEST

“Aptitude tests can be separated from

achievement tests simply by defining
the purpose to be served by the test in
question.” (Tyler,1963)
 APTITUDE TEST
Thus if the test is to be used for predicting
whether the pupil will profit from
training, whether in a general college
curriculum , in arithmetic , in social relations,
in foreign language, in vocational school, then
the test is called an aptitude test.
The intelligence test is said to measure
the scholastic aptitude because it is
used to predict general success in school
situations.
 Aptitude tests, by this definition, are
typically used to select people for certain
jobs or training programs.
On the other hand, if the purpose of the
test is to evaluate what the pupil has
accomplished , what he knows, or what
he has gained from a training
experience, the test is called an
“achievement test”.
 DIFFERENTIAL
APTITUDE TEST
 performed under exam conditions
and are strictly timed. All questions
have a definite right or wrong
answer.
 Verbal Reasoning

Numerical Ability
Abstract Reasoning

Perceptual Speed & Accuracy

Mechanical Reasoning
Space Relations

Spelling & Language Use

 These tests can be used to help an
individual:

 Choose among educational and career

options based on strengths and weakness

 Help an individual understand why they

do well or poorly in certain subjects
 Can suggest new career options not
previously considered

 Change or raise educational and career

aspirations
 Under no circumstance should the score be
interpreted as final indisputable evidence of
an individual’s characteristics.
The results provide only one small part of the
information needed to help an individual
make informed and realistic decisions and cannot
be judged in isolation from other aspects of a
persons character including, job and other
experiences, interests, goals, personality, values,
family and environmental influences.
VERBAL REASONING
measures the ability of a
student to see relationships
among words. The test
consists of analogies
VERBAL REASONING
May be useful in helping to
predict success in academic
courses as well as in
occupations where
accurate communication is
important.
NUMERICAL ABILITY
measures the ability to
perform mathematical
reasoning tasks. In order to
ensure that reasoning
rather than a
computational facility is
stressed, the computational
level of the problem is low.
ABSTRACT REASONING
a non-verbal measure of
reasoning ability. It assesses
how well individuals can
reason geometric shapes or
design.
PERCEPTUAL SPEED
& ACCURACY
measures the ability to
compare and mark written
lists quickly and accurately.
This test may predict
success in certain kinds of
routine clerical tasks, such
as filing and coding.
 MECHANICAL
REASONING
measures the ability to
understand basic
mechanical principles of
machinery, tools, and
motion. Each item consists
of a pictorially presented
mechanical situation and a
simply worded question.
SPACE RELATIONS

measures the ability to

visualize a three-
dimensional object from a
two-dimensional pattern
and to visualize how this
object would look if
rotated in space.
 SPELLING
measures how well the
student can spell common
English words.
 LANGUAGE USE
measures the ability to
detect errors in grammar,
punctuation, and
capitalization.
FLANAGAN
INDUSTRIAL
TEST
 FLANAGAN
INDUSTRIAL TEST
 measure specific aptitudes
important for a variety of
occupations.
 The tests may be used separately or
in any combination.
 They are designed for Supervisory,
technical, office, skilled labour and
other industrial positions.
 These are paper and pencil tests
and are hand-scored with scoring
stencil, yielding 18 individual scores.
 Each test takes about 5-15 minutes
to complete.
ARITHMETIC
Ability to add, subtract, multiply and
divide. Five-minute time limit.
ASSEMBLY
Ability to visualize how separate pieces will
look as a whole. Ten-minute time limit.
COMPONENTS
Ability to identify a simple figure that is
part of a complete drawing. Ten-minute
time limit.
COORDINATION
Ability to control hand and arm
movements while working through a series
of mazes. Five-minute time limit.
ELECTRONICS
Ability to understand electrical and
electronic principles as well as analyze
diagrams of electrical circuits. Fifteen-
minute time limit.
EXPRESSION
Knowledge of correct grammar and
sentence structure. Five-minute time limit.
INGENUITY
Ability to think of ingenious and effective
ways of solving problems. Fifteen-minute
time limit.
INSPECTION
Ability to spot imperfections or flaws in a
series of objects. Five-minute time limit.
JUDGMENT & COMPREHENSION
Ability to read and comprehend given
information. Fifteen-minute time limit.
MATHEMATICS & REASONING
Ability to reason through mathematical
word problems. Fifteen-minute time limit.
MECHANICS
Ability to understand mechanical
principles and analyze mechanical
movement. Fifteen-minute time limit.
MEMORY

Ability to memorize different terms and

their meanings. Ten-minute time limit.
PATTERNS

Ability to perceive and reproduce pattern

outlines accurately. Five-minute time limit.
PLANNING

Ability to plan, organize and schedule

various types of activities. Fifteen-minute
time limit.
PRECISION

Capacity for precision work with small

objects. Five-minute time limit.
SCALES
Ability to read scales, graphs and charts.
Five-minute time limit.
TABLES
Ability to read tables quickly and
accurately. Five-minute time limit.
VOCABULARY
Knowledge of words used in business and
government environments. Fifteen-minute
time limit.
TRAINING PROGRAM

Directions: You have been given the responsibility of setting up an

employee-training program. To help you plan your course of
action, you have outlined the steps you will be taking. The first
draft of your outline is given below. Following the outline are
some possible changes you might make in the outline. Read the
outline carefully, then select from each set of five choices the one
you feel is most relevant to the outline.
I. Developing Training Objectives
A. Formulating a general aim
B. Determining a detailed objective
C. Obtaining and maintaining cooperative relations with the management
of the firm

II. Planning the Training Course

A. Selecting the Trainees
B. Surveying the available resources
1. Equipment
2. Personnel
3. Funds

C. Selecting Training Techniques

D. Providing for Evaluative studies
E. Developing the specific course content

III. Evaluating the training program

A. Evaluating the content and procedures used
B. Recommending the changes and improvement
1. Major section I would most improved by:
a. Reversing the order of headings B and C.
b. Changing the heading C to “Cooperating with Management”
c. Deleting heading C
d. Reversing the order of headings A and B
e. Dividing the heading C into two separate headings

2. Which of the following changes would most improve

major section II of this outline?
a. Combining headings A and B
b. Combining heading B and C
c. Rewording heading B
d. Reversing the order of headings D and E
e. Deleting heading D
 PHILIPPINE APTITUDE
CLASSIFICATION TEST (PACT)

 Developed by Center for Educational

Measurement Inc.,
 Measures specific abilities & predict
probable performance in various courses
of study
 A battery of aptitude test w/ multiple
choice items which are largely dependent
on innate abilities & minimally on
academic experience
 Each test takes about 5-15 minutes to
complete.
 May be administered to the same
purpose to students in the higher
levels up to at most 1st year college
 Recommended for 3rd Year
Highschool Students
 2 PARTS OF PACT

Part 1 Part 2
 2 Speeded  16 Power
tests (30 tests (210
items) items)
 Time limit:  Time limit:
4 mins 1 hr & 45 mins
APTITUDE
FACTORS
PERCEPTUAL SPEED
 Speed in finding figures , making
comparisons and carrying out very
simple tasks involving perception.
 Subtest: Matching letters or numbers (15
items), form matching (15 items)
VERBAL ENGLISH
 Ability to understand the English
language
 Subtest: vocabulary (15 items),
analogies (15 items)
GENERAL REASONING
 Ability to solve a broad range of
reasoning problems including those of
mathematical kind.
 Subtest: numeric (10 items), number
series (10 items), figural reasoning (10
items)
FLEXIBILITY OF CLOSURE
 Ability to keep one/more definite
configurations so as to make
identification in spite of perceptual
distractions.
 Subtest: paper form board (15 items),
hidden figure (15 items)
VERBAL FILIPINO
 Ability to understand Filipino language
 Subtest: Talasalitaan (15 items), Mga
Salitang Magkakaugnay (15 items)
SPATIAL CLOSURE
 Ability to perceive the totality of
regularly shaped objects (cubes)in a sta
Based on what is seen in the a drawing.
 Subtest: Hidden Blocks I (15 items),
Hidden Blocks II (15 items)
VISUALIZATION
 Ability to manipulate or transform the
image of a spatial pattern into another
visual management.
 Subtest: Patterns(10 items), Mechanical
Motion (10 items), Assembly (10 items)
PERCEPTUAL ABILITY
 Ability to visually perceive or detect:
(a) Pattern of change in a series of
geometric figures
(b) The difference s in written information
such as names and address.
 Subtest: Figure
Series(15 items),
Proofreading(15
items)
THE END.