Traditional Assessment

 Makes use of pencil and paper test

 There are right and wrong answers (answers can be classified as right or wrong)
 Usually, these are teacher-made tests
 can be classified according to PURPOSE, FORMAT, and LANGUAGE

General Classification of Tests

Tests can be classified according to PURPOSE, FORMAT, and LANGUAGE

PURPOSE
1. Instructional
 Tests are made to group students in class; to make grades
Example: In a 10-item-test, students with scores 5 below can be classified as
poor learners. Those with scores 5-8 are average students, and those with a
score of 9 or 10 are performing students.

2. Guidance
 Tests are made to help students for their educational plan; predict/diagnose
academic performance
Example: NCAE

3. Administrative
 Tests are made to help the school identify where to focus on their curriculum; to
identify the school’s performance
Examples: NAT, Board Exams

FORMAT
1. Standardized (Norm-Referenced Test)
 Made by experts in Test Construction
Examples: Aptitude Test and Ability Test

2. Teacher-made test (Criterion-Referenced Test)

 Also known as the classroom tests
 Classified into two types: Objective Type and Essay Type
 Objective Type Essay Type

 Answers are short  Answers are in the form of

 Difficult to construct
 Easy to check
 Can be classified into two: Free response type
or Limited Response Type (Selective Type)
sentence to paragraphs form.
 Easy to construct
 Difficult to check
 Can be classified into Restricted
Essay or Nonrestricted Essay

Free Response Limited Response Type Restricted Nonrestricted

Type  There are choices Essay  There is no
 No choices are  Examples:  Limited limit
given 1. Alternative-Response  Examples:  Examples:
 Examples: Type *Compare the *Compare the
1. Question form 2 choices only administration of administration of
2. Completion Form (True/False, the last two the last two
Yes/No, President of the President of the
Agree/Disagree, Philippines in Philippines
Fact/Opinion) terms of their
2. Multiple Choice economic Policies *Discuss the
3,4, or 5 options battle in
3 choices (ideally *Discuss the Pugadlawin
for Grades 1-3) battle in
4 choices (ideally Pugadlawin using
given from Grade 4- 500 words,
Undergradate)
5 choices (ideally
for HS-Graduate)
3. Matching Type
More than 5
choices

LANGUAGE
1. Verbal Test
 Written in words
 Measures the acquired knowledge

2. Nonverbal Test
 Uses pictures/drawings
 Measures the innate knowledge
NOTE: Not all aspects of Cognitive can be measured by traditional assessment, so there is a
need for an Alternative-Performance-Based Assessment
PERFORMANCE-BASED ASSESSMENT TEST
(Alternative Test)
 Test that will make students come up with original outputs
 Requires HOTS (Higher Order Thinking Skills)
 Encourages originality
 May open students mind to other possible solution (other than the usual)
 Given few times to students but these are significant to students
 Measures some of the Cognitive Aspects that are not measured by Traditional
Assessment (see notes below for the Cognitive Aspects)
 Can be a demonstration of skills or product showcasing the skills learned
 Example of a product: Portfolio (see below for Portfolio)

COGNITIVE ASPECTS
1. Factual
 Students can define, explain, discuss terms
2. Conceptual
 Students can cite, discuss, explain concepts, theories
3. Procedural
 Students know and can follow steps;
 can be done only if the students have Conceptual Knowledge
4. Metacognitive
 Students have knowledge that can’t be found on books
 These are self-knowledge
 product of the previous three knowledge

PORTFOLIO
 Collection of student’s work that demonstrates their growth and learning
 Collaborative and dynamic

PROCESS OF DOING A PORTFOLIO

1. State the Objectives
2. Collect the Evidences
3. Selection Process
 Not all outputs/evidence should be included
 Can include the best/worst
 Ideally, 6-7 evidences only (suggested)

CRITERIA IN THE SELECTION OF PERFORMANCE-BASED ASSESSMENT

1. Generalized Ability
2. Authenticity
3. Fairness
4. Feasibility
5. Scorabilty
6. Teachability
7. Multiple Form

CHARACTERISTICS OF A GOOD TEST

1. Valid
2. Reliable

METHODS TO ESTABLISH TEST VALIDITY

1. Content Validity
2. Criterion-Related Validity
a. Concurrent Validity
b. Predictive Validity
3. Construct Validity