Types of Assessment

Infante, Aegi C EDUC 75
BEEd 2-1 Mr. Florencio Abanes
ACTIVITY 1
List down the lessons learned from the videos
Assessment - is the process of evaluating and measuring an individuals achievement typically

done with assessment tools such as assignments or examination.
It refers to the wide variety of methods or tools that educators use to evaluate, measure, and document
the academic readiness, learning progress, skill, acquisition, or educational needs of students.
Importance of Assessment
 Provides diagnostic feedback which aims to how much the student know, their needs and what
has to be taught.
 It helps the educators to set standards by knowing the specific performances demonstrate
understanding, knowledge and mastery.
 It evaluates progress by knowing the students learning progress, the teaching methods or
approaches that ae most effective, and the changes or modifications to a lesson are needed to
help the students.
 It relates to a student's progress by knowing the students learned, if the students can talk about
the new knowledge, and can the student demonstrate and use the new skills in other projects.
 Motivates performance for students self-evaluation for them to modify their own learnings and
know how to do better next time.
Purpose of Assessments
 Improving students learning is the primary goal of assessments.

 Through assessments, teachers can decide to re-teach, move on, or change teaching strategies.
 Evaluate whether or not students are learning to read, write and do math.
 Assessments can identify deficits involve both the classrooms and schools as well.
 Provide intrinsic motivation and payoff for studying very hard.
Types of Assessments
Summative Assessments
 Assessment "of" learning

 Provides a snapshot of what a student know at a particular point and time.
 used to evaluate student learning at the end of a specific time period such as a unit,
semester, course or school year.
 these assessment should validate what you know through other assessments.
Formative Assessments
 Assessment "for" learning

 is more important from a day-to-day perspective and significantly impact student achievement
when used correctly
 Educations use the results to inform instruction
Example Formative Assessments:
 Observational and Anecdotal

 Questioning
 Exit slips
 Discussion
 Peer and Self assessment strategies
 Kinesthetics
 Provides direct information to the techer about learning at the student level, and
can be use to design the learning pathway.
Interm Assessments (Benchmark Assessments)
 Evaluates students knoledge and skills relative to a specific set of academic

goals with the specific time frame.
 used to see if the students perform well in the summative assessments.
Universal Screener
 address specific skill or ability - sensory, behavioral, developmenatal and/or

academic, that is predictive of a later otcome
 Often low cost, quick and easy to administer and repeatable in administer to all
students at least three times per academic year.
Diagnostic Assessments
 Used to determine student performance by identifying strengths and gaps, and students goal,
ability and knowledge.
 Used to plan, modify and differentiate instruction and intervention
Progress Monitoring
 Regularly and frequenty assesses students in a specific areas.

 It informs instruction and the selection of intervention with the needs of tye entire class, small
group or an individual student working towards specific goal.
 If the student have not yet met the goal, an educator determines adjustments in curriculum,
instruction or environment.
Principles of High Quality Assessment
Clarity of Learning Targets - when teacher plan for his classroom instructions, the learning targets should
be clearly stated and must be focus on student learning objectives rather than teacher.
Learning Outcomes should be SMART:
Specific - use clear, direct language to tell the learner exactly what he/she should learn and what he/she
should be able to do
Measurable - use measurable learning objectives
Attainable - your learning objective must be something your learners have a chance of completing or
satisfying.
Realistic - objectives should be something the learner sees the value in learning.
Time Bound - objectives should be something that the learner will have to use in a timely fashion.
Appropriateness of Assessment Tool - The type of test used should always match the instructional
objectives or learning outcomes of the subject matter posed during the delivery of instruction.
Kinds od Assessment Tools
Objective Tests
Subjective Tests
Performance Assessment
Portfolio Assessment
Oral Questioning
Observation Technique
Select Report
Validity - Simply put, content validity means that the assessment measures what it is intended to
measure for its intended pursose, and nothing more.
Reliability - It is extent to which a questionaire, test, observation or any measurement procedure

produces the same result over a period of time.
Fairness - The test items should not have biases.
Practicality - It refers to the action of the assessment method and its relevance to the overall learning
goals in the course. It also addresses whether or not the workload for the instructor is reasonable.
Standardization - It establishes a set precedence, therefore enhancing an assignment, test or projects

reliability.
Objectivity - The agreement of two or more test administrators concerning the student's scores.
Scorability - It means that the test is easy to score.
Adequacy - It means that the test should have a wide range of sampling items to determine educational
outcomes.

Types of Assessment

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What are the different types of assessments?

What are the different types of assessments?

What are the principles of high quality assessment?

What are the principles of high quality assessment?

Infante, Aegi C EDUC 75

BEEd 2-1 Mr. Florencio Abanes

List down the lessons learned from the videos

Assessment - is the process of evaluating and measuring an individuals achievement typically

 Improving students learning is the primary goal of assessments.

 Assessment "of" learning

 Assessment "for" learning

Example Formative Assessments:

 Observational and Anecdotal

Interm Assessments (Benchmark Assessments)

 Evaluates students knoledge and skills relative to a specific set of academic

 address specific skill or ability - sensory, behavioral, developmenatal and/or

 Regularly and frequenty assesses students in a specific areas.

Principles of High Quality Assessment

Learning Outcomes should be SMART:

Measurable - use measurable learning objectives

Kinds od Assessment Tools

Reliability - It is extent to which a questionaire, test, observation or any measurement procedure

Standardization - It establishes a set precedence, therefore enhancing an assignment, test or projects

Scorability - It means that the test is easy to score.

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