Course Packet 02

Types of Assessment Procedures 

Introduction

Course packet 2 introduces the different types of assessment procedures which are classified as to nature,

format, role, and methods of interpreting results. In this learning packet, you will be able to recognize the

other forms of assessment procedures which are utilized in gathering information about learner’s

performance.

  Objectives
Distinguish the nature, format, role of assessment in classroom instruction and methods of interpreting

results

 Learning Management System

To be announced Google Classroom link for synchronous instruction and the link for the Google Drive

for the learning materials.

 Duration

 Topic 02: Types of Assessment Procedures = 3 hours

(1 hour discussion, 1 ½ hours self-directed learning with practical
exercises and 30 minutes assessment)
 Delivery Mode
Flexible Learning (Synchronous and Asynchronous)
 
Assessment with Rubrics
Objective test types are utilized as form of assessment.
 
Requirement with Rubrics
None
  Readings
https://www.slideshare.net/roxannetiffanydotillos/assessment-of-learning-1 
Major Component of the Learning Module

Introduction

Assessment procedures utilized in the classroom can be classified according to the nature of assessment,

format of assessment, role of assessment in classroom instruction and methods of interpreting results

(Gronlund and Linn, 2000)

 Lesson Proper
   Review.
Identify the concepts described below. Write your answer on the blank provided before the number.

______________________________1. It is the process of giving judgment, which includes analysis and

interpretation of students’ achievement.

______________________________2. It is the procedure of gathering information about how much

students have learned through the use of varied assessment tools.

______________________________3. This process refers to the full range of information gathered and
synthesized by teachers about their students through the use of formal and informal ways of gathering
information

______________________________4. This phrase is also known as formative assessment.

______________________________5. This kind of assessment utilizes self and peer evaluation.

______________________________6. This is also called summative evaluation.

 Activity.

Determine the letter for each number clue using this mobile phone keypads to reveal the mystery words.
1. __ __ __ __ __ __ __ __ __ __
2 7 7 3 7 7 6 3 6 8

2. __ __ __ __ __ __ __ __ __ __
7 7 6 2 3 3 8 7 3 7

3. __ __ __ __ __ __
3 6 7 6 2 8

4. __ __ __ __
7 6 5 3

5. __ __ __ __ __ __
6 2 8 8 7 3

6. __ __ __ __ __ __ __
6 3 8 4 6 3 7
 
Key Points:
 Processing of the Activity.
 
 Nature of Assessment
Are you familiar with those words?  Format of Assessment
 Role of Assessment
What do you mean by these words?

 Brief Lesson.  
 
Definition of Terms:
Types of Assessment Procedures  
Nature of Assessment. It
refers to assessment
procedures which are
used to determine
students’ performance
when performing at best
or under typical condition.
Assessment is an integral part of the teaching and learning process.

Assessment procedures differ according to nature, role, role in classroom

instruction and methods of interpreting results.

Nature of Assessment

1. Maximum Performance.

It is used to determine what individuals can do when performing their best.

Examples of instruments using maximum performance are aptitude tests

and achievement tests.

2. Typical Performance.

It is used to determine what individuals will do under natural conditions.

Examples of instruments using typical performance are attitude, interest,

and personality inventories, observational techniques and peer appraisal.

Format of Assessment

1. Fixed-choice Test.

This assessment procedure is used to measure knowledge and skills

effectively and efficiently. Standard multiple-choice test is an example of

instrument used in this assessment procedure.

2. Complex-performance assessment.

It is an assessment procedure that is used to measure the performance of

the learner in contexts and on problems valued in their own right.

Examples of instruments used are hands-on laboratory experiment,

projects, essays, oral presentation.

Roles of Assessment in Classroom Instruction

According to Swearingen (2002) and Kellough (1999), “Teaching and Learning are reciprocal processes

that depend on and affect one another. The assessment component of the instructional processes deals

with the learning progress of the students and the teacher’s effectiveness in imparting knowledge to the

students.
Assessment enhances learning in the instructional processes if the result provides feedbacks to both

students and teachers. The information obtained from the assessment is used to evaluate the teaching

methodologies and strategies of the teacher. It is also used to make teaching decisions. The result of

assessment is used to diagnose the learning problems of the students.

When planning assessment, it should start when teacher plans the instruction. That is, when writing

learning outcomes up to the time when the teacher assesses the extent of achieving the learning

outcomes. Teacher made decisions from the beginning of instruction up to the end of instruction. There

are four roles of assessment used in the instructional process. First is the placement assessment, a type of

assessment which is given at the beginning of instruction. This is followed by the two types, formative

and diagnostic assessments, which are given during instruction. Lastly, the type of assessment given at

the end of instruction is called summative assessment.

1. Beginning of Instruction

Placement assessment is defined by Gronlund, Linn, and Miller (2009) is concerned with the entry

performance and typically focuses on the questions:

 Does the learner possess the knowledge and skills needed to begin the planned instruction?

 To what extent has the learner already developed the understanding and skills that are the goals

of planned objectives?

 To what extent do the student’s interest, wok habits, and personality indicate that one mode of

instruction might be better than another?

The purpose of placement assessment is to determine the prerequisite skills, degree of mastery of the

course objectives and the best mode of learning.

2. During Instruction

The main concern of the teacher during the instructional process is to monitor the learning progress of

the students. Teacher should assess whether students achieved the intended learning outcomes set for a

particular lesson. If the students achieve the planned learning outcomes, the teacher should provide a

feedback to reinforce learning. Based on recent researches, it shows that providing feedback to students

is the most significant strategy to move students forward in their learning. Garnison and Ehringhaus

(2007), stressed in their paper “Formative and Summative Assessment in the Classroom”, that feedback

provides students with an understanding of what they are doing well, links to classroom learning, and

gives specific input on how to reach the next step in learning progression. If it is not achieved, the
teacher will give a group or individual remediation. During this process, consider formative and

diagnostic assessment.

Formative assessment is a type of assessment used to monitor the learning progress of the students

during instruction. The purposes of formative assessment are the following:

* to provide immediate feedback to both student and teacher regarding the success and failures of

learning;

* to identify the learning errors that are in need of correction;

* to provide teachers with information on how to modify instruction, and also to improve learning and

instruction.

Diagnostic assessment is a type of assessment given at the beginning of instruction or during instruction.

It aims to identify the strengths and weaknesses of the students. The purposes of diagnostic assessment

are:

* to determine the level of competence of the students

* to identify the students who already have knowledge about the lesson

* to determine the causes of learning problems that cannot be revealed by formative assessment; and

* to formulate a plan for remedial action

End of Instruction  
Key Points:
Summative assessment is a type of assessment usually given at the end of a  
course or unit. The purposes of summative assessment are:  Methods of
Interpreting Results
* to determine the extent to which the instructional objectives have been met;

* to certify student mastery of the intended learning outcomes as well as use

 
it for assigning grades;
 
* to provide information for judging appropriateness of the instructional Definition of Terms:
 
objectives; and Methods of Interpreting
Results. This refers to the
* to determine the effectiveness of instruction assessment procedures
used to interpret results
Methods of Interpreting Results for standardized and non-
standardized tests.
1. 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

2. 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.

 Enhancement Activity.

Give and describe briefly the types of assessment procedure according to its classifications.

Nature

Format

Role

Method of
Intepreting
Result
 Generalization.

There are ways of describing classroom tests and other assessment procedures that was adapted and

modified from Gronlund, Linn and Miller (2009). As to the nature of assessment, the two types of

assessment are maximum performance and typical performance. As to the format, these are the fixed-

choice test and complex-performance assessment. As to role in classroom instruction, placement,

formative, diagnostic and summative; and as to methods of interpreting result, the norm-referenced and

the criterion referenced.

 Application.

Recognize the appropriate assessment procedure for each assessment tool. Write only the letter that

represents to your answer in the given table.

Nature
A- Maximum Performance
B- Typical Performance

Format
C- Fixed-choice test
D-Complex performance assessment

Role in Classroom Instruction

E- Placement
F- Formative
G-Diagnostic
H-Summative

Method of Interpreting Result

I- Norm-referenced
J- Criterion-referenced
 Method of
Assessment Tool Nature Format Role
Interpreting Result

1. Unit test

2. Aptitude test

3. Performance test

4. Pre-test

5. Achievement Test

Course Packet Discussion Forum

Given the following assessment situations, what type of assessment would you recommend, and why?

1. You want to determine whether the students possess the knowledge and skills needs to begin the
planned instruction.

2. You want to provide continuous feedback to students about their learning successes and failures.

3. You want to determine why a number of your students continue to experience failures in reading and
mathematics despite the use of your schools prescribed alternative method of instruction.

4. You want to determine the extent to which the instructional goals have been achieved.

 References

Gabuyo, Yonardo A. Assessment of Learning 1, REX Bookstore, Recto Avenue, 2012 pp. 6-10
 Activity Sheet
TASK ASSESSMENT SHEET 2.

 Determine what assessment procedure is described in the following items. Write your answer on the
blank.

______________________________1. It is a pre-assessment that determines the learning difficulties.

______________________________2. It describes how the person normally performs.
______________________________3. It interprets students’ achievement using a predetermined standard
which is usually 75%.
______________________________4. It is conducted by teachers during the learning process in order to
modify teaching and learning activities to improve student
attainment.
______________________________5. It is also referred to the authentic assessment used measuring
performance task.
______________________________6. It determines the best the person can achieve when motivated to
obtain highest score possible.
______________________________7. It is used to evaluate student learning at the end of an instructional
unit.
______________________________8. It is used to interpret test scores relative to a group
______________________________9. It is used to determine what level of a student on the course, course
level, or academic program.
______________________________10. This test format is also referred to as traditional assessment through
the use of standard multiple choice.