ASSESSMENT OF LEARNING

Question 1

What is a test?

Answer 1

An instrument measuring the quality, ability, skill and knowledge of a student.

Question 2

What is a measurement?

Answer 2

A quantifying degree to which someone/something possesses.

Question 3

What is assessment?

Answer 3

Broader than measurement, it interprets/places information in context.
It also gathers and organizes data into interpretable form.
It is the basis for decision making and evaluation.

Question 4

Differentiate traditional vs. alternative vs. authentic assessment

Answer 4

Traditional: pen & paper
Alternative: performance tasks, portfolios, projects
Authentic: true-to-life/real-life situations parallel to experiences

Question 5

Differentiate qualitative vs. quantitative research

Answer 5

Qualitative: Data in narrative form gathered from observations and interviews
Quantitative: Numerical form and administers through tests and instruments

Question 6

Under the modes of assessment, differentiate traditional, performance, and portfolio?

Answer 6

Traditional: objective; low-level
Performance: actual demonstration of skills
Portfolio: gathering of multiple indicators of student progress

Question 7

What is assessment FOR learning?

Answer 7

It is done before and during instructions.
Placement (prior): assess the needs for planning of content
Formative (during): monitoring students to get their strengths and weaknesses
Diagnostic (during): recurring difficulties or cause of students’ problems

Question 8

What is assessment OF learning?

Answer 8

It happens after instruction or a summative assessment.
It certifies what students know or can do in their own level of competency and shows whether assessment was achieved or not.

Question 9

What is assessment AS learning?

Answer 9

For teachers wherein they undergo training on how to assess, understand and perform their role.

Question 10

In the types of test, differentiate psychological vs. educational test (purpose)?

Answer 10

Psychological: intelligence; mental ability in large degree without reference to what they learned
Educational: result of instruction of learning

Question 11

In the types of test, differentiate survey vs. mastery (scope of content)?

Answer 11

Survey: broad; general and are made by professionals
Mastery: specific; fundamental and are made by teachers

Question 12

In the types of test, differentiate norm-referenced vs. criterion-referenced (interpretation)?

Answer 12

NR: comparing student to others; competing for high score
CR: comparing student to standard; pupil’s mastery

Question 13

In the types of test, differentiate verbal vs. non-verbal (language mode)?

Answer 13

Verbal: uses words

Non-verbal: do not use words (3D models, graphs)

Question 14

In the types of test, differentiate standardized vs. informal (construction)?

Answer 14

Standardized: broad, multiple-choice, and follows norm-referenced
Informal: narrow, has many types of test, and follows criterion-referenced

Question 15

In the types of test, differentiate individual vs. group (manner of administration)?

Answer 15

Individual: oral; 1-on-1
Group: pen & paper with same amount of time

Question 16

In the types of test, differentiate objective vs. subjective?

Answer 16

Objective: 1 answer satisfies the question and don’t have disagreements on what is the correct answer
Subjective: several answers are possible and there are disagreements on what is the correct answer

Question 17

In the types of test, differentiate power vs. speed (time limit of difficulty)?

Answer 17

Power: items are arranges in ascending order of difficulty
Speed: items are equal to each other

Question 18

In the types of test, differentiate selective vs. supply (format)?

Answer 18

Selective: choices, multiple-choice
Supply: no choices, uses short answers and is time consuming to score

Question 19

In the selective type of test, differentiate multiple-choice, true or false/alternative response, and matching type.

Answer 19

Multiple-choice: has a stem with three or more alternatives
True/False, alternative response: declaratives
Matching type: two parallel columns; A is the premise whole B is the answer

Question 20

In the supply type of test, differentiate short-answer and completion test.

Answer 20

Short-answer: direct question with word, symbol, number or phrase as answer
Completion test: incomplete sentence

Question 21

In the essay type of test, differentiate restricted response to extended response.

Answer 21

Restricted Response: limits the content of the response

Extended Response: allow students to select any info and organize according to their best judgments

Question 22

What is a closed-item/forced-choice instrument?

Answer 22

Answers are from choices

Question 23

Under the closed-item/forced-choice instrument, differentiate checklist, scales, ranking, and alternative response.

Answer 23

Checklist: preferences, hobbies, attitudes, feelings
Ranking: ranking a set of attitudes
Alternative Response: choosing between 2 possible answers
Scale: measures the extent & degree
- rating (3-5 scale)
- semantic differential (5,7, or 11 point that uses contrasting adjectives in statements)
- Likert (agreement/disagreement on positive and negative statements)
- rubric (scoring guidelines; holistic is overall characteristic while analytic is quality of a specific criterion)

Question 24

What is an open-ended question?

Answer 24

No choices for answers

Question 25

Under open-ended questions, differentiate sentence completion, survey, and essay.

Answer 25

Sentence completion: completing unfinished sentences
Survey: writing one or many responses
Essay: reveal and clarify own reactions and opinions

Question 26

In the criteria in constructing good tests, what is validity?

Answer 26

Measures what is intended to be measured and is the most important criterion

Question 27

What are the ways to establish validity in a test?

Answer 27

Face: physical appearance
Content: objectives should be checked to reflect the curriculum
Construct: comparing psychological traits/factors that affect scores (convergent - similar trait other that is measured; divergent - only the intended trait to be measured)
Criterion-related: set scores correlated with another external predictor (concurrent - present status; predictive - future performance by correlating scores from longer time interval)

Question 28

In the criteria in constructing good tests, what is reliability?

Answer 28

It is the consistency of scores obtained from same person when retested.

Question 29

In the factors affecting reliability of a test, what is length of test, difficulty, and objectivity?

Answer 29

Length of test: longer test = higher reliability
Difficulty: bigger spread of scores, the better and more reliable
Objectivity: eliminating bias, opinions, or judgments

Question 30

In the methods of reliability, explain the following:

test-retest, equivalent forms, split0half, and judar-richardson?

Answer 30

Test-Retest: test is given twice to same group with any time interval
Equivalent forms: parallel forms of test with close time intervals
Split-Half: given once; scores equivalent values
Kudar-Richardson: given once and then correlated to students passing and not passing an item

Question 31

In the criteria in constructing good tests, what is administrability?

Answer 31

Administered with ease, clarity, and uniformity

Question 32

In the criteria in constructing good tests, what is scorability?

Answer 32

Easy to score

Question 33

In the criteria in constructing good tests, what is economy?

Answer 33

Given in cheapest way, can recycle test questionnaire

Question 34

In the criteria in constructing good tests, what is adequacy?

Answer 34

Contains the wide sampling of items

Question 35

In the criteria in constructing good tests, what is authenticity?

Answer 35

Stimulate real-life situations

Question 36

In the 4 types of measurement, what is the nominal, ordinal, interval, and ratio?

Answer 36

Nominal: groups and labels
Ordinal: ranks/orders today
Interval: distance between points, no zero points
Ratio: all of the above but has no zero