Assessment in Learning 1
Prelim Lesson 3: Concepts and Relevance of Assessment
( Functions of Testing)
September 9, 2023
CATHERINE R. APUSAGA PhD
Instructor
Objectives:
At the end of the session the students should be able to:
1. Classify the different categories of purposes for
testing.
2. Discuss the functions of testing
What are the purposes of
testing ?
Classifications of Testing
1.
2.
3.
4.
Instructional Functions
Administrative Functions
Research and Evaluation
Guidance Functions
Classifications of Testing
A. Instructional Functions:
1. Tests facilitate the clarification of meaningful
learning objectives.
2. Tests provide a means of feedback to the
instructor and the student.
3. Tests can motivate learning.
4. Tests can facilitate learning.
5. Tests are a useful means of overlearning.
Classifications of Testing
B. Administrative Functions:
1. Tests provide a mechanism of quality control.
2. Tests facilitate better classification and
placement decisions.
3. Tests can increase the quality of selection
decisions.
4. Tests can be a useful means of accreditation,
mastery or certification.
Classifications of Testing
C. Research and Evaluation
Tests are useful for program and evaluation and
research. Tests are utilized in studies that determine
effectiveness of new pedagogical techniques. Researches
on teaching and learning innovations like the effectiveness
of technology-enhanced learning (tablet computing and
flipped classroom) are carried out using tests and other
assessment techniques to collect data. Evaluators also
utilize assessment data to determine the impact and
success of their programs.
Classifications of Testing
D. Guidance Functions
Tests can be of value in diagnosing an individual’s
special aptitudes and abilities. The aim of guidance is to
enable each individual to understand his/her abilities and
interests and develop them so that he/she can take
advantage of educational, vocational and personal
opportunities. In school, the guidance department evaluates
learner’s scholastic aptitude, achievement, interests and
personality.
Nature of Assessment
Assessment is a process that can be placed in
two broad categories: measures of maximum
performance and measures of typical performance
(Miller, Linn & Gronlund, 2009).
Nature of Assessment
A. Maximum Performance
Maximum performance is achieved when
learners are motivated to perform well. Assessment
results from maximum performance manifest what
students can do at their level best- their abilities and
achievements. In this category, students are
encouraged to aim for a high score.
Nature of Assessment
Example of Measures of Maximum Performance
A. Achievement test is measure of an individual’s
competency in a specific area. (classroom
achievement test and standardized test)
B. Aptitude test measures a learner’s ability or
capability to learn. It conveys to teachers and
other evaluators how a learner is likely to perform
in school- his/her propensity to succeed.
Nature of Assessment
A. Typical Performance
Typical performance shows what students will
do or choose to do. It assesses how a learner’s ability
is evident if demonstrated on a regular basis. Hence,
it is more focused on the learner’s level of motivation
rather than his optimal ability.
Nature of Assessment
Example of Measures of Typical Performance
Typical performance measures attitude ,
interest, and personality inventories; observation
techniques; and peer appraisals. Personality and
interest inventories provide insights into a learner’s
personality traits, interests and potential career
preferences.
scoring rubrics, anecdotal records, portfolios,
checklist and rating scales.
Activity 3: Note Check (Note check is
a strategy used to allow partners to work
together to fill gaps in their collective
understanding of the information)
Instruction:
Partner with a classmate and compare notes.
Summarize key information (in bullet form) about
measurement, assessment, test, and evaluation.
Generate questions that can be discussed and shared
with the class.