Chapter 1:
Conferences- conference with student
Measurement- quantification of what students
learned through used of tests, rating scales etc.
Assessment- full range of information gathered
and synthesized by teachers about their
students
Evaluation- process making judgments,
assigning value or deciding the worth of
students performance.
Purpose of Educational Assessment,
Measurement and Evaluation
1. Improvement of Student Learning
2. Identification of Student’s Strengths
and Weaknesses
3. Assessment of the Effectiveness of the
Particular Teaching Strategy
4. Appraisal of the Effectiveness of the
Curriculum
5. Assessment and Improvement of
Teaching Effectiveness
6. Communication with and Involvement
of Parents in Their Children’s Learning
Types of Classroom Assessment
1. Official Assessment- undertaken by
teachers
2. Sizing up Assessment- provide teachers
information regarding the students
3. Instructional Assessment- planning
instructional delivery.
Methods of Collecting Assessment Data
1. Paper-pencil technique
a. Supply Type- produce
b. Selection Type- choose
2. Observation- watching the students
Sources of Evaluative Information
1. Cumulative Record-holds all
information collected on students over
the years.
2. Personal Contact- daily interaction
3. Analysis- analysis of error committed
by the student
4. Open-ended themes and Diaries-
asking them to write about their lives.
5.
and parents.
6. Testing- measure students through
cognitive.
Types of Evaluation:
1. Diagnostic Evaluation- undertake
before (pre-assessment)
2. Formative Evaluation- during
instructional process
3. Summative Evaluation- post test
Approaches to Evaluation:
1. Norm-reference Evaluation-
comparison of performance to one
another
2. Criterion-reference evaluation-
evaluation using criteria or standard
Chapter 2:
Test- systematic procedure for measuring an
individual behavior
Types of Tests:
As mode of response:
1. Oral Test- verbal answer
2. Written Test- written answer
3. Performance Test- application answer.
Ease of quantification of response:
1. Objective Test- yielded on a numeric
score
2. Subjective Test- freedom to write their
answer
Mode of administration:
1. Individual Test- one student at a time
2. Group Test- group
Test Constructor:
1. Standardized Test- test prepared by
specialist or expert
2. Unstandardized Test- one prepared by
teachers.
Mode of Interpreting Results:
1. Norm Referenced Test- evaluates
student performance.
 2. Criterion-referenced Test- measure a. Brief or Restricted Essay Test
student performance. b. Extended Essay Test

Nature of the Answer: Chapter 4:

1. Personality Test- individual personality General Principles of Testing
2. Intelligence Test- mental ability 1. Measure all instructional objective
3. Aptitude Test- predicting the likelihood 2. Cover all learning tasks
of the individual 3. Use appropriate test items
4. Achievement Test- learned from formal 4. Make test valid and reliable
instruction 5. Use test to improve learning
5. Summative Test- end of the instruction
6. Diagnostic Test- determine strengths Attributes of a Good Test as an Assessment
and weaknesses Tool
7. Formative Test- improve teaching and 1. Validity
learning while its going on 2. Reliability
8. Socio-metric Test- discovering learners 3. Objectivity
likes and dislikes, preferences and their 4. Scorability
social acceptance etc. 5. Administrability
9. Trade Test- competence in an 6. Relevance
occupation and vocation 7. Balance
8. Efficiency
Chapter 3 9. Difficulty
Behaviors Measured and Assessed in the 10. Discrimination
Cognitive Domain 11. Fairness
1. Knowledge Level
2. Comprehension Level Steps in Constructing Classroom Tests
3. Application Level 1. Identification of instructional objectives
4. Analysis Level and learning outcomes
5. Synthesis Level 2. Listing of topics to be covered by test
6. Evaluation Level 3. Preparation of TOS
4. Selection of the Appropriate Types of
Types of Objective Test: Test
1. Supply Types of Objective Tests 5. Writing of Test Items
a. Completion Drawing Type 6. Sequencing the Items
b. Correction Type 7. Writing the Directions of Instructions
c. Identification Type 8. Preparation of the Answer Sheet and
d. Simple Recall Type Scoring Key
e. Short Explanation Type
Chapter 5:
2. Selection Types of Objective Test Sources of Difficulty in the Use of Essay Tests
a. Arrangement Type 1. Question Construction
b. Matching Type 2. Render Reliability
c. Multiple Choice Type 3. Instrument Reliability
d. Alternate Response Type 4. Instrument Validity
e. Key List Test Scoring Essay Test
f. Interpretive Exercise 1. Holistic Scoring- based on teachers
general impression or over-all
3. Essay Test assessement
 2. Analytic Scoring- based on the content
Chapter 6:
Administering the Test:
1. Provide a quiet and comfortable setting
2. Anticipate questions that students may
ask
3. Set a proper atmosphere for testing
4. Discourage cheating
Chapter 7: Preparing Data for Item Analysis
Chapter 8:
Methods of Determining the Grades
1. Absolute Grading- norm reference
grading
2. Relative Grading- criterion reference
grading
Form of Grades:
1. Letter Grade- letters
2. Qualitative Rating- “excellent”
3. Numerical Grade- numbers
4. Percentage rating- percentage
Relative Frequency Distribution- indicates what
percent of scores falls within each of the
classes.
Cumulative Frequency Distribution- indicates
the number of scores that lie above or below a
class boundary.
Chapter 11:
Mean- measures of central tendency provide a
single summary figure that best describes the
central location of an entire distribution of
scores.
Median- a second measure of central tendency
that is used in summarizing test scores
Mode- is another most commonly used
measure for central tendency. It is most
recurring score in a set of test scores.
Crude Mode- most frequently occurring score in
an array
True Mode-
Range- the distance between the highest and
lowest score in a distribution.

Chapter 9:
1. Correlation- relationship between two
or more paired factors or two or more
sets of test scores
2. Correlation Coefficient- is a numerical
measure of the linear relationship
between two factors or sets of scores
3. Correlation Coefficient- “r” or “rho”

Pearson Product-Moment Correlation- this

measure of relationship is used when factors to
be correlated are both metric data.
Spearman Rho- this measure is used when test
scores are ordinal or ranked-order

Chapter 10:
Organizing Test Scores by Ordering:
1. Ascending Order
2. Descending Order

Class Boundary- integral limit of the class