Assessment Test Types & Roles
1. Mr. Iko Arkon should use a formative assessment test to determine the strength and
weakness of his students in the Measurement and Evaluation course. Formative
assessments are designed to provide ongoing feedback to students and teachers during the
learning process, and they can help identify areas where students may need additional
support or instruction.
2. The type of scoring where a score point is raised by an examinee to place a score is called
self-scoring or self-assessment scoring. This allows the examinee to assess their own
performance and assign a score based on their understanding of the criteria or rubric
provided.
3. It is recommended to use Test B, which has high reliability but no information about its
validity. Reliability refers to the consistency and stability of test scores over time, while
validity refers to the extent to which a test measures what it claims to measure. High
reliability indicates that the test produces consistent results, which is important for
making meaningful interpretations. Without information about validity, it is still possible
to interpret the test scores in a consistent manner, whereas unreliable scores from Test A
may lead to inaccurate or inconsistent interpretations.
4. The six core competencies of the Pre-Tertiary Assessment Framework are:
Literacy and numeracy skills
Critical thinking and problem-solving skills
Communication and collaboration skills
Creativity and innovation skills
Information and media literacy skills
Citizenship, social, and emotional skills
5. It is important to define the purpose of a test before constructing it because the purpose of
the test will determine the content, format, and scoring criteria of the test. Defining the
purpose helps ensure that the test measures what it is intended to measure, and aligns
with the goals and objectives of the assessment. It also helps in selecting appropriate test
items and administering the test effectively.
6. The two types of tests based on their use as a criterion are:
Criterion-referenced tests: These tests are designed to measure an individual's performance
against a set of predefined criteria or standards. The scores indicate the extent to which the
individual has achieved the criteria or standards.
Norm-referenced tests: These tests are designed to compare an individual's performance to the
performance of a normative group, typically a large sample of individuals who have taken the
same test. The scores indicate how the individual's performance compares to the performance
of the normative group.
7. Two roles a teacher plays in assessment as learning are:
Facilitator: The teacher guides and supports students in self-assessment, reflection, and goal-
setting, helping them develop metacognitive skills and become self-directed learners. The
teacher also provides feedback to students that helps them identify their strengths and areas for
improvement, and adjust their learning strategies accordingly.
Designer: The teacher designs assessments that are aligned with learning goals and instructional
strategies, and provides opportunities for students to engage in authentic, meaningful
assessments that promote deep understanding of the content. The teacher also designs
assessment tasks that allow students to demonstrate their learning in various ways,
accommodating different learning styles and preferences.
8. SBA (School-Based Assessment) is formative and diagnostic. Formative assessment refers to
assessments that are conducted during the learning process to provide feedback and guide
instructional decisions. SBA allows teachers to assess students' progress and provide feedback to
improve their learning. Diagnostic assessment refers to assessments that are used to identify
students' strengths, weaknesses, and areas for improvement. SBA can help teachers diagnose
students' learning needs and tailor instruction accordingly to address their individual needs.
