ADVANCED METHODS

in
EDUCATIONAL ASSESSMENT
and
EVALUATION
ASSESSMENT OF LEARNING
2
 CHAPTER
CHAPTER 11

REVIEW OF PRINCIPLES
REVIEW OFOF PRINCIPLES
OF
HIGH
HIGH
QUALITY
ASSESSMENT
QUALITY
ASSESSMENT
 CHAPTER 1
REVIEW OF PRINCIPLES
OF
HIGH QUALITY
ASSESSMENT

APPROPRIATEN PROPERTIES
CLARITY
ESS OF
OF
OF ASSESSMEN
LEARNING
ASSESSMENT T
TARGETS
METHODS METHODS

OBSER-
PRACTICA
COGNITI WRITTEN - PERFOR-
VATION
-LITY
VE SKILL PRODUCT AND RELIABILIT
RESPONSE MANCE AND
S, SELF Y
TARGETS S, INSTRUMENT TEST
REPORT
EFFICIEN
CY
S
COMPE
- OUTPUT
TENCIE S
AND
S
AND PRODUCT ORAL
ETHICS
FAIRNES IN
ABILITIE RATING QUESTIO VALIDITY
S ASSESSMEN
SCALES -NING
S PROJECT T
TARGET S
COGNITIVE TARGETS
TARGETS
S
 A. Clarity of
Learning Targets
Assessment can be made
 Precise, accurate and
 dependable only if
 what are to be achieved
 are clearly stated and
 feasible .
 We consider learning targets
involving knowledge, reasoning skills,
products and effects.

Learning targets need to be stated in

behavioral terms
or
Terms that denote something w/c can
be observed
thru
the behavior of the student.

1. Cognitive Targets
2. Skills, Competencies and Abilities
 1. COGNITIVE
TARGETS
As early as
the 1950’s,
Bloom
(1954),
proposed a
hierarchy of
educational
objectives
as the
cognitive
level.
 Knowledge of
Historical Facts
like the DATE of
EDSA
revolution
Knowledge
Refers to the Knowledge
acquisition of about the
Facts, Discovery
Concepts and Magellan
“Philippines”
March 15 1521
Theories.
 Knowledge
Forms the foundation of all
other cognitive objectives for
w/o knowledge, it is not
possible to move up to the
next higher level of thinking
skills in the hierarchy of
educational objectives.
 Example: (knowledge
of facts).
The Spaniards ceded
the Philippines
Comprehension To the Americans in
Refers to the same 1898.
concept as
“understanding”.
It is a step higher
than mere In effect, the
acquisition of facts Philippines declared
and involves a independence from the
cognition of Spanish rule only to be
awareness of the ruled by yet another
interrelationships foreign power, the
 Example: The classic
experiment Pavlov on
dogs showed that animals
can be conditioned to
respond in a certain way
to certain stimuli.
APPLICATION
Refers to the
transfer of
knowledge from
one field
of study to The same principle can be
applied in the context of
another or from
teaching and learning on
one concept in behavior modification for
the school children.
same discipline.
 Example: Poverty in the
Philippines, particularly
at the barangay level,
can be traced back to
the low income levels of
ANALYSIS families in such
Refers to the
barangays and the
breaking down of
a concept or idea propensity for large
into its households w/ an
components and average of about 5
explaining the children per family.
concept as a (Note:Poverty is
composition of
analyzed in the context
these concepts.
of income and number
of children.
 Example: The field of
geometry

SYNTHESIS
Refers to the
opposite of
analysis and
entails putting is replete w/ examples of
together the synthetic lessons. from the
components in relationship of the parts of a
order to triangle for instance, one
summarize the can deduce that the sum of
concept. the angles of a triangle is
180˚.
 Students make judgments
about the value of ideas,
items, materials, and more.
Students are expected bring
in all they have learned to
EVALUATION AND make informed and sound
REASONING evaluations of material.
Refers to valuing
and judgment or Key Words for the
putting the Evaluation Category:
“worth” of a evaluate, appraise,
concept or conclude, criticize, critique
 Evaluate the actors professionals,
principle. amateurs, or students?
Example:
 Criticize the actors capable of

Watch
dealing a stage
with play and
the script's
requirements?
write a critique of the
 (Be fair to the actors in your
actor’s
assessmentperformance
of their talents. and
the level of their "craftsmanship.")
2. SKILLS, COMPETENCIES
AND ABILITIES TARGETS
Skills refer
to specific
activities or
tasks that a
student can
proficiently do
e.g. skills in
coloring,
language
skills
Skills can be
clustered
together to
form specific
Abilities can be roughly
is an
categorized into:
Other students are
better at doing
cognitive, psychomotor
indication andthings
affective
alone like
Ability to work abilities
that the programming &
student can web designing
well w/ others &
most likely (cognitive ability)
to be trusted by and, therefore,
succeed in
every classmate they would be
work that
(affective ability) good at highly
requires
technical
leadership
individualized
abilities. work.
 3. PRODUCTS, OUTPUTS AND
PROJECTS TARGETS

Tangible and concrete evidence of

A clear target for products
student’s abilityand projects
need to clearly specify the level of
worksmanship of such projects

e.g. expert level, skilled level or novice

level.
 Once the
learning targets

are clearly set,

it is now
necessary to
 B.
APPROPRIATENESS
OF
ASSESSMENT
METHODS
1. Written-Response
Instruments
2. Product Rating Scales
3. Performance Test
4. Oral Questioning
5. Observation and Self
 1. WRITTEN-RESPONSE
INSTRUMENTS
OBJECTIVE TESTS
a.Multiple Choice
b.True-False
c.Matching or Short
Answer
TESTS,
ESSAYS,
EXAMINATIONS AND
 OBJECTIVE TESTS
Appropriate for assessing the various
levels of hierarchy of educational
require a user objectives.
to choose or provide a
response
to a question whose
correct answer is
predetermined.
Such a question might
require a student to :
a. select a solution from a
set of choices (multiple
choice, true-false,
matching)
b. identify an object or
 1. MULTIPLE CHOICE TEST
In particular can be constructed in such a
way as to test higher order thinking skills.

What is higher-level thinking?

What do we mean by higher-level thinking?
Benjamin Bloom described six levels of
cognitive behavior, listed here from the
most basic – Knowledge – at the bottom to
the most complex – Evaluation – at the top:

Evaluation
Synthesis
Analysis
Application
 MULTIPLE CHOICE TEST
Students must evaluate multiple pieces of
evidence, then apply that evidence to solve a
problem, student must select the best action to
Tim’s second grade teacher is concerned because
take with the evidence.
of the following observations about Tim’s behavior
in class:
Withdraws from peers on the playground and
during groupwork
Often confuses syllables in words (ex: says
mazagine instead of magazine)
Often confuses b and d, p and q, etc. when writing
or recognizing letters
a. Tim needs extra practice symptoms of dyslexia so I
reading and writing would like to refer him to a
The teacher
problematic has
letters arranged
and words a meeting
specialist with Tim’s
for diagnosis.
at home atto
mother least 30 minutes
discuss these concerns. Which
d. Please adjust ofdiet
Tim’s the
per day. because he is most likely
following statements
 b. Please discuss the
is best for the teacher to say
showing symptoms of ADHD
to Tim’s mother?
 2. ESSAYS
 When properly planned, can test the
student’s grasp of the higher level cognitive
skills
 particularly in the areas of application

analysis, synthesis, and judgment.

 Questions - “precise”,
 PARAMETERS - “properly defined”
 Write an essay about the first EDSA

revolution.
 (give add’l. requirements to give focus)
 Focus on the main characters and their

respective roles in the revolution

 2. PRODUCT RATING SCALES
A Teacher is often
tasked to rate products.
1. Book reports
2. Maps
3. Charts
4. Diagrams
5. Notebooks
6. Essays
7. Creative endeavors
 Example of a Product Rating Scale
Classic “Handwriting” Scale
Used in California Achievement Test
Form W (1957)
Purpose
The CAT is often
administered to
determine a child's
readiness for promotion
to a more advanced
grade level and may also
The test report
be used includesto
by schools
a scale score,
satisfy state which
or islocal
the basic
testing measurement
requirements.
of how
scale a child
score: performs
determined
on the total
by the assessment
number of
test items correct or
 3. PERFORMANCE TESTS
 One of the most frequently
used measurement
instruments is the checklist.
 A performance checklist
consists of a list of
1. Formulates
behaviors that make up a the equation
certain type of performance 2. Performs
(e.g. Using a microscope,
typing a letter, solving a
algebraic
mathematics performance operations
and so on).
 It is used to determine 3. Obtains an
whether or not an individual
behaves in a certain (usually answer
desired) way when asked to
complete a particular task.
 If a particular behavior is
present when an individual
is observed, the teacher
places a check opposite it
 4. oral questioning

The traditional Greeks used oral

questioning extensively as an assessment
method, Socrates himself, considered the
epitome (perfect example of a particular
quality) of a teacher, was said to have
handled his classes solely based on
questioning and oral interactions,
Oral questioning is an appropriate
assessment method when the objectives
are:
 a.) to assess student’s stock
knowledge and/or
5. OBSERVATION AND SELF REPORTS
Useful supplementary (additional)
assessment methods when used in
conjunction (connects) w/ oral questioning
 A Tally Sheet is a A Self-checklist is
and performance tests.
device often used by a list of several
teachers to record the characteristics or
frequency of student activities presented
behaviors, activities or to the subjects of a
remarks. study.
 C. PROPERTIES
OF
ASSESSMENT
METHODS
1. Validity
2. Reliability
3. Fairness
4. Practicality and efficiency
5. Ethics in assessment
 The quality of the
assessment instrument and
method used in education is
very important since the
evaluation and judgment that
the teacher gives on a
student are based on the
information he obtains using
these instruments.
 Defined as the
instrument’s
ability to
1. validity measure what it
purports
(intention) to
measure.
Defined as
referring to the
appropriateness,
correctness,
meaningfulness
and usefulness of
the specific
conclusions that
 Content
Validity refers How
to the content adequately
and format of does the
the instrument sample items
How or questions
Doesappropriate
the is represent
instrument
the content? the content
logically
How get to be
the intended
comprehensive assessed? Is
variable
? or the format
factor? appropriate?
Content and
Format
-Consistent
w/ the
definition of
variable or
factor to be
measured
-1. Do
students
have
adequate
experience
w/ the type
of task posed
by the item?
Content and
Format
2. Did the
teachers
cover
sufficient
material for
most
students to
be able to
answer the
item
correctly?
Content and
Format
3. Does the
item reflect
the degree
of emphasis
received
during
instruction?
 of
Content
Validity Table
FORM A: ITEM FORM B: ENTIRE
VALIDITY ITEM KNOWLEDGE/ TEST
ESTIMATED PERCENT
SKILLS AREA PERCENT .OF
CRITERIA OF ITEMS
1 2 3 4 5 6 INSTRUCTI
ON
COVERE
D IN
TEST
1. Material
covered 1.
Knowledge
sufficiently 2.
. Comprehen
2. Most sion
students are 3.
Application
able to
answer 4. Analysis
item
correctly. 5.
Synthesis
3. Students
 of
Content
Validity Table
FORM B: ENTIRE
TEST
Based on KNOWLEDGE/
SKILLS AREA
ESTIMATED
PERCENT
OF
INSTRUCTI
PERCENT
.OF
ITEMS
COVERE

Form B,
ON D IN
TEST

1.
adjustmen Knowledge
2.
ts in the Comprehen
sion
number of 3.
items that Application
4. Analysis
relate to a 5.
topic can Synthesis
 of
Content
ValidityWhile
FORM A: ITEM TableContent
VALIDITY ITEM Validity is
CRITERIA
1 2 3 4 5 6 important
1. Material Two(2) Types of
covered
Validity
sufficiently 1. Face Validity
. Outward
2. Most appearance of
students are
the test
able to lowest form of
answer test validity.
item
correctly.
3. Students 2. Criterion-Related
 1.Face
Validity
a test can be said
to have face
validity if it "looks
like" it is going to Some
measure what it is people use
supposed to the term
measure.
For instance, if
face validity
you prepare a test only to refer
to measure to the
whether students validity of
can perform
multiplication, observers
and the people who are not
 2. Criterion-
related
Validity
(more A
important “construct”
tupe)
The test item is another
is judge term for a
against a factor, and
specific we already
criterion know that a
Can also be
measured by group of
variables
 Constru
let us say we
ct
are conducting
a study on
success in
college. If we
find out there
is a high
correlation
between
student grades
in high-school
Construct
We would say
there is high
criterion-related
validitybetween
the intermediate
variable (grades
in high-school
math classes)
and the ultimate
variable (success
in college).
Essentially, the
grades students
 2. Stability or internal
consistency as
RELIABILITY reliability measures can
be estimated in several
ways.
a. The Split-half
Method
(using Spearman-
Brown prophecy
formula)
The reliability of an b. The Kuder-
assessment method Richardson formula
refers to its
consistency. It is
also a term that is
synonymous w/
dependability or
stability.
 Splitting a test to estimate
a. The Split-half reliability.
Example:
Method 10 item test split
Involves scoring (2)subtests,
two halves of a test A. 1st 1-5
2nd 6-10
separately for each Responses:
person and then 1st half different- 2nd
calculating a half
Reason:
correlation increase in item
coefficient for the difficulty
two sets of scores. and fatigue
The coefficient
B. Odd items vs. even
indicates the items
degreee to w/c the Guarantee:
each half will contain
two halves of the an equal number of
test provide the items from the
 The Reliability of the test The method was
is calculated using published
The independently by
Spearman–Brown Spearmanand Brown
prediction formula, (1910).
also known as the
Spearman–Brown Reliability of test=2 x
prophecy formula rhalf
1+
rhalf

Charles Edward
Where rhalf=reliability
Spearman of
(Father of the True Score half of the
Theory of Reliability) test
 Spearman–Brown
prophecy formula
Reliability of test=2 x
rhalf
1+
rhalf

R = 2 x 0.1336
1 + 0.1336
Correlation Score between
the two halves R = 0.2672
1.1336
Example:Five (5) Students
R = 0.2357
Test: 10 items Split-Half:
odd vs. even

Result: 0.1336
 Reliability

b. The Kruder-
Richardson Dr. Frederic Kuder
is the more (1903-2000) one of
frequently the premier
employed formula innovators of
for determining vocational
internal consitency, assessments.
particularly KR20 His 1938 Kuder
(more difficult to Preference Record
became one of the
most-used career
guidance
calculate/requires a instruments in
schools and colleges,
computer and was taken by
 Reliability
and
The Kruder- KR21 = K 1–
Richardson n (K – M)
Formula: (K – 1)
KR20 = = K 1 K(Variance)
– ∑ pq Where,
K = number of items on
(K – 1) the test,
(Variance) M = mean of the test,
Variance = variance of the
test scores
Where,
K = number of items in The mean of a set of scores
the test is simply the sum of the
p = proportion of students scores divided bu the
who answered the item number of scores; its
correctly variance is by:
q = proportion of students
Variance = Sum of
who answered the item
differences of individual
wrongly = 1 – p scores and mean / n – 1
pq = variance of a single
 Reliability

c. The Test-retest The test results

Method only affected by the
of estimating amount of time.
reliability  The closer the
period the test
Reliability of a test given to the same
may also mean the set of examiners
consistency of test  between the 1st
results when the and the 2nd , the
same test is higher the
administered at two correlation.
different time The longer the
periods. gap
The estimate of between the two
 3.
Fairness
An assessment
procedure needs to be
Assessment has to
Students needs to
know exactly what thefair.
be viewedas an
opportunity to learn
learning targets are and
what method of rather than an
assessment will be used. oppurtunity to weed
If students do not know out poor and slow
Fairness also
what they are supposed learners
implies freedom from
to be achieving, then teacher-stereotyping.
they could get lost in the (Biases)
maze of concepts being Ex. Boys are better
discussed in the class. than Girls in Math or
likewise, students have Girls are better than
 5. ETHICS IN
ASSESSMENT
The Term “Ethics” refers to questions
of Right and Wrong
When Teachers
think about Ethics,
they need to ask
themselves
If it is Right to
Assess a Specific
Knowledge or
Investigate a Certain
Question.
 Finally, the temptation to assist certain
individuals in class during assessment or
testing is ever present.
In this case, it is best if the teacher does not
administer the test himself if he believes that
such a concern may, at a later time, be
considered unethical.