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Part 4 Principles of High Quality Assessment

The document outlines the principles of high-quality assessment, emphasizing clarity of learning targets, appropriateness of assessment methods, and the qualities of good measuring instruments. It details three learning domains (cognitive, affective, psychomotor) and various assessment methods suitable for different learning targets. Additionally, it discusses the importance of validity, reliability, usability, fairness, and ethics in assessment practices.

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4 views10 pages

Part 4 Principles of High Quality Assessment

The document outlines the principles of high-quality assessment, emphasizing clarity of learning targets, appropriateness of assessment methods, and the qualities of good measuring instruments. It details three learning domains (cognitive, affective, psychomotor) and various assessment methods suitable for different learning targets. Additionally, it discusses the importance of validity, reliability, usability, fairness, and ethics in assessment practices.

Uploaded by

johnraven.binarao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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PRINCIPLES OF HIGH

QUALITY
ASSESSMENT
PRINCIPLES OF HIGH QUALITY
ASSESSMENT
 1. Clarity of Learning Targets
 2. Appropriateness of Assessment

Methods
 3. Properties/qualities of Good

Measuring Instruments / Assessment


Tools:
 4. Fairness
 5.Ethics in Assessment
1. Clarity of Learning
Targets
 Assessment can be made precise, accurate
and dependable only if what are to be
achieved are clearly stated and feasible.
Learning targets need to be stated in
behavioral terms.
The Three Learning
Domains
 Cognitive Targets (Bloom’s taxonomy):
Knowledge, Comprehension, Application,
Analysis, Synthesis, Evaluation and Reasoning);
> KNOWLEDGE

 Affective Targets: Receiving, Responding, valuing,


Organizing , integrating; > ATTITUDE

 Psychomotor targets: Observation, Imitation,


Repitition, Mastery, Characterization > SKILLS
2.Appropriateness of
Assessment Methods
 Selected - Response Format
 Multiple Choice, True/False, Matching
 Constructed – Response Format
 Brief constructed-response as in sentence completion
 Performance Tasks/Assessment
 Essay Tests
 Oral Questioning
 Teacher Observation
 Anecdotal Records
 Student Self-Reports/Assessments
 Reflection and self-assessment
Learning Targets and Assessment
Methods
Targets Assessment Methods

Selected Essay Perfor Oral Observ Stude


respons mance Questio ation nt
e Tasks ning self-
report
Knowledge and simple 5 4 3 4 3 3
understanding
Deep understanding 2 5 4 4 2 3
and reasoning
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affects 1 2 4 4 4 5
3. Properties/qualities of Good Measuring
Instruments / Assessment Tools:

 Validity - the degree of accuracy by which a


test measures what it intends to measure.
 Reliability - the extent to which a test is
dependable, self-consistent, and stable.
 Usability – (Practicality and Efficiency) -
The degree to which a measuring instrument
can be satisfactorily used by teachers,
supervisors and school administrators without
undue expenditure of time, money, and effort.
 Fairness
 Ethics in Assessment
 Objectivity
 Power of Discrimination
 Administrability
 Economy or Reusability
 Relevance or practicability
 Interpretability
Types of Validity:
 Content validity - refers to the relevance of
the test items to the subject matter
 Face validity - refers to the outward

appearance of the test.


 Criterion-related validity - the test item is

judged against a specific criterion (Ex.


relevance of the topic). Two
types:Concurrent &Predictive
 Construct validity - A test possesses

construct validity if it loads highly on a given


construct or factor.
Methods used in estimating
test reliability
 Test-retest method
 Parallel-forms / alternate-forms
 Methods of Internal – Consistency

Reliability
 Scorer reliability / Inter-Rater method

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