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    Five Characteristics of High Quality Assessment

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    clarish Calceta
    The document discusses high quality assessments and their key characteristics such as validity, reliability, and fairness. It outlines different categories of learning targets like knowledge, reasoning, and skills. The properties of assessment methods including validity, reliability, practicality, fairness, and ethics are explained. Finally, the revised Bloom's taxonomy is presented which classifies learning objectives into remembering, understanding, applying, analyzing, evaluating, and creating.

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    Five Characteristics of High Quality Assessment

    Uploaded by

    clarish Calceta
    88 views3 pages
    The document discusses high quality assessments and their key characteristics such as validity, reliability, and fairness. It outlines different categories of learning targets like knowledge, reasoning, and skills. The properties of assessment methods including validity, reliability, practicality, fairness, and ethics are explained. Finally, the revised Bloom's taxonomy is presented which classifies learning objectives into remembering, understanding, applying, analyzing, evaluating, and creating.

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    The document discusses high quality assessments and their key characteristics such as validity, reliability, and fairness. It outlines different categories of learning targets like knowledge, reasoning, and skills. The properties of assessment methods including validity, reliability, practicality, fairness, and ethics are explained. Finally, the revised Bloom's taxonomy is presented which classifies learning objectives into remembering, understanding, applying, analyzing, evaluating, and creating.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    88 views3 pages

    Five Characteristics of High Quality Assessment

    Uploaded by

    clarish Calceta
    The document discusses high quality assessments and their key characteristics such as validity, reliability, and fairness. It outlines different categories of learning targets like knowledge, reasoning, and skills. The properties of assessment methods including validity, reliability, practicality, fairness, and ethics are explained. Finally, the revised Bloom's taxonomy is presented which classifies learning objectives into remembering, understanding, applying, analyzing, evaluating, and creating.

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    1. What is a high quality assessment?

    High quality assessments are assessments that are valid, reliable and fair. It should
    accurately evaluate students’ abilities, appropriately assess the knowledge and skills they intend
    to measure, be free from bias and be designed to reduce unnecessary obstacles to performance
    that could undermine validity.

    2. What are the characteristics of a high quality assessment?

    Five characteristics of high quality assessment:

    1. Content Validity

    2. Reliability

    3. Fairness

    4. Student engagement and Motivation

    5. Consequential Relevance

    3. What are the categories of learning targets?

    Categories of learning targets:

    1. Knowledge targets

    2. Reasoning targets

    3. Skill targets

    4. Product targets

    4. What are the properties of assessment methods? Explain?

    Properties of Assessment Methods

    1. Validity

    It is the degree to which a test measures what is supposed to measure

     Criterion Validity
    It is when the test item is judged against a specific criterion.
     Concurrent Validity
    It refers to the degree of relationship between scores on a test or scale on
    another measure of established validity given at about the same time.
     Predictive Validity
    Refers to the degree or extent to which scores on a test can predict later
    behaviour or test.
     Constructive Validity
    Is the degree to which a test measures an attribute or quality it is supposed
    to measure.
     Content Validity
    It is the degree which test items match some objective criterion.

    2. Reliability

    It is the degree to which an assessment tool produces stable and consistent results. It also
    refers to the instrument’s consistency and stability.

     Inter-Rater
    It is used to assess the degree to which different raters or observers give
    consistent estimates of the same phenomenon.
     Alternate Forms
    It is used to assess the consistency of the results of two tests constructed in
    the same way from the same way from the same content.
     Test-Re-Test
    It is used to assess the consistency of a measure from one time to another.
     Internal Consistency
    Split-half Method
    Cronbach’s Alpha
    Average Inter-item Correlation
    Average Item-total Correlation
    3. Practicality and Efficiency

     Teacher should be familiar with the test.


     Number of items is not complicated.
     Implementable

    4. Fairness

     Students need to know exactly what the learning targets are and what method of
    assessment will be used.
     Assessment has to be viewed as an opportunity to learn rather than an opportunity
    to weed out poor and slow learners.

    5. Ethics

     The term “ethics” refers to the question of right from wrong.


     Webster Dictionary defines Ethical as “conforming to the standards of conduct of
    a given profession or group.

    5. Give the revised Blooms’ Taxonomy and explain each?

    Revised Blooms’ Taxonomy

     Remembering
    The learner is able to recall, restate and remember learned information.
    Ex. Recognising, listing, describing, identifying and retrieving
     Understanding
    The learner grasps the meaning of information by interpreting and translating what has
    been learned.
    Ex. Interpreting, exemplifying, summarising, inferring and paraphrasing
     Applying
    The learner makes use of information in a context different from the one in which it was
    learned.
    Ex. Implementing, carrying out, using and executing
     Analysing
    The learner breaks learned information into its parts to best understand that information.
    Ex. Comparing, organising, deconstructing, attributing and outlining
     Evaluating
    The learner makes decisions based on in-depth reflection criticism and assessment.
    Ex. Checking, hypothesising, critiquing, experimenting and judging
     Creating
    The learner creates new ideas and information using what has been previously learned.
    Ex. Designing, constructing, planning, producing and inventing

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