Liceo de Masbate: in The Service of God and The Poor!

LICEO DE MASBATE
COLLEGE DEPARTMENT
Quezon St., Masbate Tel/Fax.: (056) 333-2276 e-mail: liceodemasbateofficial@gmail.com
In the Service of God and the Poor!
PROF ED 7
PRINCIPLES OF HIGH QUALITY ASSESSMENT
1. APPROPRIATENESS AND ALIGNMENT OF ASSESSMENT METHOD TO LEARNING OUTCOMES
ASSESSMENT METHODS
SELECTED
RESPONSE AND STUDENNT
PERFORMANCE ORAL
BRIEF – ESSAY OBSERVATION SELF
TASKS QUESTIONING
CONSTRUCTED ASSESSMENT
TARGETS RESPONSE
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
PRODUCT 1 1 5 2 4 4
AFFECT 1 2 4 4 4 5
a. Learning Outcome is also known as Learning Target. It is defined as the description of
performance that includes what the learners should know and be able to do. It is derived
from national and local standards.
TABLE 1. LEARNING TARGETS AND ASSESSMENT METHODS (McMILLAN, 2007)
NOTE: Higher Numbers indicate better matches ( e.g. 5 = excellent, 1 = poor).
Matching the assessment method with the learning outcomes requires an examination of the
evidences of learning needed and targeted levels of knowledge.
KNOWLEDGE AND SIMPLE UNDERSTNADING pertains to the mastery of substantive subject

matter and procedures. In the revised Bloom’s Taxonomy, this covers the lower order
thinking skills of remembering, understanding and applying.
DEEP UNDERSTANDING AND REASONING involves higher order thinking skills of analyzing,
evaluating and synthesizing.
To assess SKILLS, performance assessment is obviously the superior assessment method.

When used in real – life and meaningful context, it becomes an authentic assessment.
PRODUCTS are most adequately assessed through performance task. A product is a

substantial and tangible outpuit that showcases the student’s understanding of concepts and
skills and their ability to apply, analyze, evaluate and integrate those concepts and skills.
AFFECT pertains to attitudes, interests and values the students manifest. The best method for
the learning target is self- assessment. Most commonly, this is in the form of students’
responses to self-report affective inventories using rating scales.
2. VALIDITY AND RELIABILITY
Validity is a term derived from a Latin word, Validus, meaning strong. It describes the accuracy
and soundness of evaluations made regarding student performance.
An assessment is valid if it measures a student’s actual knowledge and performance with

respect to the intended outcomes.
a. Content – Related Evidence for Validity pertains to the extent to which the test covers the
entire domain of the content. If a quarter covers a unit with four topics, then the
assessment should contain items from each topic.
 FACE VALIDITY – a test that appears to adequately measure the learning outcomes
and content.
 INSTRUCTIONAL VALIDITY – the extent to which as assessment is systematically
sensitive to the nature of instruction offered.
 To improve the validity of assessments, it is recommended that the teacher
constructs a two – way grid called Table of Specifications (ToS).
The ToS is prepared before developing the test. It is a test blueprint that identifies
the content area and describes the learning outcomes at each level of cognitive
domain.
Test items that demand higher order thinking skills require more tome to answer, whereas
simple recall items entail the least amount.
TYPE OF TEST QUESTIONS TIME REQUIRED TO ANSWER

ALTERNATIVE RESPONSE ( TRUE-FALSE) 20 – 30 SECONDS
MODIFIED TRUE OR FALSE 30 – 45 SECONDS
SENTENCE COMPLETION ( ONE- WORD FILL – IN) 40 – 60 SECONDS
MULTIPLE CHOICE WITH FOUR RESPONSES ( LOWER LEVEL) 40 – 60 SECONDS
MULTIPLE CHOICE ( HIGHER LEVEL) 70 – 90 SECONDS
MATCHING TYPE ( 5 ITEMS, 6 CHOICES) 2 – 4 MINUTES
SHORT ANSWER 2 – 4 MINUTES
MULTIPLE CHOICE ( WITH CALCULATIONS) 2 – 5 MINUTES
WORD PROBLEMS (SIMPLE ARITHMETIC) 5 – 10 MINUTES
SHORT ESSAYS 15 – 20 MINUTES
DATA ANALYSIS/ GRAPHING 15 – 25 MINUTES
DRAWING MODELS/ LABELLING 20 – 30 MINUTES
EXTENDED ESSAYS 35 – 50 MINUTES
TABLE 2. TIME REQUIREMENTS FOR CERTAIN ASSESSMENT TASKS
Validity suffers if the test is too short to sufficiently measure the behavior and cover the content.
b. Criterion – Related Evidence for Validity refers to the degree to which test scores agree
with an external criterion. It examines the relationship between an assessment and another
measure of the same trait.
 Achievement test scores
 Ratings and Grades
 Career Data
TWO TYPES OF CRITERION-RELATED EVIDENCE:
1. CONCURRENT VALIDITY provides an estimate of a student’s current performance in relation

to a previously validated or established measure.
2. PREDICTIVE VALIDITY pertains to the power or usefulness of test scores to predict future
performance.
c. Construct – Related Evidence for Validity is an assessment of the quality of the instrument
used. It measures the extent to which is meaningful measure of an unobservable trait or
characteristic.
THREATS TO VALIDITY
1. Unclear test directions.

2. Complicated vocabulary and sentence structure.
3. Ambiguous statements
4. Inadequate time limits
5. Inappropriate level of difficulty of test items
6. Poorly constructed test items
7. Inappropriate test items for outcomes being measured
8. Short test
9. Improper arrangement of items
10. Identifiable pattern of answers.
Reliability talks about reproducibility ad consistency in methods and criteria. An assessment is

said to be reliable if it produces the same results if given to an examinee on two occasions. For a
test to be valid, it has to be reliable.
3. PRACTICALITY AD EFFICIENCY
Practical means useful, that is , it can be used to improve classroom instruction ad for
outcomes assessment purposes. It likewise pertains to judicious use of classroom time.
Efficient pertains to the development, administration and grading of assessment with the
least waste of resources and effort.
FACTORS OF PRACTICALITY AND EFFICIENCY THAT CONTRIBUTE TOT THIGH QUALITY

ASSESSMENTS:
a. FAMILIARITY WITH THE METHOD

b. TIME REQUIRED
c. EASE OF ADMINISTRATION
d. EASE OF SCORING
e. EASE OF INTERPRETATION
f. COST
4. ETHICS
“Assessments have important long-term and short-term consequences for the students;
thus teachers have ethical responsibility to make decisions using the most valid and reliable
information possible” (Russell & Airasian, 2012, p.21).
Fairness is an ethical value. Other aspects of fairness include:
a. STUDENTS’ KNOWLEDGE OF LEARNING TARGETS AND ASSESSMENTS

This pertains to TRANSPARENCY. It is defined as the disclosure of information to
students about assessments. This includes what learning outcomes are to be assessed
and evaluated, assessment methods and formats, weighting of items, allocating time in
completing the assessment and grading criteria.
b. OPPORTUNITY TO LEARN
c. PREREQUISITE KNOWLEDGE AND SKILLS
Students may perform poorly in an assessment if they do not possess background
knowledge and skills. So as to be fair, the teacher must identify early on the prerequisite
skills necessary for completing an assessment.
d. AVOID STEROTYPING
A stereotype is a generalization of a group of people based on inconclusive observations
of a small sample of this group. Common stereotypes are racial, sexual and gender
remarks.
For instance, a female student who was told that females are academically inferior in
Mathematics may feel a certain level of anxiety and the negative expectation may cause
her to underperform in the assessment.
e. AVOIDING BIAS IN ASSESMENT TASKS AND PROCEDURES
Assessment must be free from bias. Fairness demands that all learners are given equal
chances to do well and get a good assessment. Teachers should not be affected by the
factors that are not part of assessment criteria.
In correcting an essay for an instance, a student’s gender, academic status, socio-
economic or handwriting should not influence the teacher’s scoring decisions.
f. ACCOMODATING SPECIAL NEEDS
g. RELEVANCE
a. Assessment should reflect the knowledge and skills that are most important for
students to learn.
b. Assessment should support every students’ opportunity to learn things that are
important.
c. Assessment should tell teachers and individual students something that they do not
already know.
SELECTING AND CONSTRUCTING TEST ITEMS AND TASKS

Liceo de Masbate: in The Service of God and The Poor!

Uploaded by

Copyright:

Available Formats

Liceo de Masbate: in The Service of God and The Poor!

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Liceo de Masbate: in The Service of God and The Poor!

Uploaded by

Copyright:

Available Formats

LICEO DE MASBATE

PRINCIPLES OF HIGH QUALITY ASSESSMENT

1. APPROPRIATENESS AND ALIGNMENT OF ASSESSMENT METHOD TO LEARNING OUTCOMES

TABLE 1. LEARNING TARGETS AND ASSESSMENT METHODS (McMILLAN, 2007)

NOTE: Higher Numbers indicate better matches ( e.g. 5 = excellent, 1 = poor).

KNOWLEDGE AND SIMPLE UNDERSTNADING pertains to the mastery of substantive subject

To assess SKILLS, performance assessment is obviously the superior assessment method.

PRODUCTS are most adequately assessed through performance task. A product is a

An assessment is valid if it measures a student’s actual knowledge and performance with

TYPE OF TEST QUESTIONS TIME REQUIRED TO ANSWER

TWO TYPES OF CRITERION-RELATED EVIDENCE:

1. CONCURRENT VALIDITY provides an estimate of a student’s current performance in relation

1. Unclear test directions.

Reliability talks about reproducibility ad consistency in methods and criteria. An assessment is

FACTORS OF PRACTICALITY AND EFFICIENCY THAT CONTRIBUTE TOT THIGH QUALITY

a. FAMILIARITY WITH THE METHOD

a. STUDENTS’ KNOWLEDGE OF LEARNING TARGETS AND ASSESSMENTS

SELECTING AND CONSTRUCTING TEST ITEMS AND TASKS

You might also like