Chapter 5:

Practicality and
Efficiency
Familiarity with the
Method
◦ Teachers should be familiar
with the assessment.
◦ Taking unfamiliar assessment
methods creates a risk on time
and resources.
◦ Teachers learn the strength
and weaknesses of each
method of assessment.

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 “
A rule of thumb is that simple
learning targets require simple
assessment, complex learning
targets demand complex
assessment

-Niko & Brookhart 2011

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 Time
Required
 Assessment should allow
students readily and that said
assessment should be scored
promptly but with basis too.
TIME IS A MATTER OF CHOICE.

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1. Multiple Choice
◦ used to measure knowledge
outcomes and various types of
learning outcomes.
◦ they are most widely used for
measuring knowledge ,
comprehension, and application
outcomes.
◦ scoring is easy, objective, and
reliable.

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2. Essay or Subjective Test
◦ may include either short answer
questions or long general
questions.
◦ these exams have no one specific
answer per student.
◦ they are usually scored on an
opinion basis, although there will
be certain facts and understanding
expected in the answer.

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3. Performance Assessment
◦ also known as alternative or
authentic assessment
◦ is designed to assess the ability of a
student to perform correctly in a
simulated situation

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 Ease in
Administration
Assessment should be
easy to administer.

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 Match items in Column A with the
correct answer on Column B. Write
Match A and B. the letter of your answer on the space
provided before each number. Capital
letters only. No erasures.
 Instructions must be
CLEAR and COMPLETE

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 Instructions that are
vague will confuse the
students and
consequently provide
incorrect response.

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 Student’s efforts are
futile if directions are not
expressed directly and
explicitly.

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Ease of
Scoring
Selected response formats
are the easiest to score.
❑ MULTIPLE CHOICE
❑ TRUE OR FALSE
❑ MATCHING TYPE

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Difficult to score:
❑ Extended response Essay
❑ Performance Assessment
Ex. Oral Presentations, Research Papers
etc.

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Objectivity is also an issue.

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Performance assessment
make use of rubrics

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 “
McMillan (2007)
suggests that for performance
assessment. It is more practical to
use rating scales and checklists
rather than writing extended
individualized evaluation.

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 Ease of
Interpretation
◦ Objective test are easiest to
interpret
◦ there is a "standard“
◦ matching the score with the level
of proficiency

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 RUBRICS
is present in
performance
task

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Cost
❑ Classroom test are generally inexpensive
❑ Performance task are not costly (written, reports and
panel discussion)
❑ Students need to pay for some resources
❑ Use of second hand and recyclable materials (Teachers
remedy)
❑ excessive testing train students how to take test, but
inadequately to a productive adult life.

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 “
“Open ended assessments - essay
exams and performance task are more
expensive to score but support more
ambitious teaching and learning”
- Darling-Hammond and Adamson
(2013)
must choose economical assessment

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 “
"economy should be thought in a long
run and unreliable, less expensive test
may eventually cost more further
assessment“
- McMillan(2007)

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 “
High quality assessments focus on
deep learning focus on deep learning
- Darling- Hammond and Adamson
2013

Schools must support performance assessment

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 THANKS!
Any questions?
Just comment down!
Keep safe and God bless Everyone

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