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Principles of Learning - Defining Learning Targets
Principles of Learning - Defining Learning Targets
QUALITY ASSESSMENT
Allan M. Canonigo
http://love4mathed.com
PRINCIPLES OF HIGH QUALIT Y
ASSESSMENT
1. Clarity of learning targets
2. (knowledge, reasoning, skills, products, af fects)
3. Appropriateness of Assessment Methods
4. Validity
5. Reliability
6. Fairness
7. Positive Consequences
8. Practicality and Ef ficiency
9. Ethics
1. CLARITY OF LEARNING TARGETS
Cognitive Targets
B e n j a m i n B l o o m ( 1 9 5 4 ) p r o p o s e d a h i e r a rc hy o f e d u c a t io n a l o b j e c t i ve s a t t h e
c o g ni t i ve l ev e l . T h e s e a r e :
• K n o w l e d g e – a c q u i s i t io n o f f a c t s , c o n c e p t s a n d t h e o r i e s
• C o m p r e h e n s i o n - u n d e r s t a n d i n g , i nv o l v e s c o g ni t i o n o r aw a r e n e s s o f t h e
i n te r r e l a t io n s h i p s
• A p p l ic a t i o n – t r a n s f e r o f k n o w l e d g e f r o m o n e f i e l d o f s t u d y to a n o t h e r o f f r o m o n e
c o n c e p t to a n o t h e r c o n c e p t i n t h e s a m e d i s c i p l in e
• A n a l y s i s – b r e a k i n g d o w n o f a c o n c e p t o r i d e a i n to i t s c o m p o n e n t s a n d ex p l a i ni n g g
t h e c o n c e p t a s a c o m p o s i t i o n o f t h e s e c o n c ep t s
• S y n t h e s i s – o p p o s i te o f a n a l y s i s , e n t a i l s p u t t i n g to g et h e r t h e c o m p o n e n t s i n o r d e r
to s u m m a r i z e t h e c o n c e p t
• E v a l ua t io n a n d R e a s o n in g – v a l ui n g a n d j u d g m e n t o r p u t t i n g t h e “ w o r t h ” o f a
c o n c e p t o r p r i n c i p le .
CLARIT Y OF LEARNING TARGETS(CONT)
a. Written-Response Instruments
Objective tests – appropriate for assessing the various levels
of hierarchy of educational objectives
Validity
Reliability
Fairness
Positive Consequences
Practicality and Efficiency
Ethics
3. VALIDIT Y
Types of Validity
Face: What do students think of the test?
Construct: Am I testing in the way I
taught?
Content: Am I testing what I taught?
Criterion-related: How does this compare
with the existing valid test?
Tests can be made more valid by making
them more subjective (open items).
MORE ON VALIDIT Y
Questions:
Can we trust the results of the test?
Would we get the same results if the tests were
taken again and scored by a different person?
Split-half method
Calculated using the
i. Spearman-Brown prophecy formula
ii. Kuder-Richardson – KR 20 and KR21
Consistency of test results when the same test is
administered at two different time periods
i. Test-retest method
ii. Correlating the two test results
5. FAIRNESS
Questions:
Will the test take longer to design than apply?
Will the test be easy to mark?
The problem:
The solution:
Informed consent
Anonymity and Confidentiality
1. Gathering data
2. Recording Data
3. Reporting Data
ETHICS IN ASSESSMENT – “RIGHT AND
WRONG”