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Assessment of Learning 1
EDUC 5: High Quality Assessment Components

CERVANTES, Ralph Raymond G.

BSEd Major in English Language and Literature 2-1
Professor Marcelo Jose
 High Quality Assessment Components

1. Clarity of Learning Targets

The idea exemplifies that the assessment can be proffered well-defined, reliable,
outlined, and dependable, notably if the central goals are explicitly asserted and
attainable. This type of principle denotes the notion that the learning targets, involving
knowledge, reasoning, skills, products, and effects, necessitate being asserted in
behavioral terms that indicate something that can be perceived through the behavior of
the learners. The inclusive assessment is thoughtfully correlated to the learning standards
of the particular educational institution that has been utilized so that interrogations and
questions are imperative, compelling, and contribute essential perspicacity to the
learners' acquisition of knowledge.

2. Knowledge, Reasoning, Skills

Knowledge - This explicates the notion of the possession of knowledge in

ascertaining the facts, concepts, principles, and theories coherently. It also
exemplifies the mastery, comprehensive knowledge, or skill of the learners to the
content given by the teacher. The student also has the capability to remember,
recall, acknowledge, and recognize the specific information. The examples of
activity of this idea necessitate being trained, demonstrated, and proffer evidence
to be measured such as multiple-choice test, convey facts or statistics, recall a
process, rules, definitions, quote law or procedure.

Reasoning - The production or assessment of assertions in accordance with their

underlying evidence and arguments is known as reasoning. This notion
fundamentally impacts an individual's capacity to acquire and utilize knowledge
from supplementary information and experiences because reasoning skills
circumscribe how people perceive, appraise, and accept claims and arguments. It
is also the act of conceiving about something sensibly or rationally and enables an
individual to make sense and make links to their specified subjects.
 Skills - This notion pertains to specific activities or tasks that an individual can
proficiently perform and produce. It is imperative to acknowledge the learners' skills
so that assessment can be suitable and effective for them. It was also allowed the
students' ability and understanding to illustrate and describe what they have
learned and acquired.

3. Assessment Methods

a. Written-Response Instruments

Objective tests – this test is suitable for evaluating the several levels of the
hierarchy of educational objectives and purposes.

Essays – this piece of writing can test the learners’ grasp of the higher-level
cognitive skills.

Checklists – this is the list of various components or activities bestowed to

the subjects of a study, where they will examine and assign a mark opposite
to the traits.

b. Product Rating Scales- this is utilized to assess outputs like book reports,
maps, charts, diagrams, notebooks, creative endeavors. It is necessary to be
incurred to evaluate several products over the years.

c. Performance Tests - Performance checklist

• It was comprised of a list of behaviors that make up a particular type of

performance.
• It was employed to ascertain whether an individual behaves in a specific way
when asked to accomplish a particular task.

d. Oral Questioning – this was a proper and relevant assessment method when
the objectives are to:

➢ Assess the learners’ stock knowledge.

➢ Ascertain the students’ capability to articulate ideas incoherent verbal
sentences.
 e. Observation and Self Reports

• Practical supplementary methods when used in conjunction with oral

questioning and performance tests.

4. Validity

This is the notion of the suitability, accuracy, meaningfulness, and application of

the precise outcomes that the teacher relinquishes concerning the teaching-learning
situation. In that, it exhibits data that precisely indicate what a teacher resembles to test
at the form and item level — each implied question must estimate the ability or standard
to which it corresponds in its content and its design which can be verified and supported
by research and experts and is the outcome of the meticulous evaluation.

Types of Validity

a) Content validity – content and format of the instrument.

➢ Students' adequate experience
➢ Coverage of sufficient material
➢ Reflect the degree of emphasis
b) Face validity – outward appearance of the test, the lowest form of test validity.
c) Criterion-related validity – the test is judge against a specific criterion.
d) Construct validity – the test is loaded on a "construct" or factor.

5. Reliability

It exemplifies the idea to which an assessment method or instrument consistently

measures the student's performance. Assessments are customarily presumed to provide
tantamount outcomes, with consistent standards over time and within diverse learners
and examiners. It is the extent to which an experiment, test, or measuring procedure
allows the equivalent result on repeated trials on the learners.
 Types of Reliability

a) Equivalency reliability - it is the extent to which two items measure identical

concepts at an equivalent level of complexity. It is circumscribed by correlating
two sets of test scores to highlight the degree of relationship or association.
b) Stability reliability- it is often called, re-test reliability. It is the idea of the
agreement of measuring instruments over time. A measure or test has recurred
on the related subjects at a future date to ascertain the stability.
c) Internal consistency - it is the extent to which tests or procedures evaluate
the corresponding characteristic, ability, or quality. It estimates the accuracy
within the observers, or the measuring instruments utilized in a study.
d) Interrater reliability - it is the extent to which two or more individuals (coders
or raters) agree. It discusses the compatibility of the implementation of a rating
system.

6. Fairness

This depicts the idea that the concept of assessment should impose fair-
mindedness that comprises several aspects in handling the learner's knowledge and
learning targets of assessment and their prerequisite knowledge and skills. It elucidates
the idea to consider learners' needs and characteristics and any sensible adjustments
that necessitate being implemented to take account of them. It is vital to guarantee that
the learner is apprised about, understands, and can partake in the assessment process
and recognizes that the process is relevant. It also constitutes an opportunity for the
person being evaluated to stimulate the assessment result and be reassessed if
necessary. The assessment must not discriminate among learners except on the grounds
of the ability being assessed. The assessment on the learners must proffer equitable
opportunities, and there should be no prejudice and bigotry of any kind on their race, age,
gender, and many more.

7. Positive Consequences

The learning assessments equip and yield learners with adequate feedback and
conceivably enhance their motivation and self-esteem. The assessments of learning
provide students the tools to evaluate themselves and understand how to improve and
develop. If learners discern what will be assessed and how it will be reckoned and assume
that the assessment will be impartial, they are anticipated to be further driven and
motivated to learn. The assessment influences the way learners perceive the teacher and
presents them an implication of how much the teacher heeds about them and what they
know and discern.

8. Practicality and Efficiency

It signifies the notion that refers to the teacher's familiarity with the techniques
used, the time needed for the assessment, complexity of the administration, efficiency of
scoring, readiness of interpretation of the test results, and the materials used should be
at the most inexpensive cost. The teachers are adequately accustomed to practical
issues, but they need to acknowledge how practical matters are associated with testing.
A conventional classroom test should be "teacher-friendly." A teacher must be able to
generate, manage and mark it within a convenient time and with available and possible
resources. Classroom tests are particularly valuable and imperative to learners when they
are answered hastily and conjecture the assessment feedback. In this way, learners can
benefit from the test-taking process.

9. Ethics

It exemplifies the idea that this assessment includes decision-making in ways

relevant and suitable to a distinct educational context or situation. These decisions
possess the assortment and articulation of learning outcomes, how students will present
proof and evidence of their achievement of the learning objectives, the foundation of
assessment judgments, and how students will be linked in the assessment process. The
assessment must not be employed to derogate and disparage the students, and for the
instances of this, is the right to confidentiality. The assessment scheme enables learners
to exhibit their achievement of all the designed learning outcomes by the end of the class.
References

Board Licensure Examination for Professional Teachers; Formerly the Licensure

Examination for Teacher (n.d.). The 12 Principles of High-Quality Assessment of
Learning for Teachers. blept. Retrieved from
http://blept.blogspot.com/2015/11/the-12-principles-of-high-quality.html

CM, A (2012, October 28). Principles of high-quality assessment. slideshare.net.

Retrieved from https://www.slideshare.net/acanonigo/principles-of-high-quality-
assessment