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The Principles of High Quality Assessment

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charlene tabigne

Tue Nov 26 2013

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The Principles of High Quality Assessment

Report in Ed 507
Criteria of a High-Quality Assessment:
Introduction
The quality of the assessment instrument and method is very important since the
evaluation and judgment of a teacher on his/her students are based on the information
obtained using these instruments.

1. Clarity of Learning Targets

- Assessment can be made precise, accurate and dependable if what we are to be
achieved are clearly stated and feasible. It starts with clear and appropriate learning
targets which include both what the students know and can do and the criteria for
judging student performance.

4. Reliability
Are the targets comprehensive, covering all dimensions?

Traditional forms of assessment

have been criticized due to their limitations

to truly assess student learning.

Are the targets consistent with the overall goals and the goals of the school?

Types of Targets:
6. Positive Consequences
-refers to the consistency of an assessment. It is used to measure the error in testing.

Are the targets at the right level of difficulty to motivate students?

a. KNOWLEDGE Targets -– Verbs: explain, identify, describe, tell,

list, recognize
(Ex: Students will be able to identify the internal organs of the
male reproductive
system.)
b. REASONING Targets - Verbs: analyze, synthesize, compare,
contrast, classify
(Ex: Students will be able analyze health information.)
c. SKILLS Targets - Verbs: observe, focus, listen, perform,
operate, do, measure, use.
(Ex: Students will be able to use a scalpel to dissect a frog.)
d. PRODUCT Targets - Verbs: design, create, develop, make,
write, draw, display
(Ex: Students will be able to create a model of the cardiovascular
system.)
It enhances the overall quality of

assessment for both teachers and students particularly the effect of the

assessment on student's motivation

and study habits.

It measures STABILITY when the same

measures are given across time.

To come up with a more realistic assessment, other forms are used to

supplement the traditional

approaches.

Factors affecting Reliability:

a. External - scoring bias, test interruptions, heat in room, lighting, etc.
b. Internal - fatigue, anxiety, test-taking skills, health, mood, etc.
It measure the degree of CONSISTENCY

when several items measure the same thing.

Four (4) Criteria :

 Knowledge

 Skills

 Attitude

 Behavior

Will the assessment help the teacher make more valid judgments or will it tend to make
judgments

on students more difficult?

2. Appropriateness of Assessment Methods

3. Validity
End
- the appropriateness, correctness,

meaningfulness ans usefulness of the

specific conclusions that a teacher reaches

regarding the teaching-learning situation.

It is the extent by which it measures what is

was designed to measure (without contamination from other characteristics).

- It is best to match the method of assessment to learning targets.

5. Fairness
7. Practicality and Efficiency

How well does the test measure what

How comprehensive?

How adequately does the sample of items represent the content to be assessed?

How appropriate

is the content?

you want it to?

Assessment Methods:
a. Selected Response - one correct answer
b. Extended Written Response -¬short answers to essay, original
written answer
c. Performance Assessment - performance or product
d. Personal Communication - interview, oral exam, discussion
Assessments need to take into consideration:

Does the instrument logically get the intended variable or factor?

Criterion Validity
- the test is judged against a specific criterion. It can be measured by correlating
the test with a known valid test (as a criterion).

Do the assessment items appear

to be appropriate?
Face Validity
- the outward appearance of the test. It is the lowest form of
test validity.
Construct Validity
- It follows that an item possesses construct validity if it loads
highly on a
given construct or factor.
Assessment should allow students of both genders, and all background to do equally
well. All students should have equal opportunities to demonstrate skills and knowledge
being assessed.

Factor Analysis

- required to determine the construct validity of an item.

Content Validity
- the content and format of the instrument. The content and
format must be consistent with the definition of the variable or
factor to be measured.
Teacher's familiarity

with the method

the time required

The key components of fairness include:

Knowledge and simple understanding targets

=

Selected response and brief constructed-response items

Deep understanding and reasoning targets

Essays

the complexity of

the administration

the ease of scoring and interpretation

opportunity to learn

prerequisite

knowledge and

skills

student knowledge of

learning targets

and assessments

Deep understanding skills and products

Performance-based assessments

avoiding

stereotypes
and bias

the cost to determine

the assessments' practicality and efficiency.

Affective targets

Observation and self-repor