University Of Cebu – Main

Name: Caballero, Jezel Noreen C. Schedule: PC 314 1:30-3:00 PM TTH

Activity 2. PRINCIPLES OF HIGH QUALITY ASSESSMENT

T1. What do you mean by assessment of learning? How does it differ with assessment for
learning?

 Assessment of learning involves looking at assessment information at the end of the

teaching and learning process to rank students’ achievement levels against a standard.
It is summative in nature and typically involves standardized tests. (Summative
assessment) In short , the difference between assessment of learning and assessment
for learning is a matter of function and purpose–a matter of ‘who’: assessment of
learning is a way to see what the students can do while assessment for learning is a way
to see what the teachers should do in response.

T2. 1. Clarity of learning targets.

 Assessment should be clearly stated and specified and centered on what is truly
important. "Teaching emphasis should parallel testing emphasis."
Learning targets
(knowledge, reasoning, skills, products, affects)
 Assessment can be made precise, accurate and dependable only if what are to be
achieved are clearly stated and feasible. The learning targets, involving knowledge,
reasoning, skills, products and effects, need to be stated in behavioral terms which
denote something which can be observed through the behavior of the students.

T2. 2. Appropriateness of assessment methods.

 Assessment should utilize assessment methods suitable for a particular learning target.

ASSESSMENT METHODS LEARNING TARGETS

Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, products
Oral-question Knowledge, reasoning
Observation Knowledge, skills
Self-report Affects

T2. 3. Properties of assessment methods

 Assessment methods should possess qualities in order to be efficient in reflecting
students’ performance. It is very important for assessment methods to have these
qualities since these are means for the teacher to obtain data and information about
each student’s extent of learning.
 Generally, assessment methods should possess the following:
 a. Validity-Something valid is something fair. A valid test is one that measures what it
is supposed to measure.
 b. Reliability-Something reliable is something that works well and that you can trust.
Tests can be made more reliable by making them more objective (controlled items).
 c. Fairness- The concept that assessment should be fair covers a number of aspects.
 d. Practicality and Efficiency- Something practical is something effective in real
situations. A practical test is one which can be practically administered.