UNIVERSITY OF SOUTHERN MINDANAO

Principles of High Quality

Assessment
ASL2
Review

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 Topic Outline
1. Basic Concepts and Principles
2. Instructional Decision in Assessment
3. Assessment in Classroom Instruction

Module 2 – Classroom Assessment 3

 Intended Learning Outcomes
By the end of this topic/chapter, you must be able to:
• 1. Explain the basic concepts of high quality assessment.
• 2. Apply principles of assessment to situational problems
in classroom assessment.
• 3. Make a concept map of high-quality classroom
assessment

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Module 2 – Classroom Assessment
1. Basic Concepts and Principles

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 1. CLARITY & APPROPRIATENESS 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 Students’ mastery of the content.
Reasoning Students’ ability to use their knowledge.
Skills Students’ ability to demonstrate what they have learned.
Products Students’ ability to create.
Affects Students’ emotional attainments.

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 2. APPROPRIATE 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

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 3. BALANCE
• Assessment methods should be able to assess all domains of learning
and hierarchy of objectives.
DOMAINS OF LEARNING:
Cognitive
Affective
Psychomotor
HIERARCHY OF OBJECTIVES
(BLOOM) (ANDERSON)
Evaluation Create
Synthesis Evaluate
Analysis Apply
Application Analyze
Comprehension Understand
Knowledge Remember

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 4. VALIDITY
• Assessment should be valid. There are several types of validity that
are to be established

TYPES OF VALIDITY
Content Validity
Face Validity
Concurrent Validity
Predictive Validity
Discriminant Validity
Construct Validity

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 5. RELIABILITY
• Assessment should show consistent and stable results. There are
methods which can be used to measure and establish reliability

RELIABILITY CAN BE MEASURED USING:

Giving the same examination after several minutes to
Test-retake or Retest Method
several years.
This is used to establish internal consistency using Pearson r
SPLIT-HALF
formula.
Parallel-form/Equivalence test Giving the same examination within the day.
Giving the same examination content but not in the same
Test of Stability
manner or form after several minutes to several years.
Measurement of stability & Giving the same examination content but not in the same
Equivalence manner or form within the day.
Kuder-Richardson Establishment of reliability using KR 21 and KR 20 formulas.

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 6. FAIRNESS
•Assessment should give
equal opportunities for every student.
There should be no discrimination of any
kind (racial, age, gender, etc.)

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 7. AUTHENTICITY
•Assessment should touch real life
situations and should emphasize
practicability.

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 8. PRACTICALITY & EFFICIENCY
•Assessment should save time, money, etc.
It should be resourceful.

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 9. ASSESSMENT IS A CONTINUOUS PROCESS
• Because assessment is an integral part of the teaching-learning
process, it should be continuous.
ASSESSMENT FORMS:
Done before instruction to assess the needs of the learners to
PLACEMENT determine their capacities and capabilities.
ASSESSMENT
Done during instructionto monitor students’ progress and
FORMATIVE to reinforce learning.
ASSESSMENT
Done to see the problems and learning difficulties of the students.
DIAGNOSTIC
ASSESSMENT
Done after instruction to assess students’ achievement and to see
SUMMATIVE the result of the teaching-learning process.
ASSESSMENT
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 10. ETHICS IN ASSESSMENT

•Assessment should not be used to

derogate the students. One example of
this is the right to confidentiality.

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 11. CLEAR COMMUNICATION

•Assessment's results should be communicated

to the learners and the people involved.
Communication should also be established
between the teacher and the learners by way
of pre- and post-test reviews.

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 12. POSITIVITY OF CONSEQUENCE
• Assessment should have a positive effect. It should
motivate students to learn and do more and should give
way to improve the teacher's instruction.
• Assessment's results should be communicated to the
learners and the people involved. Communication should
also be established between the teacher and the
learners by way of pre- and post-test reviews.

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2. Instructional Decision in
Assessment

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 PHASE DECISIONS TO BE MADE
Before • Content to cover during following day, week,
starting month, grading period and so on.
teaching • Abilities of students considering the cultural
background, interests and skills of students in
planning the teaching activities
• Materials appropriate to use with the students
• Learning activities that will engage both the
teacher and students as the lesson is being
taught
• Learning targets that the teacher wants to
achieve as a result of teaching
• Organization and arrangement of students in
class in consideration of the lessons and
activities
SOURCES OF INFORMATION
• Informal observation of students during
class
• Conversation with students' previous
teachers
• Scholastic aptitude test results
• Students' past grades and standardized test
results
• Knowledge of student’s personal family
circumstances

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 PHASE DECISIONS TO BE MADE
During • Students learning on what and
teaching how the lesson is presented
• Improvement needed to make the
lesson work better
• What feedback to give each
student about how well the
student is learning
• Readiness of the students to move
to the next activity as planned in
the learning sequence
SOURCES OF INFORMATION
• Observation of students during learning
activities
• Students’ responses to questions the teacher
asked them
• Observation of student's interaction
• Diagnosis of the types of errors the students
made or erroneous thinking the students are
using
• Look for the alternative ways to teach the
materials
• Identify if there are students who are not
participating and acting appropriately
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 PHASE DECISIONS TO BE MADE
After a • How well students achieve the
Teaching short- and long-term instructional
Segment targets
• Strengths and weaknesses to be
given as feedback to parents or
guardians of students
• Grade to be given to each student
for the lesson or unit, grading
period or end of the course
• Effectiveness of teaching the
lesson to the students
• Effectiveness of the curriculum
and materials used for the lesson
SOURCES OF INFORMATION
• Classroom tests, projects, observations
• Interviews with students
• Standardized test results
• Observations of each student’s classroom participation
• Review of each student’s homework result
• Review each student’s standardized achievement and
scholastic aptitude test result
• Review information about a student’s personal family
circumstances
• Informal observation of how well the student has
attained the intended learning targets
• Summaries of class's performance on the important
instructional targets
• Summaries of the class’s performance on selected
questions on standardized tests
• Summaries of how well the students liked the activities
and lesson materials
• Summaries of the class’s achievement on classroom tests
that match the curriculum
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3. Assessment in Classroom
Instruction

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 Varied assessment procedures acc to use
(Linn and Gronlund 2000)
CATEGORY PURPOSE
1. Placement Assessment Measures entry behavior
2. Formative Assessment Monitors learning progress
3. Diagnostic Assessment Identifies causes of learning problems
4. Summative Assessment Measures end-of-course achievement

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Types of Educational Decision
(Kubiszyn and Borich, 2002)

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 DECISION DESCRIPTION
Instructional This decision is normally made by
individual classroom teacher, as
necessary to meet the targets or
objectives set during classroom
engagement. Decisions are reached
according to the results of test
administered to a class.
Grading It is usually based on teacher-made tests. A quarter grade is based on the following:
Grades are assigned to the students
using assessment as one of the factors.
Diagnostic It is made to determine a student’s
strengths and weaknesses and the
reason or reasons
EXAMPLE
After a test is given by the teacher, the result
is not so satisfactory thus the teacher may
decide to re-teach the lesson using a different
strategy so as to improve the learning and
meet the objective/target set for that
particular lesson.
result of the teacher-made test, class
participation, projects, attendance.
A teacher gave an essay test. The teacher
noticed that the students were able to write
more than five grammatically correct
sentences but the coherence of the ideas
contained in the paragraph is poor. So the
result shows that the students still need more
help in understanding the principles of writing
a good paragraph.
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 DECISION DESCRIPTION
Selection It involves accepting or rejecting the
examinee based on the results of
assessment, for admission or
qualification to a program or school
activity. The decisions are made not by
classroom teachers but by specialists
such as guidance counselors,
administrators or the selection
committee.
Placement It is made after a student has been
admitted to school. It involves the
process of identifying the students who
needs remediation or may be
recommended for enrichment program
of the school
EXAMPLE
College or university entrance examination,
choosing school representative for a national
quiz bee
A diagnostic test on English and math were
given to freshmen to determine who among
them may encounter difficulty in these areas.
Those who will get a below average scores will
be included in the remediation program to
help the students cope with the lessons in
English and math.
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 DECISION DESCRIPTION
Guidance and It utilizes test data to assist students in making
Counselling their personal choices for future career and
help them know their strengths and
weaknesses by means of standardized tests.
Program or It is made not at the level of the teachers but
Curriculum on higher level such as division, regional or
national level. Based on the result of the
assessment and evaluation, educational
decisions may be reached: to continue,
discontinue, revise or replace a curriculum or
program being implemented.
Administrative It involves determining the implications to
Policy resources including financial consideration in
order to improve the student learning as a
result of an assessment. It may entail
acquisition of instructional materials, books,
etc. to raise the level of students’ performance
in academic, or non-academic or both.
EXAMPLE
The NCAE helps to identify which career
path the students may pursue that
matches his/her interests and skills,
whether academic, vocational or
technical programs.
The decision to implement the K-12
Curriculum in order to avoid mismatch
among graduates and the industry and
to be at par with the curriculum
implemented in the Philippines’
neighboring countries.
To conduct a remediation class,
additional budget is necessary for the
logistics (classroom, instructional
materials, assessment materials, etc)
and also the additional pay for the
teachers that will handle the remedial
classes.
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 References
• Characteristics of CA: Using CATs in Online Courses. (n.d.).
Retrieved August 21, 2021, from
https://terrymorris.net/cats/char1.htm
• CHARACTERISTICS OF THE CLASS-BASED ASSESSMENT - Assesment
of Learning Out Comes. (n.d.). Retrieved August 20, 2021, from
https://assesmentoflearningoutcomes.weebly.com/characteristi
cs-of-the-class-based-assessment.html
• Traditional vs. Authentic Assessment – Principles and Methods of
Assessment. (n.d.). Retrieved August 22, 2021, from
https://abdao.wordpress.com/2015/07/18/traditional-vs-
authentic-assessment/
• http://blept.blogspot.com/2015/11/the-12-principles-of-high-
quality.html
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