HIGH-QUALITY ASSESSMENT

PRINCIPLES

Discussants:
April Gen A. Gupana
Rose Anne L. Eder
INTRODUCTION

There is considerable evidence that assessment is a powerful

process for enhancing learning. Black and Williams {1998}
synthesized over 250 studies linking assessment and learning
and found out that the intentional use of assessment in the
classroom to promote learning improved student achievement.
When assessment is considered as an ongoing process in the
classroom, it is essentially effective in teaching. Several
assessment methods can be used to diagnose student’s
strengths and needs, plans, and adjust instruction, and provide
feedback to students and parents regarding process and
achievement { Ferra & Mc Tighe, 1998}.
 OBJECTIVES

At the end of this report students will be able to:

a. Identify the Principles of High-Quality Assessment;
b. Principles of Effective Classroom Assessment
Why do we need to have PHQA?

Principles of assessment will serve as

guidelines to ensure that the test is
useful, appropriate, effective, and
plausible. These principles are crucial
to be taken into consideration
because assessment is an important
aspect of the educational process
since assessment determines the
level of accomplishments of students.
 PRINCIPLES OF HIGH-QUALITY ASSESSMENT
1. Clarity of Learning Targets
2. Appropriateness of Assessment Methods
3. Balance
4. Validity
5. Reliability
6. Fairness
7. Communication
8. Positive Consequences
9. Authenticity
10. Practicality and Efficiency
11. Assessment is a continuous process
12. Ethics
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.
Different 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.
2. Appropriateness of Assessment Methods
❖ Assessment should utilize an assessment method
suitable for a particular learning target.
❖ If the learning target is to cultivate cognitive
domain - the activities must be for cognate level.
Assessment methods Learning Targets
Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, Product
Oral-question Knowledge, Reasoning
Observation Knowledge, skills
Self-report Affects
3. Balance

❖ Assessment methods should be able to assess all

domains of learning [cognitive, affective and

psychomotor] and hierarchy of objectives.

What is Bloom’s Taxonomy?
❖ Bloom’s Taxonomy is a classification of different objectives and
skills that educators set for their students (learning objectives).
❖ Bloom’s taxonomy is a framework designed for educational
achievement in which each level depends on the one below it. It’s
often portrayed in the form of a pyramid.
4. Validity
❖ Assessment should accurately measure what it is intended to
measure.
❖ There are several types of validity that are to be established.
These are:
Content Validity Concurrent Validity Discriminant Validity

Face Validity Predictive Validity Construct Validity

Content Validity
❖ evaluates how well an instrument (like a test) covers all relevant
parts of the construct it aims to measure.
Face Validity
❖ Is about whether a test appears to measure what it’s supposed to
measure. This type of validity is concerned with whether a
measure seems relevant and appropriate for what it’s assessing
on the surface.
Concurrent Validity
❖ measures how a new test compares against a validated test, called
the criterion or “gold standard.” The tests should measure the same or
similar constructs, and allow you to validate new methods against
existing and accepted ones.
❖ It can also refer to the practice of concurrently testing two groups at
the same time, or asking two different groups of people to take the
same test.
Predictive Validity
❖ refers to the ability of a test or other measurement to predict a
future outcome. Here, an outcome can be a behavior,
performance, or even disease that occurs at some point in the
future.
Construct Validity
❖ Is a theoretical concept, theme, or idea based on empirical
observation. It’s a variable that’s usually not directly measurable.
❖ concerns the extent to which your test or measure accurately
assesses what it’s supposed to.
Discriminant Validity
❖ Discriminant validity is a subtype of construct validity.
❖ Discriminant validity specifically measures whether
constructs that theoretically should not be related to each
other are, in fact, unrelated.
❖ It indicates whether two tests that should not be highly
related to each other are indeed not related.
5. Reliability
❖ Assessment should show consistent and stable result.
❖ Reliability can be measured using:

Retest Method Equivalent test Kuder-Richardson

Split-half Test of Stability Cronbach’s alpha

6. Fairness
❖ Assessment should give equal opportunities for
every student.
❖ There should be no discrimination of any kind [racial,
age, gender, etc.]
7. Communication
❖ Assessment targets and standards should be
communicated to students through direct interaction or
regular ongoing feedback on their progress.

8. Positive consequences
❖ 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.
9. Authenticity
❖ Assessment should touch real-life situations and
should emphasize practicability.

10. Practicality and Efficiency

❖ assessment should save time, money, etc.
❖ It should be resourceful.
11. Assessment is a continuous process
❖ Assessment is an integral part of the teacher-learning
process, it should be dynamic, continuous, and efficient.

❖ It seeks the innovative capabilities of students and student

progress in learning.

12. Ethics
❖ Assessment should not be used to derogate the students.
❖ One example of this is the right to confidentiality.
Principles of Effective Classroom Assessment
 Principles of Effective Classroom Assessment

Objective:

A good classroom assessment plan gathers evidence of student

learning that informs teachers' instructional decisions. It
provides teachers with information about what students know and
can do. To plan effective instruction, teachers also need to know
what the student misunderstands and where the misconceptions lie.
 3 Principles of Effective Classroom Assessment

1. Assessment should promote learning

2. Assessment should call for a synthesis of information from several

sources

3. Classroom assessment should provide, fair, valid, and reliable

information
 Principles of Effective Classroom Assessment

1.Assessment should promote learning

This principle is based on the premise that the primary purpose of classroom assessment is
to “inform teaching and improve learning” This premise suggest that
assessment should be an ongoing process rather than a single event at the conclusion of
instruction. This approach acknowledges the important role of formative assessment in the
classroom. Formative assessment can be employed at the beginning of instruction to
determine student’s prior knowledge. This premise also suggest that, when assessment is
frequent and varied, teachers can learn a great deal about their students. Teachers can gain
an understanding of student’s existing belief and knowledge, and can identify incomplete
understandings, false beliefs, and naïve interpretations of concepts that may influence or
distort learning.
 Principles of Effective Classroom Assessment

2. Assessment should call for a synthesis of information from several

sources

This principle may be illustrated through a photographic analogy. A single assessment, such
as written test, is like a snapshot in that it provides a picture of student learning. While
snapshot is informative, it is generally incomplete since it portrays an individual at a single
moment in time within a particular context. It is inappropriate to use one-time snapshot of
student’s performance as the sole basis for drawing conclusion about how well a student has
achieved desired learning outcomes. Instead classroom assessment should enable us
(teachers) to construct a “photo album” containing a variety of pictures taken at different
times with different lenses, backgrounds, and compositions. The photo album reveals a
richer and more complete picture of each student than any single snapshot can provide.
 Principles of Effective Classroom Assessment

3. Classroom assessment should provide, fair, valid, and reliable

information

Validity has to do with whether an assessment measures what it was intended to measure.
This pertains to the test score as an indicator of the quality of the information obtained by
administering a test to a group of students. Validity is the extent to which the obtained
information from an assessment instrument (e.g., test ) or method (e.g., observation)
enables you (teacher) to accomplish the purpose for which the information was collected
(Anderson, 2003).
Reliability is the consistency of the information obtained from one or more assessments. If
the assessment yielded markedly different results with the same students (without
intervening variables such as extra instruction or practice time), one would question its
reliability.
 What is Assessment?
Assessment is the systematic basis for making
inferences about the learning and development of
students. It is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and
using information to increase students' learning and
development.
 Types of Assessment

Informal- ex. Coaching unplanned comments

Formal- ex. Planed exercise to show achievements,
journal, portfolio and test.
Formative- ex. Ongoing evaluation with feedback for future
learning
Summative- ex. Unit, final, proficiency exams “summary” to
assess what was learned.
 What are the three characteristics of
assessment?

Reliable assessment is accurate, consistent and repeatable.

Feasible assessment is practicable in terms of time, resources
and student numbers
Educational impact assessment results in learning what is
important and is authentic and worthwhile.