Assessment 2 Chapter 1 Principles and Concepts

Assessment of Student’s
Learning
Adriano V. Patac, Jr.
Before we engage in assessment
a. Know why the assessment is being made (the
purpose)
b. What information is being needed to make the
decision (basis)
c. When the information is needed (timing)
d. How the information is best collected (the method)
Definition
Assessment usually refers to the full range of information
gathered and synthesized by teachers about their students and
their classrooms. Information can be gathered on students in
informal ways such as through observation and verbal exchange.
It can also be gathered through formal means such as
homework, tests, and written reports (Arends, 2010 p.217).
Definition
Assessment is the process of gathering
information to make informed decisions
(Anderson, 2003 p. xi).
Classroom Assessment should
1. Promote learning
2. Use multiple Sources of Information
3. Provide, fair, valid, objective, and reliable information
(Ferrara and Mctighe, 1994)
Promote Learning
The primary purpose of classroom assessment is to
inform teaching and improve learning, not to sort and
select students or to justify a grade (Mitchell and Neill,
1992; Ferrara and McTighe, 1994)
Use multiple sources of information
Classroom contexts offers an advantage over large-scale assessment in
that it allows teachers to take frequent samplings of student learning
using an array of methods.
Sources of informations
1. Existing Information
Examples:
a. health information (e.g., immunizations, handicapping
conditions, chronic diseases)
b. Written comments made by teachers;
c. Disciplinary referrals;
d. arrest records;
e. participation in extracurricular activities.
2. Naturalistic Observation
McMillan(1997) linked facial expressions, body language, and vocal
cues with the message they convey.
From McMillan (1997)
Message Facial Expressions Body Language Vocal Cues
Confident Relaxed; Direct eye Sitting up straight; Fluent; few pauses;
contact hands waving; forward variety in tone; loud
position in seat
Happy Smiling; Smirking; Relaxed; head nodding; Animated; fast; loud
eyebrows natural leaning forward
Interested Direct Eye contact; Leaning forward; Higher pitched; fast
eyebrows uplifted nodding; raised hand
or finger
Angry Eyebrows lowered and Fidgety; hands Loud or quite;
drawn together; teeth clenched; head down animated
clenched
Bored Looking around; Slumped Posture; Soft; monotone; flat
relaxed Hands to face
Message Facial Expressions Body Language Vocal Cues
Defensive Downcast eyes; eyes Arms and legs crossed; Loud; animated
squinted leaning away; head on
hands
Frustrated Eyebrows together; Tapping; picking; placing Pauses; Low pitch
downcast eyes; eyes fingers or hands on each
squinting side of head
Nervous Eyebrows lowered Rigid; Tapping; picking Pauses; repetition; shaky;
soft; quiet; fast
Not understanding Frowning; biting lower lip; Leaning back; arms Slow; pauses; low pitch;
eyes squinting; looking crossed; head tilted back; monotone; quiet; soft
away hand on forehead;
scratching chin; leaning
head on hands
3. Assessment Tasks
Quality of Information: Validity, Reliability,
Objectivity, and Fairness
Validity is the extent to which the information obtained
from an assessment instrument (e.g., Test) or method
(e.g., observation) enables you to accomplish the
purpose for which the information was collected.
• A teacher wants to decide on the grade to be assigned to a
student. Let us assume that we are assigning a grade based
on a student’s performance on a single test. Let us further
assume that the test represents a unit of material that
requires about 3 weeks to complete. Finally, let us assume
that we want the grade to reflect how well the student has
achieved the stated unit objectives.
Suppose that the test in mathematics Grade 7 consist of a
single item, that is,
If 0.2𝑥 + 7.2 = 12, what is the value of 𝑥?
Further, suppose that the major objective of the unit was for
students to learn to solve for unknowns in number sentences
and that all but 10% of time devoted to the unit focussed on
learning to solve for unknowns in number sentences. Finally,
suppose the grading was pass, or fail. That is, if the student
arrives at the right (regardless of many other students got the
item right) , answer (i.e., x = 24) he or she is assigned a grade
of pass. Otherwise, a grade of fail is assigned.
If the teacher will use the test results to
make inferences about student’s
achievement on unit objectives, what issue/s
the test result provide?
Suppose that the test in mathematics Grade 7 consist of a single item,
that is,
Further, suppose that the major objective of the unit was for students
to learn to solve for unknowns in number sentences (Content Validity)
and that all but 10% of time devoted to the unit focussed on learning
to solve for unknowns in number sentences (instructional validity) .
Finally, suppose the grading was pass, or fail. That is, if the student
arrives at the right , answer (i.e., x = 24) he or she is assigned a grade of
pass (regardless of many other students got the item right). Otherwise,
a grade of fail is assigned.
1. We want to make sure that the items on the test
(i.e., the assessment tasks) are directly related to the
unit objective. This is frequently termed content
validity.
2. We want to make sure that the proportions of the
items related to the various objectives correspond with
the emphasis given to those objectives in the unit. This
is frequently termed instructional validity.
Content Validity
Stage 1 Stage 2 Stage 3

Instructional Objectives Instructional Activities Test
Three-stage classroom measurement model (Kobiszyn and Borich, 2003)

3. We want to assign the grade based on how well the
students have mastered the objectives, not based on
how well they perform relative to other students. In
common parlance, we want to make a criterion-
referenced, not a norm-referenced decision.
Reliability
Reliability is the consistency of the information
obtained from one or more assessments.
Suppose that the test in mathematics Grade 7 consist of a
single item, that is,
Further, suppose that the major objective of the unit was for
students to learn to solve for unknowns in number sentences
and that all but 10% of time devoted to the unit focussed on
learning to solve for unknowns in number sentences. Finally,
suppose the grading was pass, or fail. That is, if the student
arrives at the right , answer (i.e., x = 24) he or she is assigned a
grade of pass. Otherwise, a grade of fail is assigned.
• Yet where does a single-item test stand in terms
of reliability?
• How much confidence would you place in the
results of a single-item test?
Objectivity
Objectivity means that the scores assigned by different

people to students’ responses to items included on a
quiz, summative test, homework assignment, and so on
are identical or, at the very least similar.
Fairness
Fairness in the classroom refers to giving all students an
equal chance to show what they know and can do.
Fairness is compromised when teachers assess
something that hasn’t been taught or use assessment
methods that are incongruent with instruction.
Ethics in Assessment
1. Strive to obtain information that is highly valid, reliable, and
objective before making important decisions that affect students.
2. Recognize limitations inherent in making decisions based on
information obtained from assessments.
3. Do not use information obtained from assessments to demean or
ridicule students.
4. Do not disclose assessment information about students unless
disclosure serves a compelling professional purpose or is required
by law.
(Anderson, 1994)
Issues in Assessment
1. PREPARING STUDENTS IN ASSESSMENT
Guidelines for preparing students for Formal Assessment
a. Announce the assessment in advance and inform students of the
purpose, structure, format, and content of the assessment
instrument or procedure .
b. Approach the assessment positively, yet honestly.
c. Remind students to pay attention to the directions and follow
directions exactly.
d. Tell students to pace themselves so they complete the entire
assessment.
e. Tell students to skip over items if they do not know
the answer and come back to them later, time
permitting. If they do get back to those items, tell them
to make educated guess for as many times as possible
in the time remaining.
f. For essay tests, tell students to plan and organize their essays before
writing them.
g. Tell students to be in good physical and mental condition for the
assessment (e.g., to get a good night’s sleep, to eat a good breakfast).
If it is a high-stakes assessment, send a note home reminding
parents/guardians about the upcoming assessment.
(Kubiszyn and Borich, 2013)
STANDARDIZATION
Standardization simply means that the SAME set of assessment tasks is

given to all students in the SAME order under the SAME assessment
conditions.
Practical Reasons for Standardization
1. Only one instrument needs to be prepared. This saves time in the
front end of the assessment process.
2. Standardization permits large-group administration of instruments.
This saves time in the back end of the assessment process.
Possible student Accommodation
1. Provide extra time for the assessment.
2. Change the setting of the assessment to cut down on distractions.
3. Make assessment “open book” , including notes.
4. Read directions orally and give students ample opportunity to ask
questions.
5. Read questions to students.
6. Use a special edition of the assessment (e.g.. Large print, audio tapes)
7. Give examples on how to respond to the tasks.
8. Permits students to respond orally, audiotaping their responses.
Accommodation Classification
a. Accommodations 1 to 3 address the ADMINISTRATIVE CONDITIONS
b. Accommodations 4 to 6 address PRESENTATION OF THE TASKS
c. Accommodation 7 to 8 address RESPONSES TO THE TASKS
Accommodation Classification
1. Auditory difficulties (Accommodation 6)
2. Visual difficulties (Accommodation 4,5,6,and 8)
3. Time constraint difficulties (Accommodation 1)
4. Behavioral/anxiety difficulties (Accommodation 2,4, and 7)
5. Memory difficulties (Accommodation 3)
• End

Assessment 2 Chapter 1 Principles and Concepts

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Assessment 2 Chapter 1 Principles and Concepts

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Assessment of Student’s

Stage 1 Stage 2 Stage 3

Three-stage classroom measurement model (Kobiszyn and Borich, 2003)

Objectivity means that the scores assigned by different

Standardization simply means that the SAME set of assessment tasks is

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