PRINCIPLES of High Quality Assessment

1. Clarity of Learning Targets

 Cognitive targets
 Skills, competencies and abilities
targets
 Products, outputs and projects
targets
2. Appropriateness of
PRINCIPLES of High Quality Assessment

3. Validity
4. Reliability
5. Fairness
6. Positive
Consequences
7. Practicality and
1. Clarity of Learning Targets
 Learning targets involve
knowledge, reasoning, skills,
products and effects.

 Learning targets need to be stated

in behavioural terms or denotes
something which can be observed.
1.1. COGNITIVE Targets

 Benjamin Bloom (1956),

an educator, proposed a
hierarchy of Educational
Objectives at the
cognitive level.
Revised Bloom’s Taxonomy
 Revised Bloom’s Taxonomy (in verb form)
 Remember – exhibits memory of previously
learned materials by recalling facts, terms,
basic concepts, and answers.

 Understand – demonstrates understanding

of facts and ideas by organizing,
comparing, translating, interpreting,
describing, and stating main ideas.
 Revised Bloom’s Taxonomy (in verb form)
 Apply – use information or a skill in a new
situation. Verbs for this level are: apply,
calculate, classify, complete, compute,
demonstrate, dramatize, illustrate, etc.

 Analyze – break the material into its

constituent parts and determine how the
parts relate to one another or to an overall
structure or purpose.
 Revised Bloom’s Taxonomy (in verb form)
 Evaluate – make judgment based on
criteria and standards. Learning outcome
verbs include: appraise, argue, assess,
compare, conclude, criticize, determine,
discriminate, justify, grade, etc.

 Create – put elements together to form a

new coherent or functional whole;
reorganize elements into a new pattern.
1.2. SKILLS, COMPETENCIES & ABILITIES Targets
 SKILLS refer to specific activities or
tasks that a student can proficiently do.
 Skills can be clustered together to form
specific competencies.
 It is important to recognize a student’s
ability in order that the program of study
can be so designed as to optimize
his/her innate abilities.
1.2. SKILLS, COMPETENCIES & ABILITIES Targets

 ABILITIES can be categorized into:

 cognitive
 psychomotor
 affective abilities.
1.3. PRODUCTS, OUPUTS & PROJECTS Targets
 Products, outputs and project are
tangible and concrete evidence of a
student’s ability.
 A clear target for products and projects
need to clearly specify the level of
workmanship of such project.
 Example: expert level, skill level or
novice level outputs.
PRINCIPLES of High Quality Assessment

1. Clarity of Learning Targets

 Cognitive targets
 Skills, competencies and abilities
targets
 Products, outputs and projects
targets
2. Appropriateness of
PRINCIPLES of High Quality Assessment

3. Validity
4. Reliability
5. Fairness
6. Positive
Consequences
7. Practicality and