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HIGH QUALITY
ASSESSMENT
COMPONENTS
-CLEAR PURPOSE
-CLEAR AND
APPROPRIATE TARGETS
-APPROPRIATE
METHODS
-ADEQUATE SAMPLING
-OBJECTIVITY
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1. CLEAR PURPOSE
It is to provide actionable information to inform
curriculum and instruction decisions and allows for a
real-time change of course to meet students needs.
CLEAR PURPOSE
● It is not all about giving grade to students and
educators.
● Vet and design relevant
● Approach resulting data with the spirit of flexibility
and adjustment of strategies.

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 ce p t
con
Big
-Much attention is placed
on how schools and
districts use data from
various assessment
systems
-Individual students will
have different kinds of
benefits.

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Have you ever tried
answering a test without
having any idea of the topic?
-RELEVANT -SECOND CHANCE
-ELIMINATES ANXIETY -IT IS NOT ONE-TIME
-MAINTAIN STRONG EXAM
STUDENT-TEACHER -FREQUENT
RELATIONSHIP -FORMATIVE
-OPPORTUNITY TO
LEARN (MISTAKES)
-SHOW GROWTH

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 Clear and
Appropriate Targets
learning targets
are short term Why should learning targets be
goals or clear and appropriate?

statements to ensure that students learn and know what

they are supposed to learn during the lesson
because without a clear learning target,
students are left guessing what they are
expected to learn and what their teacher
will accept as evidence of success.

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 Defining Learning
Targets
The metaphor that Connie Moss and Susan Brookhart use to
describe learning targets in their Educational Leadership article,
“What Students Need to Learn,” is that of a global positioning
system (GPS). Much like a GPS communicates timely information
about where you are, how far and how long until your destination,
and what to do when you make a wrong turn, a learning target
provides a precise description of the learning destination.

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-Learning targets describe in student-friendly language the learning to occur in the
day’s lesson. Learning targets are written from the students’ point of view and
represent what both the teacher and the students are aiming for during the lesson.

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The Design and Communication of
Learning Targets
Determine
Write student
what is
learning
essential for
targets
the lesson.

Define the Identify “Students can hit any target that

level of rigor criteria for they know about and that stands
for the lesson. success still for them.”
-Rick Stiggins
Plan a Share the
performance of learning
understanding target

Promote
student
reflection
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Appropriate Methods
● Appropriateness of
assessment determines if an
assessment tool is suitable
for the type of topic used as
learning target

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Terms
Performance based
OBJECTIVE SUPPLY
Most subjective assessment items are
learning
supply items, and some It is an approach to teaching and
objective assessment items are supply learning that emphasizes students
items. The term objective being able to do, or perform,
describes test items that specific skills as a result of
are more factual and have short, instruction.
unambiguous, right or wrong
answers.

Observation
the action or process
of observing something
Essay Oral Question or someone carefully
An analytic or interpretive or in order to gain
This method involves the
literary composition information.
teacher probing students
usually dealing with its
to think about what
subject
they know regarding a topic.
from a limited or personal point
of view

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Adequate Sampling
Sampling for the Assessment of Student Learning Outcomes
Census vs.
Sampling
Census it is assessing Sampling is a portion of the
the entire population and best population, and it is best used by
used by small programs   large programs where assessing
all the students is not feasible.  

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 Sampling Procedures
1. Decide whether you will use a sample or the
whole population.
2. Choose an appropriate sample size based on
percentage, artifact size complexity and faculty panels.
3. Choose an appropriate sampling
method.

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Determining Sample Size
Whether or not to sample and the size of the sample depend on
three factors:

1. The number of students enrolled in the

program.

2. The length and complexity of the artifacts.

3. The number of faculty members serving on

the faculty panel (the artifact evaluators).

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Sample size can be
based on:
Percentage
Length and complexity of the
artifact
The size of the faculty panel or
evaluation committee

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Common Types of Sampling

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OBJECTIVITY

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Objective Assessment is a way of examining in which
questions asked has a single correct answer.

Objective question types include:

TRUE OR FALSE
MULTIPLE CHOICE
MATCHING TYPE

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Objective Assessment is a way of
examining in which questions asked
has a single correct answer
What Is The Purpose OF Objective Assessment

The purpose of Objective Assessment by providing the

platform to students to evaluate their progress by taking
multiple tests.

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“ To comprehend, Objective
Assessment is a more
comprehensive evaluation of
the student learning
outcomes from basic recall
to application, analysis and
evaluation.
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THANK YOU FOR
LISTENING!

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