 At the end of the lecture, the students with 90% accuracy can:

1. identify principles of high quality assessments

2. Differentiate validity from reliability
3. Create a sample test with sense of responsibility towards the learners
 PRINCIPLES OF HIGH QUALITY
CLASSROOM ASSESSMENTS
 High Quality classroom assessment – takes the massive quantities of
performance data and translate these into meaningful and actionable reports
that pinpoint current student progress, predict future achievement, and
inform instruction.
 Are balanced assessment to provide educators with on-going feedback about
learners’ progress.
Principle 1: Clarity and Appropriateness of
Learning Targets
 Learning Targets should be clearly stated, specific, and center on what is
truly important.

Learning Targets (Me Milan, 2007; Stiggis, 2007)

Knowledge Student mastery of substantive subject matter

Student ability to use knowledge to reason and solve

Reasoning problems

Skills Student ability to demostrate achievemet-related skills

Products Student ability to create achievement-related products

Students attainment of affective states such as

Affective/Dispositon attitudes, values, interests and self-efficacy.
Principle 2: Appropriateness of Methods

 Learning Targets are measured by appropriate assessment methods.

Assessment Methods
Objective Objective Performance- Oral Exam- Observatio
Supply Selection Essay based based n Self-report
--short --multiple -- --presentation --oral exam --informal --attitude
answer choice restricted --papers --conferences --formal --survey
--completion --matching response --projects --interviews --sociometric
test type --extended --athletics --devices
--true/false response --demonstration --questionnaires
--exhibitions --inventories
--portfolios
Learning Targets and their appropriate
assessment methods

Assessment Methods
Targets
Performance- oral
Objective Essay observation Self-report
based questioning
Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2

Skills 1 3 5 2 5 3

Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Modes of Assessment
Modes of Assessment
Mode Description Examples Advantages Disadvantages

Scoring is objective Preparation of

The paper and pencil test
standardized and administration is easy the instrument is
used in assessing
Traditional teacher-made because students can time consuming
knowledge and thinking
tests take the test at the prone to guessing
skills
same time and cheating
Preparation of the
instrument is
A mode of assessment practical test relatively easy. Scoring tends to
that requires actual be subjective
Performance demonstration of skills or oral and aural Measures behavior without rubrics
creation of products of that cannot be administration is
learning test projects deceived as they are time-consuming
demonstrated and
observed
A process of gathering working portfolios Development is
measures students’
multiple indications of time consuming.
growth and
students' progress to show portfolios
Portfolio development
support course goals in Rating tends to
dynamic, ongoing and documentary be subjective
intelligence fair
collaborative process portfolios without rubrics.
Principle 3: Balance

 A balanced assessment sets targets in all domains of learning (cognitive,

affective, and psychomotor or domains of intelligence i.e. verbal-linguistic,
logical-mathematical, bodily kinesthetic, visual-spatial, musical-rhythmic,
intrapersonal-social, intrapersonal, introspection, physical world-natural,
existential-spiritual).

 A balanced assessment makes use of both traditional and alternative

assessments.
Principle 4: Validity
 Validity – is the degree to which the assessment instrument measures what it
intends to measure. It also refers to the usefulness of the instrument for a
given purpose. It is the most important criterion of a good assessment
instrument.

WAYS IN ESTABLISHING VALIDITY

1. Face Validity – is done by examining the physical appearance of the instrument
to make it readable and understandable.
2. Content Validity – is done through a careful and critical examination of the
objectives of the assessment to reflect the curricular objectives.
3. Criterion-related validity – is established statistically such that a set of scores
revealed by the measuring instrument is correlated with the scores obtained in
another external predictor or measure. It is either concurrent or predictive.
  a. concurrent – describes the present status of the individual by correlating
the sets of scores obtained from two measures given at a close interval.
 b. predictive validity – describes the future performance of an individual by
correlating the sets of scores obtained from two measures given at a longer
time interval

 4. Construct Validity – is established statistically by comparing psychological

traits or factors that theoretically influence scores in a test.

 a. Convergent validity – is established if the instrument defines another similar

trait other than what it intended to measure. Example is that critical test may
be correlated with creative thinking test.
 b. Divergent validity – is established if n instrument can describe only the trait
and not the other traits. Example is that critical thinking test amy not be
correlated with reading comprehension test principle.
Principle 5: Reliability

 Reliability refers to the consistency of scores obtained by the same person

when retested using the same or equivalent instrument
Principle 6: Fairness

 A fair assessment provides al students with an equal opportunity to

demonstrate achievement. The key to fairness are as follows:
 Students have knowledge of learning targets and assessment.
 Students are given equal opportunity to learn.
 Students possess the pre-requisite knowledge and skills.
 Students are free from teacher stereotypes.
 Students are free from biased assessment tasks and procedures.
Principle 7: Practicality and Efficiency

 When assessing learning, the information obtained should be worth the

resources and time required to obtain it.

The factors to consider are as follows:

• Teacher Familiarity with the Method
• Time required
• Complexity of the Administration
• Ease of Scoring
• Cost
 Teacher familiarity with the method- the teacher should know the strengths
and weaknessess of the method and how to use it.
 Time required- Time includes construction and use of the instrument and the
interpretation of results.
 Complexity of the administration. Directions and procedures for
administrations are dear and that little time and effort is needed.
 Ease of scoring. Use scoring procedures appropriate to a method and
purpose. The easier the procedure, the more reliable the assessment is.
 Cost. Other things being equal, the less expense used to gather information,
the better.
Principle 8: Continuity

 Assessment takes place in all place in all phases of instruction. It could be done
before, during and after instruction.

Activities Occurring to Prior Instruction

• Understanding students’ cultural backgrounds, interest, skills, and abilities as they apply
across range of learning domains and/or subject areas
• Understanding students’ motivations and their interest in specific class content
• Clarifying and articulating the performance outcomes expected for pupils
• Planning instruction for individuals or groups of students
Activities Occurring During Instruction
• Monitoring pupil progress toward instructional goals
• Identifying gains and difficulties pupils are experiencing in learning and performing
• Adjusting instruction
• Giving contingent, specific; and credible praise and feedback
• Motivating students to learn
• Judging the extent of pupils attainment of instructional outcomes

Activities Occurring after the Appropriate Instructional Segment (e.g. lesson, class, semester, grade)
• Describing the extent to which each student had attained both short - and long – term instructional goals
• Communicating strengths and weaknesses based on assessment results to students, and parents or guardians
• Recording and reporting assessment results for school-level analysis, evaluation, and decision –making
• Analyzing assessment information gathered before and during instruction to understand each student’s
progress to date and to inform future instructional planning
• Evaluating the effectiveness of instruction
• Evaluating the effectiveness of the curriculum and materials in use
Principle 9: Authenticity

 Features of Authentic Assessment ( Burke, 1999)

• Meaningful performance task
• Clear standards and public criteria
• Quality products and performance
• Positive interaction between the assesse and assessor
• Emphasis on meta-cognition and self-evaluation
• Learning that transfers
 Criteria of Authentic Achievement ( Burke, 1999)
1. Disciplined Inquiry – requires in-depth understanding of the problem and a move
beyond knowledge produced by others to a formulation of new ideas.
2. Integration of knowledge – considers things as a whole rather than fragments of
knowledge.
3. Value Beyond Evaluation – what students do have some value beyond the classroom
Principle 10: Communication

• Assessment targets and standards should be communicated.

• Assessment results should be communicated to students through direct
interaction or regular on going feedback on their progress.
Principle 11: Positive Consequences

 Assessment should have a positive consequence to students; that is, it should

motivate them to learn.
 Assessment should have a positive consequence to teachers; that is, it should
help them improve the effectiveness of their instruction
Principle 12: Ethics

 Teachers should free the students from harmful consequences of misuse or overuse
of various assessment procedures such as embarrassing students and violating
students’ right to confidentiality.
 Teachers should be guided by laws and policies that affect their classroom
administrators and teachers should understand that it is inappropriate to use
standardized student achievement to measure teaching effectiveness.