High Quality Assessment in

Retrospect
1. Purposes
2. Targets
3. Methods
4. Sampling
5. Accuracy
Authentic
Assessment
is a form of assessment in which
students are asked to perform real-
world tasks that demonstrate
meaningful application of essential
knowledge and skills.

We use authentic assessment when we want

students to be able to use the acquired
knowledge and skills in the real world
(Amalia, 2012)
 High quality
assessment
it provides a result that demonstrate and
improve targeted students learning.

High-quality assessments are balanced to provide instructors with ongoing feedback about
student progress. In particular, data gathered from assessment given throughout the
learning process give educators the information they need to adjust their instruction.
Assessment, then, isn’t the final word; rather it should be a part of an ongoing
conversation that helps all students get exactly what they need to meet learning standards
(Trach, E. 2018).
Purposes
Assessment for Learning
Assessment as Learning
Assessment of Learning
Assessment for Learning (formative)

The purpose of formative assessment is to

provide students with feedback on how they
are going. The aim is to help improve their
performance and make their next piece of
assessed work better.
Assessment as Learning

This process helps students to take more

responsibility for their own learning and
monitoring future direction.
Assessment of Learning (summative)

The purpose of this kind of assessment is

usually summative and most done at the end
of an element of learning, such as the end of
module, mid semester or end of the semester.
Targets
Learning Target
• A clear description of what students
know and able to do
• It is an outcome that the teacher wants
his/her students to attain or acquire from
his/her teaching.
• This involves knowledge, reasoning,
skills, product and affect.
• It needs to be stated in behavioral terms
or term which denotes something which
can be observed through the behavior of
the students
Five Learning Target
(Stiggins and Conklin,
1992)

1. Knowledge learning target

 It is the facts and concepts we want
students to know, either rote learned or
retrieved using reference materials.

2. Reasoning learning target

 The ability of students to use their
knowledge to reason and solve
problems.
Five Learning Target
(Stiggins and Conklin,
1992)

3. Skill learning target

 The ability of the students to create
achievement-related skills like
conducting experiments, playing
basketball and operating computers.

4. Product learning target

 The ability of students to demonstrate
achievement-related products such as
written report, video presentation and art
product.
Five Learning Target
(Stiggins and Conklin,
1992)

5. Affective learning target

 The attainment of affective traits such as
attitudes, values, interests, and self
efficacy.
Targets
Cognitive Target

Benjamin Bloom (1954) proposed a

hierarchy of educational objectives at the
cognitive level:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Methods
• Written-response instruments
• Product rating scales
• Performance test – performance
checklist
• Oral questioning
• Observation and Self-reports
 • Simple random
Sampling sampling
• Systematic sampling
• Stratified sampling
• Cluster sampling
Accuracy

Validity and Reliability

The best teachers are those who show you where to look –
but don’t tell you what to see.
-Alexandra K. Trenfor