Learning Module I

 
Assessment in
Learning 1
 
Course Packet 04
 
Principles of High Quality
Assessment
 
 
 
 
Course Packet 04

Principles of High Quality Assessment Tools

 
Objectives

At the end of this episode, you are expected to:

a. match learning competencies with the most appropriate assessment tool and

b. analyze the principles / factors in developing high quality assessment tools.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of other learning

materials stored using the Google Drive. In the event that a commercial LMS will be made available by

the University, links shall be refreshed/updated and also be shared.)

Duration

(Specify the number of hours allotted for this course packet.)

· Topic 04: Principles of High Quality Assessment Tools = 3 hours

(2 hours self-directed learning with practical exercises

and 1 hour assessment)

Delivery Mode

On-line (Synchronous or Asynchronous)

Assessment with Rubrics (For Application)

 
Very Good Good Poor
(3) (2) (1)
Quality of Output (x2) Show strong Show competence / Show raw
competence / understanding competence /
comprehensive (provided quite a understanding
understanding number of valid (provided valid/
(provided suggestions) significant
substantial valid/ suggestions)
significant
suggestions)
Timeliness (x1) Submitted output Submitted output Submitted output
before the deadline on the deadline after the deadline
Major Components of the Learning Module

 Introduction

Welcome to another meaningful learning journey!

By now, you already have mastery of lesson objectives and their classification as to domain

and specific level. For this learning packet, you are going to be introduced to the nature and

principles of developing high quality assessment tools.

Preparing high quality assessment is a thorough process. There are many factors that need to

consider in order to develop quality assessment tools that will be used to achieve learning

objectives. Therefore, it is important that you know the guidelines and principles for making

high quality assessment tools.

With this, at the end of this learning episode, you will be required to: a. match learning

competencies with the most appropriate assessment tool and b. analyze factors / principles in

developing high quality assessment tools.

In order for you to hit the target, you will work your way through these steps:

1. take the review of the recent course packet

2. do the activity (Movie Title Throwback)

3. study the notes provided

4. complete the enrichment activity (matching learning objectives and assessment tools

5. wrap up through generalization

6. apply what you will learn (analysis of the qualities of high assessment tools)
Lesson Proper

· Review.

In the last learning episode, you were able to learn the different domains of learning

objectives with their specific levels that are arranged logically from simple to complex.

Mnemonics were also used for easy recall of the levels. As a sort of review, you are asked to

do the following task

A. Below are the levels of lesson objectives per domain. You need to arrange them from

simple to complex. (Note: use number to arrange them logically)

Cognitive Affective Psychomotor

____ comprehension ____ characterization _____ guided response

_____ evaluation _____ responding _____ mechanism

_____ synthesis _____ receiving _____ complex overt behavior

_____ knowledge ____ organization ____ origination

_____ application ____ valuing ____ adaptation

_____ synthesis ____ perception

____ set

A. Teacher Ingrid prepared the following tasks in her

literature class. Arrange the tasks using Bloom’s revised

model of domains of learning objectives.

1- Propose a new ending of the play “Wanted: A Chaperon

2- Identify the setting of the play

3- Arrange the episodes of the play in order

4- Choose one of the play’s characters as the best play actor and defend your choice

My Answer: ___ ___ ___ ___

· Activity.
Wow! It was amazing!. Good job!

With that, you are now prepared to move on to the next learning episode. In order for you to

do that, take this activity as springboard:

MOVIE TITLES THROWBACK

Your birth year tells the kind of movies and television shows you came from. However, there

were brilliant movies which you may not be familiar. Below are some good movies in the

past. You are going to match the phrases together to complete the movie titles .Write the letter

of the answer.

Column A (first phrase) Column B (last phrase)

____ 1. Ako Ang Huhusga a. Isang Gamu-gamo
____ 2. Maynila: b. Sa Kuko ng Liwanag
____ 3. Kung Marunong kang Magdasal c. Ngunit Kulang
____ 4. Hinukay Ko Na d. Paano Ka Ginawa
____ 5. Bata Bata e. Masamang Kaaway
____ 6. Kahit Butas ng Karayom f. Ang Libingan Mo!
____ 7. Tinimbang Ka g. Paano Kayo Ngayon
____ 8. Mabuting Kaibigan h. Ituro Itutumba Ko
____ 9. Minsa’y i. Kapag Puno na ang Salop
____ 10. Ganito Kami Noon j. Papasukin Ko
k. Umpisahan Mo Na

Wow! It is really amazing how you did great despite your limited orientation with them. Nice

job!

In the activity that you did, you were able to match the beginning and the last phrases of the

movie titles. In relation to assessment in learning, to match the beginning with the last means

aligning the learning objectives (beginning) with the most appropriate assessment tools (last).

Juxtaposing your assessment tools with your learning competencies means to objectively

align your curriculum practices. That is what “curriculum alignment” means.

Just before you learn how to match learning objectives and competencies, you must be able to

be familiarize first with basic principles in testing

 Brief Lesson.
In the previous lesson, you have learned the domains of lesson objectives. As presented in the

previous packet, lesson objectives serve as compass that detects the direction of assessment

tasks. You have learned the principle of “curriculum alignment”. Meaning, assessment tools

must be based on the lesson objectives / competencies. Making the teaching and learning

process valid and justifiable.

Moreover, in this section, you shall be cleared about the general principles of testing and of

high quality assessment.

General Principles of Testing

Ebel and Frisbie (1999), as cited by Garcia (2008) and Gabuyo (2012) identified five basic

principles of testing. The said principles guide teachers in preparing their assessment tools.

Future teacher like you must be guided with these principles in your future role as assessor of

student learning:

1. Measure all instructional objectives. When a teacher constructs test items to measure

the learning progress of the students, they should match all the learning objectives

posed during instruction. That is why the first step in constructing a test is for the

teacher to go back to the instructional objectives.

2. Cover all the learning tasks. The teachers should construct a test that contains a wide

range of sampling items. In this case, the teacher can describe the educational

outcomes or abilities that the resulting scores are representatives of the total

performance in the areas measured.

3. Use appropriate test items. The test items constructed must be appropriate to

measure learning outcomes.

4. Make test valid and reliable. The teacher must construct a test that is valid so that it

can measure what is supposed to measure form the students, The test is reliable

when the scores of the students remain the same or consistent when the teacher gives

the same test for the second time.

5. Use to improve learning. The test scores should be utilized by the teacher properly to

improve learning by discussing the skills or competencies on the items that have not

been learned or mastered by the learners.

After having cleared with the basic principles of testing, you are now leading to the

different type of assessment tools. Having a clear awareness and comprehensive

understanding of various assessment tool would help you to match with them your

lesson objectives.

Aside form the fact that learning objectives must be SMART, teachers should also

maintain the appropriateness of the assessment tool with respect to the learning

objectives. Below are some common assessment tools that are used particularly in

assessing cognitive and psychomotor domain of learning:

1. Objective Test. This kind of assessment tool requires learners to identify the

correct answer from a given set of options. Also, this kind of assessment asks

learners to supply word(s), phrase(s) to complete or answer the question/

statement. Thus, this tool would require student s to give one possible correct

answer. Examples: multiple choice, true or false, matching type, fill in the blank,

cloze type etc.

2. Subjective Test. In contrast to objective test, it permits students to provide

divergent answers which means there are no single predictable correct answer/

response. Likewise, students are expected to organize facts and generalizations

in this type of tool. To avoid subjectivity in checking outputs of the students in

this kind of tool, teachers usually rubrics. prepare Example: essay tests

3. Performance Assessment. Likewise, performance assessment can also include

students’ skills in designing and creating products. Asking the students to make

a research proposal (product) and deliver an argumentative speech

(performance) both demonstrate students’ skills. Thus, putting them in one

umbrella- performance-based tests. Moreover, the use of this kind of assessment

is accompanied with a pre-determined performance criteria and descriptive

indicators which are normally stipulated in the teachers’ standard rubrics.

4. Portfolio Assessment. This kind of tool assesses the collection of student outputs

made in accordance to a set of learning competencies. It usually evaluated with a

known identified standards (criteria) using rubrics. This, it allows students to

showcase their progress and accomplishment in a specific time period.

Other assessment tools that can also be utilized by teachers in assessment,

particularly on affective domain, include:

5. Observation Technique. This tool involves analysis of students’ mental and

emotional states. Through this tool, teachers are going to determine the presence

or observe of particular learning behavior in an actual classroom setting. Tis can

be done formally or informally.

6. Self-Report. This kind of assessment serves as a way to report students’ attitude,

feelings, motivation. It can be used to diagnose and evaluate the mental state of

the students before and after instruction. Likert-scale, sematic differential,

checklist are examples of formats that can be utilized as assessment tools.

7. Interview Technique. In this mode of assessment, teachers conduct conversation,

either formal or informal to report more in-depth information about students’

mental state including their emotions and attitude. Information that can be

collected from this mode of assessment could lead to teacher reflection of his/her

practices and plan for improvement.

8. Student Journals. Another tool to assess students’ emotional and menta state is

through student journaling. In this kind of tool, teachers can monitor how

students are learning and feeling. Difficulties, special concerns, problems and

obstacles of the students in learning can easily be assessed by reading their

journals. Example: diary entries

Assessment tools that are used in cognitive domain will be discussed in full details in

the next modules for this course. Furthermore, assessment tools for affective domain

will be learned in your next assessment in learning course.

Moving on, teachers as assessors of learning also need to consider qualities to

construct good assessment tools. These considerations are needed to be observed by

teachers since they are expected to develop quality instruction through quality

assessment tools. Below are essentials in preparing high quality assessment tools:

I. VALIDITY

This is considered the most familiar measure in developing quality tests. It

analyzes the degree to which the test measures what is intended to measure to the

students. It may attempt to determine whether the content covers what has been

taught. In educational assessment, to ensure that the test is valid as to content, test

must include all essential lessons being covered. One way to ensure this is to
prepare table of specification (TOS). (Lessons regarding TOS will be covered in

other learning module in this course)

There are factors affecting test validity, it includes:

-test itself (directions, syntax and vocabulary, difficulty of items, length of test, test

arrangement, patterns of answer)

- test administration and test scoring (cheating, inadequate time, subjective

scoring technique)

- student-factors (test anxiety, motivation, emotional state)

Teachers should be very mindful of the aforementioned factors since they lower

validity of test results when they not taken into consideration.

II. REALIBILITY

- It refers to the consistency of scores obtained by the same person when retested

using the same instrument. In short, a test that yields similar scores for a

person who took the same test is said to assess test reliability.

There are factors that affect test reliability:

a. Length of the tests- the longer the test, the higher its reliability. A longer test

provides more adequate sample of the content being tested.

b. test difficulty- Ideally, achievement tests should be constructed such that the

average score is 50% correct and the scores range from near zero to near

perfect. The bigger the spread of scores, the more reliable the measured

difference is likely to be. A test is reliable if the coefficient of correlation is less

than 0.85.

c. Objectivity. It can be obtained by eliminating the bias, opinions or judgment

of the person who corrects the tests.

There are different methods of reliability testing: test-retest; equivalent forms;

split-half and Kuder-Richardson formula 20 and 21 (lessons regarding them

will be explored in other learning module for this course)

III. SCORABILITY

- It pertains to how easy the test is to score. That means the scoring key must be

simple. To make the test easy to score, there is a need to provide answer sheets

and the answer key must be readily available.

IV. ADMINISTRABILITY
- It refers to how the test can be administered with ease, clarity and uniformity.

Thus, ensuring that there will be no other factors, including administrability of

the test could affect tests results, other than the knowledge and skills of the

students. To ensure quality of administration, tests should have clear and

concise instructions for the takers, proctors and checkers.

V. FAIRNESS

- This condition ensures that the test is free from any biases. Assessors should

consider equality and fairness, in terms of gender origin and culture, in

constructing test items. Furthermore, the test items, words and phrases should

offend any examinee.

VI. ADEQUACY

- It means that the tests should contain a wide range of samples of items to

determine the outcomes. It means that the whole test represent all the lessons

covered and reflect the total performance of the students.

VII. PRACTICALITY and EFFICIENCY

- As mentioned by Gabuyo, 2012, it refers to the teachers’ familiarity with the

methods used, time required for the assessment, complexity of the

administration, ease of scoring and interpretation and the materials used must

be at low cost.

VIII. COMPREHENSIVENESS

- The test is said to be comprehensively made if the test encompasses all aspects

of the lesson or subjects of the study being taught. In order to increase test

comprehensiveness, teachers need to prepare a blueprint in preparing test-

Table of Specification (TOS)

IX. SIMPLICITY

- The constructed tests are simple if the test can easily be understood including

its instructions and details of each item. Teachers should avoid using familiar

and appropriate words and student-friendly instructions to make the tests

simple.
 Enhancement Activity

After studying the general principles of testing, various assessment tools and considerations

to take in preparing high quality assessment tools. You are now ready for this activity.

A. Below are examples of learning competencies, match them with the most appropriate

tools. Justify your answer.

Leaning Competence Assessment Tool Brief Explanation

1. explain the effect technology to
humanity
2. carry out laboratory experiments
3. Show attitude of support in
conserving resources through reuse,
reduce and recycle
4. make a mock-up of a composite
volcano
5.identify parts of the human
endocrine system

 Generalization.
 
Yes, you made it! Great job!

By now, you are heading to the wrapping-up activity. As your closure task, you are going to

answer the question – “So What “.

SO WHAT?

What takeaways from this learning episode will be significant for you to
know four years from now? Why?

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 Application.

For the purpose of applying of you have learned particularly regarding the qualities of

high assessment tools, you are required to do this activity. Study the situation below and

be able to answer the questions that follow.

Inside the principal’s office while Ms. Francheska, the school principal, was
conducting a conference with Mr. Inigo, a teacher at the school.

As the school principal. I was alarmed by reports from students in your class, Mr.
Inigo. Reports of the students include:

Student 1: I really reviewed because I know that my History exams are low.
However, most of the questions in our exam, even some of our summative
examinations, were not taught by Sir. In the end, I still failed even though I studied
hard. I was also distracted by Sir’s noise when we took an exam while he was
talking on his telephone.

Student 2: We had an essay exam with Sir Inigo. I answered correctly and precisely
in my opinion. When our paper was returned to us, I only got 3 points. Maybe
because my essay is short. But, one of my classmates got ten but the only content of
his essay is the lyrics of the new song. It just seems unfair.

Student 3: It was easy to pass Sir Inigo’s class. You just have to do self-study. If only
I had been given more minutes, I would have finished the history exam. Even you
ask my other classmates, they would tell the same idea. If only we had been given
more time, we would have finished his 100-item exam. I just really regret it. Chance
to get back to my low grades in History.

Student 4: I made a mistake in my last test. I concentrated on 3 chapters because

that was where our discussion lasted. However, Sir just included 2 questions
regarding that. He included more questions from topics which we covered in a just
few minute . My strategy was wrong. Now I know what I will do next time.

After hearing all those comments, Teacher Inigo was ashamed of himself. He also
repeatedly admitted to the principal his shortcomings and mistakes. Lastly, He
promised to work hard to become effective assessor of student learning.
Question1: What glaring issue, as a teacher, Sir Franco is facing? Why?
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Question2. What advice can you give Teacher Inigo to enhance his competence as assessor
of learning?
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Course Packet Discussion Forum
 
Of the assessment tools discussed in this learning episode, which ones are the

quantitative techniques and which ones are the qualitative techniques. Present the

answer your visual graphic organizer.

Post-Assessment
Direction. Write the best answer of your choice on the space provided before the number in
each item.

_____1. When a teacher gave her/his class a 20- item test after a lesson on the Agreement of
Subject and Verb, she/he is undertaking:
a. Measurement c. Evaluation
b. Examination d. Assessment
_____2. Students are actively engaged in the assessment process, that is, they monitor their
own learning.
a. Assessment FOR Learning c. Assessment AS Learning
b. Assessment IN Learning d. Assessment OF Learning
_____3. It is making judgement about the quality of a student’s performance in class.
a. Measurement c. Evaluation
b. Assessment d. Analysis
_____4. What source of evaluative information that the teacher can get in the anecdotal and
behavioral comments from previous teachers?
a. Personal Contact c. Cumulative record
b. Observation d. Analysis
_____5. The following are functions of Measurement, Assessment and Evaluation EXCEPT:
a. Identification of Student’s strengths and weaknesses
b. Assessment of the effectiveness of a particular teaching strategy
c. Assign grades
d. Appraisal of the effectiveness of the curriculum
_____6. It is a short test usually given at the beginning or at the end of a discussion period.
a. Test c. Evaluation
b. Examination d. Quiz
_____7. This process quantifies what the students have learned.
a. Measurement c. Evaluation
b. Assessment d. Analysis
_____8. Mr. /Ms. Enriquez gave his/her class Math class a unit test.
This activity is considered:
a. Assessment FOR Learning c. Assessment AS Learning
b. Assessment OF Learning d. Assessment IN Learning
_____9. Ms./ Mr. Garcia assigned a grade to the score obtained by the students in the
periodical examination. She/ He is performing:
a. Evaluation c. Measurement
b. Assessment d. Analysis
_____10. This is an assessment by which teacher used in planning instructional delivery and
monitoring the progress of teaching and learning.
a. Analysis c. Conferences
b. Cumulative Record d. Testing
_____11. This assessment procedure determines the prerequisite skills, degree of mastery of

the course the best mode of learning.

a. Diagnostic c. Placement
 b. Formative d. Summative

_____12. Assessment format that measures knowledge and skills effectively and efficiently.

a. Complex-performance c. Typical performance

b. Fixed-choice d. Maximum performance
_____13. This nature of assessment determines what learners can do when
performing their best.
a. Complex-performance c. Typical performance
b. Fixed-choice d. Maximum performance
_____14. Which of the assessment procedure aims to identify the strengths and weakness of

students regarding the topics to be discussed?

a. Diagnostic c. Placement
b. Formative d. Summative
_____15. Which of the following describes criterion-referenced?
a. rank student’s score c. achievement test
b. national level d. teacher-made
_____16. Which of the following is under typical performance?

a. Interest c. Aptitude
b. Achievement d. Ability
_____17. Interpret test results by describing the relative position in some known group.
I. Criterion-referenced II. Norm-referenced
a. I only c. Either I or II
b. II only d. Neither I or II
_____18. Which of the following does NOT measure learner’s performance in contexts and on

problems?

a. Projects c. Multiple choice

b. Essays d. Oral presentation
_____19. What nature of assessment that determines what individuals will do under natural

conditions?

a. Complex-performance c. Typical performance

b. Fixed-choice d. Maximum performance
_____20. This procedure of assessment helps to determine the effectiveness of instruction and
if instructional objectives are achieved.
a. Diagnostic c. Placement
b. Formative d. Summative
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_____21. Teacher Franco administered test in his Literature class. At the end of the
session, students were able to attain 92% level of proficiency in determining tone, mode,
technique and purpose of the author. The said learning target is classified under
__________ domain of objective.

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a. Appetitive c. Affective
b. Cognitive d. Psychomotor
_____22. The following learning objective promotes higher order thinking skills EXCEPT
a. Evaluate how the elements that make up the reality and fantasy affect viewing habit.
b. Compare and contrast the contents of the materials viewed with outside sources of
information in terms of accessibility and effectiveness.
c. Identify types and features of a play synopsis
d. Compose a play review.
_____23. During the culminating activity, students had demonstrated politeness and courtesy when
delivering campaign speeches. This indicated that students had reached ___________ level of affective
domain.
a. Characterization c. Organization
b. Valuing d. Responding
_____24. Which level of cognition is developed when the students break down or distinguish parts of
materials so that its concepts may be clearly understood?
a. Synthesis c. Evaluation
b. Application d. Analysis
_____25. Arrange the following competencies from lowest to highest level based on Lori Anderson’s
model.
i. arrange significant events that transpired during World War II
ii. deduce from the recorded narratives of war veterans the effects of World War II
iii. create a diorama to highlight the significant role of Bataan during World War II
iv. assess the effectiveness of government initiatives in ensuring democracy
a. i, ii, iv, iii c. i, ii, iii, iv
b. ii, iii, i, iv d. ii, iii, iv, i
_____26. Domain of learning objective which includes development of coordination and physical
movement through the use of muscle-motor movements to imitation and automation of skills.
a. Affective c. Appetitive
b. Psychomotor d. Cognitive
_____27. Which of the following objectives is regarded as the highest in the hierarchy of Bloom’s model
of learning objectives?
a. Apply c. Analyze
b. Evaluate d. Create
_____28. A MAPEH teacher provides students with guide practice to ensure that students could perform
basic steps of Itik-Itik independently. This skill development can be categorized as ______.
a. Mechanism c. Complex Overt Behaviour
b. Guided response d. Set
_____29. This level of affective domain refers to the students’ highest level of internalization which is
manifested by their capacity to practice and act the values / beliefs in their lives consistently.
a. Characterization c. Adaptation
b. Valuing d. Receiving

_____30. During test item analysis, Ms. Ingrid determined that simplifying radical expressions using the
laws of radicals was the least mastered skill during the recently administered in her class. Therefore,
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students were not able to _______ the concept of the lesson.
a. analyze c. apply
b. evaluate d. synthesize

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_____31. Teacher Jennie religiously examines the results of examination in her class through the
computed level of proficiency and class level. This practices facilitate her to-
a. make educational decision for remediation, follow ups etc.
b. match the test to instructional objectives
c. use the most appropriate test types and formats.
d. ensure that reliability of the test.
_____32. In his Arts class, Teacher MJ required his students to collect their outputs in photography. With
this, he could easily assess the progress of his students through their own captured photos. Which of the
following assessment tools did Teacher MJ utilize?
a. Subjective test c. Performance assessment
b. Portfolio assessment d. Student Self-Report
_____33. For authentic assessment, Teacher Russel requires his students to keep daily diary entries of
their experiences and feelings while learning in his class. In that way, he can evaluate how his students
are feeling while learning. Which of the following best describes his assessment tool?
a. Journal c. Portfolio
b. Checklist d. Informal interview
_____34. In the test preparation, Teacher Benedick checks all the items by ensuring that words and
phrases are gender-sensitive and will not offend any student in his class. His practice demonstrates
__________ characteristics of a good test.
a. practicality c. fairness
b. adequacy d. objectivity
_____35. In preparing a standardized quarter examination, Teacher Sandee ensures that her test would
have consistent result when administered to the same set of students in different time frame. Thus, she
employed Test-Retest method to ensure test _________.
a. adequacy c. validity
b. reliability d. efficiency
_____36. In the principles of preparing high quality assessment tools, the test is considered ________, if its
measures what it intends to measure. Therefore, contents must cover the lessons taught.
a. reliable c. valid
b. administrable d. fair
_____37. Teacher Gabriel ensures that every time he prepares tests, he makes sure that tests are made
clear, concise and simple. Thus, his practice promotes ___________ characteristics of a good test.
a. reliability c. objectivity
b. economy d. administrability

_____38. Multiple choice, true-or-false, matching and cloze-type formats are classified as _______ kind of
assessment tools.
a. Achievement test c. Objective test
b. Subjective test d. Performance test
_____39. Teacher Claire prepares Table of Specification as blueprint of her summative test. She does it to
ensure that all aspects of the topics that were tackled in her class are covered in her test. Thus, she
ensures _______________ of her test.
a. practicality c. scorability
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b. reliability d. comprehensiveness

_____40. In administering her test, Teacher Zea utilizes answer sheets to her students. Furthermore, she is
fond of using objective tests in her class where there is single best answer in each test item. Lastly, she

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prepares clear scoring key in every test she is preparing. Her practices promote test _________ .
a. scorability c. reliability
b. administrability d. practicality