PRINCIPLES OF HIGH QUALITY ASSESSMENT

I. Expected Learning Outcomes

1. Produce high caliber learning outcomes

2. Determine what particular kind of test is appropriate in a given situation or
purpose of the teacher.
3. Reflect on the properties of measuring instrument

II. Discussion Entries

A. Teacher’s Input

The Outcomes of Assessment Phases in the Instructional Cycle

(PP. 32 of the reference text)
Institutional
mission Program Goals
Subject
Objectives

desired learning
Outcomes
Summative
assessment of
outcomes

Daignostic Assessement
Mastery
Learning

Deciding on Lesson
Focus
Review/Reteach

Supporting Student
Formative Assessment Activities
Outcomes

Principles of high quality assessment in the outcome-based education

A. Clarity of learning outcomes

 Educational programs should have clear statement of objectives aligned to the

mission and core values of the institution.
 Expected learning outcomes should be formulated based on the clear objectives of
the subject or course following the three domains of educational activities.
 The design of all assessment activities should be observable, measurable,
demonstrable and verifiable.

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 Assessment concentrates not only to the outcomes but rather to the real life
activities and experiences of the students taking into accounts the process along the
way.
 The skills, competencies and abilities of the students should be considered in
formulating learning outcomes and designing a lesson.
 Outcome for products, output, and projects need to be clearly specified the level of
workmanship as expert level, skilled level or novice level output by a rubric or by
comparing to a prototype projects collected for the long years of experience in
teaching.

B. Appropriateness of Assessment Instruments

1. Written Response Instruments

 Objective tests – appropriate for assessing the various levels of hierarchy of

educational objectives. This is a test that yields similar results no matter who scores
it.

- Multiple choice use to test the HOTS

- True or false use to test the knowledge and comprehension of the students
- Matching type use to test the ability to classify
- Short answer test use to test knowledge
- Analogy type use to test the ability of the students to pair relationships
 Essays – best to use if properly planned to measure the skills in application analysis,
synthesis, and judgment or the higher cognitive level. This can be adopted in all
subjects.
 Checklists best to use to determine the presence or absence of behavior of a
learner.
 Examinations –best to use to measure the summative understanding of the learner
 Written works/work samples (e. g. journals, reaction papers, reflections, research
projects , portfolios and other creative works) best to use develop the ability of the
students in quality paper works, perseverance, and industry.

2. Product Rating Scales

 Products which are frequently rated in education

- Book reports
- Maps
- Charts
- Diagrams
- Portfolios
- Essays
- Journals
- Other creative works of all sorts

Rating of product is appropriate if you want to determine the

creativity/industry/level of workmanship and achievements of the students.

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 To develop a rating scale for the various products in education, the teacher
must possess prototype products over his/her years of experience or by using rubric.

3. Performance Test
Performance test or performance checklist is appropriate if the teacher wants to
measure whether or not an individual behaves in a certain way when asked to accomplish a
particular or certain task.

Performance checklist – is a list of behavior that makes up a certain type of performance

(e.g. using a telescope, typing a letter, solving mathematics problem etc.)

Example of performance checklist in solving a mathematics problem. (on the text book
page 25)

Behavior:

1. Identifies the given information ________.

2. Identifies what is being asked _________.
3. Uses variables to replace the unknown ____.
4. Formulates the equation ______.
5. Performs algebraic equation ______.
6. Obtains an answer _____.
7. Checks if the answer makes sense_____.

4. Oral Questioning (Socratic Method)

Oral questioning is an appropriate assessment method when the objectives are:

1. To assess the students stock knowledge and/or

2. To determine the students ability to communicate ideas in coherent verbal sentences.

Factors to be considered when using oral questioning which may affect the real
student’s ability.

 Student’s state of mind

 Feelings
 Anxiety
 Nervousness

5. Observation and Self Report

Observation report –is appropriate method in support to oral questioning and
performance test to consider student unenthusiastic attitude or state due to their fears, anxiety
and other negative attitudes.

Self Report – is appropriate in support to observation for sometimes we underestimate

or overestimate student’s capability. This is to weigh down information or have some self
assessment.

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 These two reports are useful supplementary assessment methods when used in
conjunction with oral questioning and performance test.

Self checklist is also used by teacher when they want to diagnose or to assess the
performance of students from the point of view of the students themselves. Self-checklist is a
list of several characteristics or activities presented to the subject of study. The individual is
asked to study the list and then to place a mark opposite the characteristics which they possess
or the activities which they have engaged in for a particular length of time.

C. Properties of Assessment Method

1. Validity – refers to instrument’s ability to measure what is intended to measure. Method is

valid if there is appropriateness, correctness, meaningfulness and usefulness arrived at after
teaching and learning process.

Focus:

What to measure?
How will it does?

Types of validity

a. Content validity – the method is used to assess the quality of the content and format of the
instrument. The test should be representative of the content of the course. It is focused on how
appropriate is the content? How comprehensive? Is the format accurate?

b. Face validity – refers to the outward appearance of the test.

c. Criterion related validity – In this validity the test item is judged against a specific criterion

d. construct validity- An item possess construct validity if group of variables that correlates
highly with each other form a factor. A technique called factor analysis is required to determine
the construct validity of an item.

2. Reliability –

Reliability of an assessment-refers to the consistency, stability and dependability of the

instrument. Test is reliable if there is consistency of result even if it is administered at two
different time periods.

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 Methods of estimating reliability of good measuring instrument
(Pls. refer to Educational Measurement and Evaluation by Laurentina P. Calmorin)

1. Test-retest method – The same measuring instrument is administered twice to the same
group of learners or subjects and the scores of the first and second administrations of
the test are correlated. This can be done by spearman rho or spearman rank coefficient
correlation.
2. Parallel-form method – Two tests which are similar in content, types of test, difficulty,
and standard are administered to the same group of learners or subjects and the paired
observations are correlated. This can be solved by finding the correlation coefficient of
the paired observations.
3. Split-half method- The test in this method is administered once but the list of items are
divided into two halves. The two halves must be similar but not identical in content, and
the scores obtained in the two halves of test are correlated. This can be solved by
Spearman-Brown Furmula.
4. Internal-consistency method – this refers to the homogeneity of the measuring
instrument. This is solved by using the Kuder-Richardson formula 20.

3. Fairness-

The assessment procedure or process needs to be fair by way of

 informing the students what are exactly the expected learning outcomes.
 informing the students what method of assessment will be used.
 informing the students how their progress will be assessed or rated.
 viewing assessment as an opportunity to learn.
 viewing free from teacher stereotyped images and thinking.

4. Ethics in Assessment-

Assessment techniques and procedures must conform to the standard of conduct. All
participants in an assessment program are protected from physical or psychological harm. Test
result should be confidential. Language to be used should follow a norm and within the
understanding and general acceptability of the society.

5. Practicability (Usability) –
This is the property of assessment instrument in which it can be used by students,
teachers, and policy makers without undue expenditures of time, money and effort.
Practicability means that instrument can be easily administered, scored, interpreted,
and made of low-cost materials, and with proper mechanical make-up.

B. Student’s Input

a) Activity
Self-check:
1. When do we say that there is clarity in the expected learning outcome?
2. Name other variety of assessment instruments or tools in assessing student
learning outcomes and write the advantage in using this type of test.

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 3. Test the reliability of an achievement test in Biology 1 which was given in two
test administrations to the same group of pilot class of 10 students.

The following are the scores of students in the first and second administrations.

Students 1 2 3 4 5 6 7 8 9 10
st
1 Adm. 89 85 77 80 83 87 90 73 85 80
2nd Adm. 90 85 76 81 83 85 90 72 85 83
Interpret your findings.
4. Illustrate by examples the 4 methods of estimating reliability of an instrument.

5. Test your understanding by answering these questions:

Filing the Blank

________1. is the test suited and appropriate to use if the teacher wants
to measure the fitness of an individual in a particular task.
________ 2.is the kind of test that is best to use when you want to know
if the students has mastery in putting things together and applying his
critical decisions.
________3. Assessment method appropriate to use to determine if the
students can do something tangible things in support to learning.
________4. Assessment method best to use if you want to dig out the
stock knowledge of the students and determine their verbal abilities.
________ 5. Assessment method best to use to determine if the children
have the state of mind and surpass the negative behavior such as fear,
anger and anxiety.

Work folio

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Work folio

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Work folio

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b.)Reflection

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c.) Summative Statement and Evaluation

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d.) Documentary Proof of Learning

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e.) My performance in the learning episode

Excellent Very Good Fair Poor

(5) Good (4) (3) (2) (1)
1.Attainment
of expected
learning
outcomes
2. Level of
effort used in
the activity
3. Compre-
hensiveness
4. Value of
reflection
5. Summative
statement
and
evaluation
6. Proof of
learning
7. Level of
creativity
8. Accuracy
and quality of
output
Total
Overall
Rating

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