Module 2: Principles of Assessment

Overview:
In this module, you will learn about the different principles governing the
development of high quality assessment tools. High quality assessment indicates
measures that would bring about performance of students in relation to targeted
learning outcomes. This means that assessment tools developed are well constructed
which truly measure the expected learning performance of the students.

Learning Outcomes
At the end of this module, you are expected to:

⮚ Discuss the importance of developing clear learning outcomes

⮚ Distinguish and discuss the types of learning outcomes

⮚ Construct learning outcomes based on the three domains of learning

⮚ Discuss the different properties of assessment and apply them in classroom

situations
⮚ Critique the validity of test questions

⮚ Calculate the reliability of tests

Lesson 2.0 Clarity Of Learning Outcomes

Lesson Summary
When a teacher plans to assess students’ learning, he needs to be guided with
the different principles of assessment in order for him to develop quality test
questions. One of these principles is that assessment must be based on clear learning
outcomes. What is a learning outcome? How is it different from learning objective?
How do we state clearly a learning outcome? How can we develop higher order
thinking skills of students? These are the things that you will explore as we discuss
this lesson on learning outcomes.

Learning Outcomes
1. Discuss the importance of developing clear learning outcomes
2. Distinguish and discuss the types of learning outcomes
3. Construct learning outcomes based on the three domains of learning
 Learning Tasks/Activities
1. Find the meaning of learning outcomes. How is it different from learning
objectives?
 Learning objectives are specific statements that describe what learners
should be able to do or know. Learning outcomes are broader
statements that describe the overall knowledge, skills, or attitudes
learners are expected to gain. Objectives focus on specific content and
activities, while outcomes focus on broader goals and impacts.
2. Learning objectives/outcomes uses statements in behavioral terms. Explain
why.
 Learning objectives or outcomes are stated in behavioral terms to
provide clarity, measurability, and accountability in describing what
learners should be able to do or achieve. Behavioral terms make
objectives clear, measurable, and align instructional activities,
assessments, and learning resources with the intended outcomes.For
questions 3 to 5, examine the words listed under behavioral or non-
behavioral terms and answer the questions that follows.
BEHAVIORAL NOT BEHAVIORAL
Create Prepare Identify Know
Develop Compare Aware
Distinguish Give. Understand

3. Why are the terms mentioned above categorized as behavioral?

 The terms mentioned above, such as Create, Prepare, Identify,
Develop, Compare, Distinguish, Give, are categorized as behavioral
because they describe observable actions or skills that learners will
actively engage in or demonstrate.
4. Why are those terms given not behavioral learning outcomes ( 2 points )?

 The terms "Know," "Aware," and "Understand" are not behavioral

learning outcomes because they describe cognitive processes or states of
knowledge rather than observable actions or behaviors. Behavioral
learning outcomes focus on specific, measurable actions or behaviors
that learners can demonstrate.

5. What is the importance of stating learning outcomes in behavioral terms?

  By stating learning outcomes in behavioral terms, educators can enhance
the effectiveness of the learning process, ensure clarity and
measurability, and facilitate meaningful communication and
accountability.

A. Cognitive Behavioral Learning outcome statements

level word used
1.Remembering 1. Recall 1. recall and state key facts or information.
2. Identify 2. recognize and identify important concepts
or terms from memory.
2.Understanding 1. Explain 1.explain concept or ideas in one’s own words
2.Summarize to demonstrate understanding.
2.interpret and summarize information to
demonstrate comprehension.
3.Applying 1.apply 1.apply problem solving strategies to develop
2.Demonstrate innovative solutions to complex challenges in
the fields of engineering
2.demonstrate the ability to use scientific
principles to design.
4.Analyzing 1. Analyze 1. Analyze financial statements to assess the
2. Examine financial health and performance of a
company.”
2.”Examine historical events from multiple
perspectives to analyze the causes,
consequences, and broader implications.”
5.Evaluating 1. Evaluate 1.”Evaluate the reliability and validity of
2. Assess research studies by assessing the
methodology, data collection, and analysis
techniques used.”
2.Assess the ethical implications of a decision
or action by considering the potential
consequences and weighing them against
moral principles.”
6.Creating 1. Create 1.Create a multimedia presentation that
2. Design effectively communicates complex ideas
using a combination of visual, auditory, and
interactive elements.”
2.Design and produce an original artwork,
performance, or piece of writing that
demonstrates creativity and innovation.”

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom hence you are
going to submit your outputs there, or if not in facebook messenger. If unable, you
may submit your outputs to the office of the education department of EVSU Ormoc
Campus or you can submit it once face to face classes resume.
 For those who cannot attend classes due to no availability of cellphone or internet
connection, please see me personally in EVSU Ormoc to give you materials for our
activities.

References and Other Additional Sources

https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-outcomes/
what-are-learning-outcomes/
https://www.slideshare.net/VilnezaAlonzo/clarity-of-learning-targets-assessment
https://www.slideshare.net/acanonigo/principles-of-high-quality-assessment?qid=a68d6041-
9ae8-41e9-8fa4-c757de66bf9a&v=&b=&from_search=2

https://www.youtube.com/watch?v=E0nyGOfFiU
Tabigne, Charlene (2013).https://prezi.com/qjxmqggr-amp/the-principles-of-high-
quality-assessment/
Neptune, Amia (2012) https://www.slideshare.net/Neptune_Ayuste/58519966-
reviewofprinciplesofhighqualityassessment
https://www.oxnardcollege.edu/committees/curriculum-committee/student-learning-
outcomes-definition
Blooms, Benjamin Taxonomy of Educational Objectives, Book :Cognitive Domain,
2nd Ed. June 1984
Krathwohl, D.R, Bloom, B.B. Masia (1964) Taxonomy of Educational Objectives:
Handbook II Affective Domain. New York: David Mckay Co.
https://www.rcep.net/Education-Providers/All-About-Learning-Objectives-1248.htm
https://www.pinterest.ph/pin/267190190374058165/?nic_v2=1a5aMHWlZ
Lesson 2.1. Appropriateness of Assessment Methods
Lesson Summary
Assessment of students’ performance is not only based on learning outcomes
but it should possess the following properties of assessment such as: Assessment
should be continuous, it should be comprehensive; it should be diagnostic and
functional; it should be fair and just; it should be practical and efficient and ethical.
These properties or principles are essential to make appropriate and relevant
assessment tools. These will help make our test questions valid and reliable.

Learning Outcomes:
1. Identify and describe the different properties of assessment methods
2. Critique classroom situations applying the principle of assessment

Activity
1. Research in the Internet the following and explain each one of them:
a) Assessment is:
1.Continuous - Assessment is continuous to monitor student
progress and provide ongoing feedback, allowing for timely
instructional adjustments and supporting continuous learning.
2. Comprehensive - Assessment is comprehensive because it
provides a complete and holistic view of student performance,
considering multiple dimensions of learning and capturing a
wide range of knowledge, skills, and abilities.
3. Diagnostic and functional - Assessment is diagnostic and
functional because it identifies areas of strength and areas for
improvement, allowing for targeted instructional interventions that
support student learning and growth.
4. Fair and just - Assessment is fair and just because it provides
equitable opportunities for all students to demonstrate their
knowledge and skills, regardless of their background or
circumstances.
5. Practical and efficient - Assessment is practical and efficient
because it optimizes resources and time, allowing for effective
measurement of student progress while minimizing unnecessary
burden on both educators and learners.
6. Ethical - Assessment is ethical because it upholds the
principles of fairness, integrity, and respect for students' rights,
ensuring that evaluations are conducted in a just and unbiased
manner.
2. Consider the figure given below. Is it a fair assessment? Why?
  The assessment of climbing a tree may not be fair for all the animals
involved. Each animal has its own unique abilities and characteristics that
make climbing a tree more or less feasible. While a monkey might excel at
climbing trees naturally, the bird may have an advantage in flying, the
elephant in strength, the fish in swimming, and the dog in agility.
Assessing them solely based on their ability to climb a tree would not be
fair as it does not take into account their individual strengths and natural
abilities. A fair assessment would consider the unique capabilities and
characteristics of each animal and evaluate them in a way that aligns with
their natural abilities and strengths.

3. Determine the type of property of assessment being considered or violated in the

given scenarios. Explain to support your answer
Classroom Scenario What principle of assessment If you are in the shoes of
(properties) is considered in the concerned teachers,
column A. would you do the same.
Why or why not?
1. The class of Miss The principle of assessment No, since whether to
Flores is having a being demonstrated in this conduct a practical
practical exam in scenario is "Authenticity" or swimming exam at the
swimming at the "Realism." By conducting a beach, teacher should
beach to determine practical exam in swimming at prioritize student safety,
who swims best. She the beach, the assessment aligns consider the availability
brought her class to with the real-world context and of appropriate resources
the beach for the skill being evaluated. The and supervision, ensure
said assessment. assessment is designed to alignment with
provide a genuine and authentic curriculum objectives,
measure of the students' explore alternative
swimming abilities in a natural assessment methods, and
and relevant setting. communicate with parents
or guardians.
2. Clara and Charisse The principle of assessment If I were in a shoes of the
are aiming for the being demonstrated in this teacher I would not accept
highest honor in the scenario is "Objectivity" or the gift of the student to
class of Miss Rita. "Impartiality." The assessment is avoid being unfair.
Both girls are based on the objective
competitive in the evaluation of grades, which is a
class however standardized and impartial
 Charisse made it a measure of academic
way to give presents performance. The principle of
to Miss objectivity ensures that the
Rita .During the assessment is fair and unbiased,
evaluation period for as it is not influenced by
the honor roll, personal relationships, favors, or
Charisse got a external factors such as gift-
higher grade than giving.
Clara.
3. Teacher X got mad The principle of assessment No, because as a teacher
at her students being demonstrated in this we should be professional
because they were scenario is "Validity" or and we should not involve
noisy while she was "Content Validity." Validity personal matter and let it
discussing her refers to the extent to which an dictate our judgement.
lessons. To her assessment measures what it is
dismay and intended to measure. In this
frustrations, she case, the teacher's decision to
stopped her lesson give an exam with questions not
and gave an exam covered in the lesson may
instead with compromise the validity of the
questions not assessment. The exam questions
covered in the are not aligned with the content
lesson. that was supposed to be taught,
which can lead to an inaccurate
representation of the students'
understanding and mastery of
the intended learning outcomes.
This inconsistency between the
lesson content and the exam
questions undermines the
validity of the assessment.
4. Mrs Cruz always The principle of assessment Yes, I would do the same
makes an being demonstrated in this to ensure that my student
assessment at the scenario is "Alignment" or understand my lesson and
end of the lesson to "Cognitive Alignment." Mrs. to make an adjustment if
check whether the Cruz's practice of conducting one of my student are
learning outcomes assessments at the end of the having difficulty towards
are met. lesson to check if the learning my lesson and give an
outcomes are met ensures that appropriate approach
the assessment is aligned with towards him/her.
the instructional objectives. The
assessment is designed to
measure the specific knowledge,
skills, or understanding that the
students were intended to
acquire during the lesson. By
aligning the assessment with the
learning outcomes, Mrs. Cruz
ensures that the assessment
accurately reflects what was
 taught and provides a valid
measure of student achievement.

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom, hence, you are
going to submit your outputs there, or if not in facebook messenger. If unable, you
may submit your outputs to EVSU Ormoc Campus or you can submit it once face to
face classes resume.
For those who cannot attend classes due to no availability of cellphone or internet
connection, please see me personally in EVSU Ormoc to give you materials for our
activities.

References and Other Sources

1. https://www.youtube.com/watch?v=wqd_4Iwjuoc
2. https://www.youtube.com/watch?v=VXkmw2E15qc

Lesson 2.1.1 Appropriateness of Assessment Methods

Validity of the Test
Lesson Summary
Validity is a characteristic of an assessment tool essential also in developing
quality test. If an assessment tool is not valid, there is no way it can appropriately
serve its purpose in evaluating appropriately and accurately the learnings of the
students. Hence as teachers, we need to know how to develop test questions that
possess validity. In this lesson, we will determine what is validity? What are the types
of validity? How do we determine if the assessment tool constructed is valid or not?

Learning Outcome
1. Determine the validity of the test

Learning Tasks/Activities
1. Define the following terms ( 2points each ):
a) Validity
 Is the extent to which a test measures, what it claims to measure. It is
vital for a test to be valid in order for the results to be accurately
applied and interpreted.
b) Face validity
 The extent to which the measured variable appears to be an adequate
measure of the conceptual variable
c. Content validity
 The extent to which the measured variable appears to have adequately
covered the full domain of the conceptual variable
d) Construct validity
 The extent to which a measured variable actually measures the
conceptual variable that it is designed to measure

2. Determining the Validity of the Test ( 2 points each )

a) Borrow an assessment tool such as a periodical test in your area of specialization

from your teachers in high school
b) Examine the borrowed periodical test and check the following:
B1. Grammar used - Are there errors in grammar?
Which items have wrong grammar?
B2. Are the questions readable ( font size)?
B3. Are there questions that are not clear or ambiguous? Indicate which items
have ambiguous terms.
B4. Are the words or vocabulary used appropriate for the intended students?
B5. Are the different cognitive skills tested in the given test?
B6. Are there items which structures of sentences are inappropriate.
Identify these items.
Based from the activity given, you have assessed the validity of the periodical test you
have borrowed, how will you now describe a valid test?

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom hence you
are going to submit your outputs there, or if not in facebook messenger. If
 unable, you may submit your outputs to EVSU Ormoc Campus or you can
submit it once face to face classes resume.
For those who cannot attend classes due to no availability of cellphone or
internet connection, please see me personally in EVSU Ormoc to give you
materials for our activities.

References and Other Sources

Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar Publishing, Inc.
Quezon City
Raagas, Ester Lara. Assessment and Evaluation of Student Learning: Concepts and
Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil Publishing
Inc. Mandaluyong City. 2011
Villanueva, Arlan. Assessment of Student Learning. Commonwealth National High
School. www.yahoo.com

Lesson 2.1.2 Appropriateness of Assessment Methods

Reliability of the Test
Lesson Summary
An assessment does not only need to be valid but also reliable. Reliability is
another principle of assessment necessary to produce quality test. Think about this:
The result of the Board Examination for Teachers was announced and it revealed that
almost all the takers got a score of 90 above. What can you say about the result of the
test? Does it reflect the true performance of the takers? Is the result of the test
reliable? This lesson will explore what a reliability of test is and its types.

Learning outcomes:
1. Define reliability
2. Distinguish the different types of determining the reliability of the test
3. Calculate the reliability of the test

Learning Tasks/Activities
1. Unlocking of Difficulty ( 5 points )
Fill out the diagram below about your understanding on reliability. What comes into
your mind when we say reliability or reliable?

Trustworthiness

Dependability Reliability Accountable

Consistent

2. What are the different methods of determining the reliability of the test?
There are several methods to determine the reliability of a test:
 Test-Retest Reliability
Administering the same test to the same group of individuals at two different
points in time and correlating their scores to see if they are consistent.
 Parallel Forms Reliability
Administering two different but equivalent forms of the test to the same group
of individuals and correlating their scores.
 Split-Half Reliability
Dividing the test into two halves (e.g., odd vs. even items) and correlating the
scores obtained on each half.3. Search in the internet or in reference materials how to
calculate the reliability of the test.
 Internal Consistency Reliability
Measuring the extent to which all items on the test measure the same
underlying construct, typically using techniques like Cronbach's alpha.
 Inter-Rater Reliability
Assessing the agreement between two or more raters or scorers who evaluate
the same responses or performances independently.
These methods help gauge the consistency and stability of a test's results, thereby
determining its reliability for measuring the intended construct.
 3.1 . How do we interpre and analyze the value of reliability of the test
Interpretation and Analysis of Reliability Value:
Cronbach's Alpha:
Values range from 0 to 1.
Higher values indicate greater reliability.
Typically, a value above 0.7 is considered acceptable for most purposes, while values
above 0.8 are preferred for high-stakes assessments.
3.2 Given the following problems, determine the reliability of the test.
a) Ms. Celia administered her test in Sociology to 10 students. The first form
of the test was conducted at exactly 8:00 AM. After two hours, the test papers
in the first form were collected, and thereafter, the second form similar in
content, was given. Their scores in the first and second forms are shown
below;
First Form 24 35 29 34 26 15 30 32 19
27
Second Form 17 30 25 30 24 13 29 30 17
24
 Reliability Calculation for Ms. Celia's Sociology Test:
Method:Test-retest reliability
Calculation:Correlate scores of the two forms
Interpretation:Higher correlation indicates higher reliability.
3.3 Mr. Romulo conducted a 40-item Science test to his 10 students. Their
scores in the first half and in the second half are shown below. Find the
reliability of the whole test.
First Half 16 18 20 8 10 13 19 19 19 16
Second half 15 13 18 9 8 10 17 16 17 15
 Reliability Calculation for Mr. Romulo's Science Test:
Method: Split-half reliability
Calculation: Split the test into halves and correlate the scores of the two
halves.
Interpretation: Higher correlation indicates higher reliability.
3.4 Dr. Reyes had a test in English to 12 students. After two days, the same test
was conducted to the same group of students whose scores are as follow;
scores in the first and second tests are given as follows; ( Assignment)
1st test 35 36 27 43 43 37 28 38 40 38 42 36
 2nd test 30 38 25 40 40 36 23 41 38 27 38 30
 Reliability Calculation for Dr. Reyes's English Test:
Method: Test-retest reliability
Calculation: Correlate scores of the first and second tests.
Interpretation: Higher correlation indicates higher reliability.
3.5 Ms. Cruz gave a 30 -item science test to her pupils. The scores of her pupils
are shown below. What is the reliability of the test?
Pupils 1 2 3 4 5 6 7 8 9 10 11 12
Scores 24 28 29 22 17 18 16 24 23 24 15 18
 Reliability Calculation for Ms. Cruz's Science Test:
Method: Split-half reliability or Cronbach's alpha (if the entire test was given
to each student)
Calculation: Split the test into halves or calculate Cronbach's alpha using the
given scores.
Interpretation: Higher correlation or alpha value indicates higher reliability.