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Principles of High Quality Assessment

This document outlines principles of high quality assessment. It discusses four main principles: 1) appropriateness and alignment of assessment methods to learning outcomes, 2) validity and reliability, 3) practicality and efficiency, and 4) ethics. The first principle emphasizes identifying learning outcomes and matching assessment methods to properly evaluate if students have achieved those outcomes. It provides examples of taxonomies to classify different types of learning outcomes, such as cognitive, psychomotor, and affective domains.

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0% found this document useful (0 votes)
101 views46 pages

Principles of High Quality Assessment

This document outlines principles of high quality assessment. It discusses four main principles: 1) appropriateness and alignment of assessment methods to learning outcomes, 2) validity and reliability, 3) practicality and efficiency, and 4) ethics. The first principle emphasizes identifying learning outcomes and matching assessment methods to properly evaluate if students have achieved those outcomes. It provides examples of taxonomies to classify different types of learning outcomes, such as cognitive, psychomotor, and affective domains.

Uploaded by

Bimbim Wazzap
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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PRINCIPLES

OF HIGH
QUALITY
ASSESSMENT
PRINCIPLES OF HIGH
QUALITY ASSESSMENT

1. Appropriateness and alignment of


assessment methods to learning outcomes

2. Validity and Reliability

3. Practicality and Efficiency

4. Ethics
1. APPROPRIATENESS AND ALIGNMENT OF
ASSESSMENT METHODS TO LEARNING
OUTCOMES

Why are you assessing?

What do you want to assess?

How are you going to assess?


1. APPROPRIATENESS AND ALIGNMENT OF
ASSESSMENT METHODS TO LEARNING
OUTCOMES

A. Identifying Learning
Outcomes

B. Matching learning targets


with assessment methods
1. APPROPRIATENESS AND ALIGNMENT OF
ASSESSMENT METHODS TO LEARNING
OUTCOMES

A. Identifying Learning Outcomes


STEPS:
1. Create learning outcome statements.
2. Design teaching/assessments to achieve
these outcomes.
3. Implement teaching/assessment activities.
4. Analyze data on individual and aggregate
levels
5. Reassess the process.
A. Identifying Learning
Outcomes
TAXONOMY OF
LEARNING DOMAINS

COGNITIVE

PSYCHOMOTOR

AFFECTIVE
COGNITIVE

Bloom’s Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
COGNITIVE
COGNITIVE
According to Anderson

Lower Order Thinking –


Remembering, Understanding,
Applying

Higher Order Thinking –


Analyzing, Evaluating, Creating
COGNITIVE LEVELS AND
PROCESSES (Anderson)
LEVELS PROCESS AND ACTION VERBS SAMPLE
DESCRIBING LEARNING LEARNING
OUTCOMES COMPETENCIES
REMEMBERING Processes: Recognizing, recalling Define biology.
Retrieving relevant Verbs: define, describe, identify, Describe the supply
knowledge from label, list, match, name, outline, and demand
long-term memory reproduce, select, state process in
economics.
UNDERSTANDING Processes: Interpreting, Explain the purpose
Constructing Exemplifying, Classifying, of assessment.
meaning from Summarizing, Inferring, Classify the triangles
instructional Comparing, Explaining according to sides.
messages, Verbs: convert, describe, Summarize the
including oral, distinguish, estimate, extend, discussion we had
written, and graphic generalize, give examples, taken last meeting.
communication paraphrase, rewrite, summarize Rewrite quadratic
equations in the
standard form.
COGNITIVE LEVELS AND
PROCESSES (Anderson)
LEVELS PROCESS AND ACTION VERBS SAMPLE
DESCRIBING LEARNING LEARNING
OUTCOMES COMPETENCIES
APPLYING Processes: Executing, Write a story about
Carrying out or Implementing your summer
using a procedure Verbs: apply, change, vacation.
in a given situation classify(examples of a concept), Apply the concept of
compute, demonstrate, discover, ratio and proportion
modify, operate, predict, prepare, in solving each
relate, show, solve, use problem.
ANALYZING Processes: Differentiating, Arrange the
Breaking material Organizing, Attributing following events of
into its constituent Verbs: analyze, arrange, the story of Iliad.
parts and determine associate, compare, contrast, infer, Compare
how the parts relate organize, solve, support (a thesis) assessment and
to one another and evaluation.
to an overall
structure or purpose
COGNITIVE LEVELS AND
PROCESSES (Anderson)
LEVELS PROCESS AND ACTION VERBS SAMPLE
DESCRIBING LEARNING LEARNING
OUTCOMES COMPETENCIES
EVALUATING Processes: Executing, Monitoring, Judge the
Making judgments Generating effectiveness of the
based on criteria Verb: appraise, compare, soap made in guava.
and standards. conclude, contrast, criticize, Justify the decision
evaluate, judge, justify, support (a of President Marcos
judgment), verify to declare Martial
Law.
CREATING Processes: Planning, Producing Design a subdivision
Putting elements Verbs: classify (infer the applying quadratic
together to form a classification system), construct, functions.
coherent or create, extend, formulate, Create a comic strip
functional whole; generate, synthesize regarding the
reorganize situation of the
elements into a new Philippines during
pattern or structure the Japanese
regime.
The Categories/Levels of Cognitive Domain
Learning Outcomes Arranged Hierarchically

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
MARZANO & KENDALL
TAXONOMY

Knowledge
Comprehension
Analysis
Knowledge Utilization
In Marzano and
In Bloom’s Kendall’s
Taxonomy, it Taxonomy, it is
aims the highest directed at
level of Knowledge
cognition. Utilization.

Learning Outcome
“Design an experiment to determine
the factors that affect the strength of
an electromagnet.”
Learning Outcome
“Design an experiment to determine the
factors that affect the strength of an
electromagnet.”
Assessment
“Which of the following factors does not affect
the strength of an electromagnet?”
a. Diameter of the coil
b. Direction of the windings
c. Nature of the core material
d. Number of turns in the coil
A. Identifying Learning
Outcomes
TAXONOMY OF
LEARNING DOMAINS

COGNITIVE

PSYCHOMOTOR

AFFECTIVE
PSYCHOMOTOR

What actions do I want


learners to be able to
perform?
PSYCHOMOTOR

According to According to According to


Dave Simpson Harrow
-Perception -Reflex Movements
-Imitation -Set -Basic Fundamental
-Manipulation -Guided Response Movement
-Mechanism -Perceptual
-Precision -Complex Overt -Physical Activities
-Articulation Response -Skilled Movements
-Adaptation -Non-discursive
Naturalization- -Origination Communication
PSYCHOMOTOR DOMAIN
(Dave, Simpson, Harrow)
ACTION VERBS DESCRIBING SAMPLE
LEVELS LEARNING OUTCOMES LEARNING
COMPETENCIES
OBSERVING Verb: describe, detect, distinguish, Relate music to a
Active mental diffentiate, relate, select particular dance
attention to a step.
physical Detect non-verbal
event/activity communication
cues; watch a more
experienced person;
observe and read
directions.
IMITATING Verbs: begin, display, explain, Demonstrate a
Attempt to copy a move, proceed, react, show, state, simple dance step.
physical behavior volunteer, demonstrate Show understanding
and do sequence of
steps in Polka.
PSYCHOMOTOR DOMAIN
(Dave, Simpson, Harrow)
ACTION VERBS DESCRIBING SAMPLE
LEVELS LEARNING OUTCOMES LEARNING
COMPETENCIES
PRACTICING Verb: bend, calibrate, construct, Relate music to a
Performing a differentiate, dismantle, display, particular dance
specific activity fasten, fix, grasp, grind, handle, step.
repeatedly measure, mix, organize, operate, Detect non-verbal
manipulate, mend communication
cues; watch a more
experienced person;
observe and read
directions.
ADAPTING Verbs: organize, relax, shorten, Perform the
Fine tuning the skill sketch, write, re-arrange, procedures of
and making minor compose, create, design, originate baking cookies.
adjustments to Sketch the graph of
attain perfection projectile motion.
The Categories/Levels of Psychomotor Domain
Learning Outcomes Arranged Hierarchically

Adapting

Practising

Imitating

Observing
A. Identifying Learning
Outcomes
TAXONOMY OF
LEARNING DOMAINS

COGNITIVE

PSYCHOMOTOR

AFFECTIVE
AFFECTIVE

What actions do I want


learners to think or care
about?
AFFECTIVE
(Krathwohl, Bloom & Masia)
ACTION VERBS DESCRIBING SAMPLE LEARNING
LEVELS
LEARNING OUTCOMES COMPETENCIES
RECEIVING Verb: select, point to, sit, Listen attentively to
Being aware or choose, describe, follow, hold, volleyball introduction.
sensitive to identify, name, reply, locate, Choose the best era in
something and give, listen the Philippine history.
being willing to
listen or pay
attention
RESPONDING Verbs: answer, assist, comply, Assist voluntarily in
Showing conform, discuss, greet, help, setting up volleyball nets.
commitment to perform, practice, read, recite, Discuss the effects of
respond in some report, tell, write Kaingin system to one’s
measure to the life.
idea or Perform the indicated
phenomenon arithmetical operations
accurately.
AFFECTIVE
(Krathwohl, Bloom & Masia)
ACTION VERBS DESCRIBING SAMPLE LEARNING
LEVELS
LEARNING OUTCOMES COMPETENCIES
VALUING Verbs: complete, demonstrate, Report the different
Showing some differentiate, explain, follow, characteristics of animal
definite invite, join, propose, report, cells in the class.
involvement or share, study, perform Share your insights
commitment about global warming.
ORGANIZING Verbs: arrange, combine, Defend the result of
Arranging values complete, adhere, alter, defend, thesis..
into priorities, explain, formulate, integrate, Formulate your own
creating a unique organize, relate, synthesize family’s monthly budget
value system by plan.
comparing,
relating and
synthesizing
values
AFFECTIVE
(Krathwohl, Bloom & Masia)
ACTION VERBS DESCRIBING SAMPLE LEARNING
LEVELS
LEARNING OUTCOMES COMPETENCIES
INTERNALIZING Verbs: act, display, influence, Verify that the solution to
VALUES listen, discriminate, modify, x + 5 = 2 is -3.
Practicing value perform, revise, solve, verify Modify the statement to
system that make it true and correct.
controls one’s
behavior;
exhibiting behavior
thst is consisted
pervasive,
predictable and
characterics of the
person
The Categories/Levels of Affective Domain
Learning Outcomes Arranged Hierarchically

Internalizing

Organizing

Valuing

Responding

Receiving
A. Identifying Learning
Outcomes
TYPES OF ASSESSMENT
METHODS
SELECTED-RESPONSE

CONSTRUCTED-RESPONSE
TEACHER OBSERVATION
STUDENT SELF-ASSESSMENT
SELECTED-RESPONSE FORMAT
Students select from a given set of options to
answer a question or a problem.

Objective and efficient

Easy to grade

Examples are licensure examination, multiple-


choice, alternate response(True or False),
matching type, interpretive
CONSTRUCTED-RESPONSE
FORMAT
More useful than selected-response format
since it targets higher levels of cognition.

Subjective

It demands that students create or produce


their own answers in response to a question,
problem or task.

Examples are brief-constructed response items,


performance tasks, essay items, or oral
questioning
CONSTRUCTED-RESPONSE
FORMAT
BRIEF-CONSTRUCTED RESPONSE items –
require only short responses.

Examples are sentence completion, fill in the


blank, short answer to open-ended question,
labelling a diagram, answering Mathematics
problem by showing solution.
CONSTRUCTED-RESPONSE
FORMAT
PERFORMANCE ASSESSMENTS – require
students to perform a task rather than select
from a given set of options.

More extensive and elaborate than


brief-constructed response type of
assessment.

Sometimes called as authentic or


alternative assessments
CONSTRUCTED-RESPONSE
FORMAT
PERFORMANCE ASSESSMENTS – require
students to perform a task rather than select
from a given set of options.

Product-based such as written reports,


projects, poems, portfolio, audio-visual
materials, spreadsheets/worksheets, web
pages, reflection papers, journals, tables,
graphs, illustrations/models
CONSTRUCTED-RESPONSE
FORMAT
PERFORMANCE ASSESSMENTS – require
students to perform a task rather than select
from a given set of options.

Skills-based such as speech, teaching


demonstration, dramatic reading, debate,
recital, role play, athletics
CONSTRUCTED-RESPONSE
FORMAT

PERFORMANCE ASSESSMENTS – require


students to perform a task rather than select
from a given set of options.

Use rubric in grading


CONSTRUCTED-RESPONSE
FORMAT
ESSAY ASSESSMENTS – involve answering a
question or proposition in written form.

Allow students to express themselves and


demonstrate their reasoning.

Restricted response essay – require few


sentences. There are constraints to the
content and nature of the responses.
Questions are more focused.
CONSTRUCTED-RESPONSE
FORMAT
ESSAY ASSESSMENTS – involve answering a
question or proposition in written form.

Extended-response essay – allow more


flexibility on the part of the student. Usually
longer and more complex.
CONSTRUCTED-RESPONSE
FORMAT
ESSAY ASSESSMENTS – involve answering a
question or proposition in written form.

Easy to construct but require much thought on


the part of the teacher.

Questions have to be clear and rubrics are


used for scoring.
CONSTRUCTED-RESPONSE
FORMAT
ORAL QUESTIONING – a common assessment
method during instruction to check on student
understanding.

Interview or conference is the formal way.

Art of questioning should always be


considered.

Scoring system or rating scale is used for


scoring.
TEACHER OBSERVATIONS
It is a form of on-going assessments, usually
done in combination with oral questioning.

Examples are observational or anecdotal


notes.

It can also be used to assess the effectiveness


of teaching strategies and academic
interventions.
STUDENT SELF-
ASSESSMENTS

It is one of the standards of quality


assessments since it is a process where the
students are given a chance to reflect and rate
their own work and judge how well they have
performed in relation to a set of assessments
criteria.
Learning Assessment
Outcome Method
Relate story
_________
events to one’s _________
experience. _________
Nasusuri ang
pagkakaugnay ng mga _________
pangyayaring
napakinggan tungkol sa _________
kaligirang
pangkasaysayan ng El ________
Filibusterismo.
Nahihinuha ang
pagkakakilanlan ng
_________
kulturang Asyano _________
batay sa mga
kontribusyong nito. ________
Identify the _________
parts of a _________
microscope. ________

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