High Quality Assessment Components

HIGH QUALITY ASSESSMENT
COMPONENTS
Learning outcomes
1. explain the basic concepts and principles in educational
assessment;
2. discuss on the role of assessment in making instructional
decisions to improve teaching and learning; and
3. reflect on and discuss the applications and implications of
assessment to teaching and learning.

WHAT IS HIGH QUALITY
ASSESSMENT?
• High quality assessment provide results
that demonstrate and improve targeted
student learning
• High quality assessments inform
instructional decision making
• It is balanced to provide instructors with
on going feedback about student progress
• High quality assessments are designed to
be relevant, they eliminate anxiety about
being unprepared and help maintain
strong student-teacher relationships
• High quality assessment takes the
massive quanities of performance data
and translates that into meaningful,
actionable reports that pinpoint current
progress, predict future achievement, and
infrom instruction
COMPONENTS OF HIGH
QUALITY ASSESSMENT
CLEAR PURPOSE
students should know the purpose of the

assessment and how it is to be done.
CLEAR AND APPROPRIATE
sound assessment begins with clear and
TARGETS
appropriate learning targets. Learning target is
defined as a statement of student performance
that includes both a description of what
students should know, understand, and be able
to do at the end of the unit of instruction and
as much as possible about the criteria for
judging the level of performance.
students learn more effectively when goals and
learning expectations are clear. As a teacher,
you must have a clear picture of what
achievement your assessment intends to
measure and communicate that to your
students. A teacher cannot accurately assess if
the targets are not precisely defined.
TYPES AND SOURCES OF LEARNING TARGETS
Knowledge and simple understanding Student mastery of substantive subject matter and
procedure
Deep understanding and reasoning Student ability to reason and solve problems
Student ability to demonstrate achievement-

Skills related skill and performing psychomotor
behaviors
Products Student ability to create achievement-related

products such written reports, oral presentation
and art products
Affects Student attainment of affective states such

attitudes, values, interest and self-efficacy
COGNITIVE DOMAIN
Bloom’s Taxonomy Revised Bloom’s Taxonomy Illustrative Verbs
Knowledge Remember Name,list,recall,

define,describe
Comprehension Understand Explain,rephrase,summarize,

convert,interpret
Application Apply Demonstrate,modify,produce,

solve,apply
Analysis Analyze Distinguish,compare,

differentiate,classify
Synthesis Evaluate For synthesis,generate,combine,

construct,formulate,propose
Evaluation Create (Synthesis) For evaluuation,justify,criticize,

conclude,support,defend,confirm
APPROPRIATE METHODS
does the assessment method match the

objectives? The assessment method should
give students an accurate chance to show
they have mastered the objectives. There are
different methods that we can use to assess
learner’s understanding.
I. Selective Response
1. Multiple Choice
2. Binary Choice (e.g. true/false)
3. Matching
II. Constructed Response
1. Performance-based Tasks
a. Products
(poem,portfolio,reflection,journal,graph/tabel)
b. Skills (speech,demonstration,debate,recital)
2. Oral Questioning (informal questioning,

examinations,interviews)
III. Self-Report
1. Attitude survey
2. Questionnaires
3. Inventories
ADEQUATE SAMPLING
sampling facilitates the assessment process when

it is not feasible to assess all students—for example
when programs/courses have large numbers of
students
OBJECTIVITY
assessment should be free from bias, judgment, or
prejudice
- a fair assessment is one that provides all students
an equal opportunity to demonstrate achievement
and yields scores that are comparably valid from
one person or group to another.
If some students have an advantage over
others because of factors(gender,ethnic
background, relations, etc.) unrelated to what
is being taught, then the assessment is not fair.
CRITERIA FOR FAIR
ASSESSMENT
Student knowledge of
learning targets and
assessment
A fair assessment is one in which it is clear
what will and will not be tested and your
objective is not to fool or trick students or to
outguess them on assessment. Rather, you
need to be very clear and specific about the
learning target—what is to be assessed and
how it will be scored
Opportunity to
learn
This means that students know what to learn and then
are provided sample time and appropriate instruction. It
is usually not sufficient to simply tell students what will
be assessed and the test them. You must plan
instruction that focuses specifically on helping students
understand, providing students with feedback on their
progress, and giving students the time they need to
learn.
Prerequisite
knowledge and skills
It is unfair to assess students on
things that require prerequisite
knowledge or skills that they do not
possess.
Avoid stereotypes
Stereotypes are judgments about how group of
people will behave based on characteristics such
gender,race,socioeconomic status and physical
appearance. Though it is imposibble to avoid
stereotypes completely because of your values,
beliefs, and preferences, we can control the influence
of these prejudice.
Avoid bias in
assessment task and
procedures
Bias is present if the assessment
distorts performance because of the
students’ ethnicity, gender, race,
religious background, and so on. Bias
appears in two forms: offensiveness
and unfair penalization
SUMMARY
 High Quality Assessment Components include clear purpose,
clear and appropriate targets, appropriate methods, adequate
sampling, and objectivity.
 High-quality classroom assessment involves substitutinh
technical type of validity and reliability with concerns about
hiow the assessments influence leaning and provide fair and
credible reporting of student achievement.
 To avoid unfair assessment, students must know the learning
targets and assessment, they must willing to learn, they should
have skills, avoid stereotyping, and lastly, avoid bias.
THANK YOU!

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HIGH QUALITY ASSESSMENT

2. discuss on the role of assessment in making instructional

decisions to improve teaching and learning; and

3. reflect on and discuss the applications and implications of

assessment to teaching and learning.

students should know the purpose of the

Student ability to demonstrate achievement-

Products Student ability to create achievement-related

Affects Student attainment of affective states such

Knowledge Remember Name,list,recall,

Comprehension Understand Explain,rephrase,summarize,

Application Apply Demonstrate,modify,produce,

Analysis Analyze Distinguish,compare,

Synthesis Evaluate For synthesis,generate,combine,

Evaluation Create (Synthesis) For evaluuation,justify,criticize,

does the assessment method match the

2. Oral Questioning (informal questioning,

sampling facilitates the assessment process when

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