877Central Philippine Adventist College

SCHOOL OF ARTS, SCIENCES AND EDUCATION

SECOND SEMESTER, ACADEMIC YEAR 2023-2024

PROFED 2207:
Assessment in Learning II
JONEL C. CARBALLO
Instructor
2

Course
Outline:

1. Basic Concepts in Assessment

2. Principles of High Quality Assessment
3. Development of Assessment Tools:
Knowledge and Reasoning
4. Interpretation and Assessment of Data
5. Utilization and Reporting of Test Results
3

3.
Development
of
Assessment
“
“ assessment methods result in the
Administration
accumulation of tests andresults,
of assessment
which provide information for
use

of other evaluation.
“
“If we always do what we’ve always done, we will
get what we’ve
always got.” - Adam Urbandi
“Students can escape bad teaching but they cannot
escape bad
assessment.” -David Boud

“The important question is not how assessment is defined

but
whether assessment information is used.” - Palomba
& Banta
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Constructing a Table of
Specifications
⦿
Definition
A table of
specifications is a two-
way chart which
describes the topics to
be covered by a test and
the number of items or
points which will be
associated with each
8

Purpose
s:
1. to identify the achievement domains being measured
2. to ensure that a fair and representative sample of questions
appear on the test
3. to construct a test which focuses on the key areas based on
their importance
4. to provide the teacher with evidence that a test has content
validity, that it
covers what should be covered.
5. A Table of Specifications helps ensure that there is a match
between what is taught and what is tested.
6. Classroom assessment should be driven by classroom teaching
9

Bloom’s Taxonomy of Educational

Objectives

1. list of course
objectives
2. topics covered in class
3. amount of time spent on those topics

**In some cases, a great weight is assigned

to a concept that is extremely important,
even if relatively little class time was
spent on the topic
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0
Model of Bloom’s
Taxonomy
1. Cognitive domain (intellectual capability, ie., knowledge, or
'think')
2. Affective domain (feelings, emotions and behavior, ie.,
attitude, or 'feel')
3. Psychomotor domain (manual and physical skills, ie., skills,
or 'do')
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1
DOMAIN
Structure
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2
Bloom’s(1956) vs Anderson &
Krathwohl(2001)
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3
Bloom’s
Taxonomy
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4
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5
Steps in Creating a Table of
Specifications

1. Choose the measurement goals and

domain to be covered
2. Break the domain into key or fairly
independent parts - concepts, terms,
procedures, applications, etc.
3. Construct the table of specifications
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6
Tas
k

 Construct a sample table of

specifications for a summative test
 Choose a topic of interest, identify at least three sub
lessons
 Determine the no of meetings and the desired
number of items
(not less than 30)
 Construct test items (Multiple choice and any other
form; at least two types)
 Locate appropriately the items in the table of
specifications
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7
ASSESSMENT TOOLS -TEACHER-MADE
TEST CONSTRUCTIONS
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8
STEPS IN CONSTRUCTING TEACHER-
MADE TESTS
PLANNI PREPARI REPRODUCIN
NG NG G
THE THE THE TEST
TEST TEST

EVALUATIN SCORIN ADMINISTERIN

G G G
THE TEST THE THE TEST
TEST
INTERPRETI
NG THE
TEST
RESULTS
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9
PLANNING THE
TEST
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0
1. PLANNING THE
TEST
▸ 5 KEY
PRINCIPLES
1. Know the philosophy of the institution and the
objectives of the subject.
2. Review availability of facilities and equipment.
3. Define the purpose of the test.
4. Consider conditions in which the nature of the
test is
administered.
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1
PREPARING THE
TEST
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2
2. PREPARING THE
TEST

1. Prepare the first draft

ASAP
2. Include more than one type of items.
3. Arrange items according to the degree of
difficulty.
4. Include more items in the first draft
for possible inclusion in the second
draft.
5. Revise and refine the first and final
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3
2. PREPARING THE
TEST

6. Items should be stated in a way that

the whole
content functions in determining the
answer
7. Place rather than
together itemsjust a part of
of similar it.
type.
8. Avoid regular pattern in sequence of
responses.
9. Provide brief, clear and complete
directions.
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4
REPRODUCING THE
TEST
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5
3. REPRODUCING THE
TEST

1. Duplicating facilities should be available

in the institution.
2. Every school should be provided with
clerks and other facilitative staff to do
the typing, mimeographing or
computerizing the test.
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6
ADMINISTERING THE
TEST
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7
4. ADMINISTERING THE
TEST

1. Administer the test in an environment

familiar to the students.
2. Students should sit far apart, free from
books and notebooks, otherwise, the
test items maybe re arranged on other
order so as to avoid cheating.
3. Typographical errors should be
corrected to the class before the test
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8
4. ADMINISTERING THE
TEST

4. Give complete and clear directions before the

test starts.
Questions about the directions should not be
entertained once the test started.
5. Plan the distribution of test materials in
advance to save time and effort. See to it
that all examinees has complete set of
materials.
6. Entertain briefly questions raised while the
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9
4. ADMINISTERING THE
TEST

7. In timing the test, the examiner should write

on the board
the time the test has started, the time it will
end, and the time before questions are
pointed out.
8. The testee should not leave the room except
for urgent
personal necessity but with reasonable time.
9. Collect the test materials carefully and
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0
SCORING THE
TEST
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1
5. SCORING THE
TEST
1. The best procedure in scoring objective tests
is to give one point of credit for each correct
answer.
2. In case of a test with two or three options, the
correction
formula should be applied.
▹ Two options [ S = R – W]
▹ Three options [S = R – W/2]
NOTE:
Correction formula is not applicable to four or
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2
5. SCORING THE
TEST

3. In case a correction
formula is employed,
students should be
informed beforehand so
that they will not guess
in answering the items.
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3
6. EVALUATING THE
TEST

1. Check the
validity of
a test using the
index of
discrimination.
2. Check the
reliability
of a test using its
reliability
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4
7. INTERPRETING TEST
RESULTS

▸ In interpreting
the
results test of
standardized
achievement tests,
results are based on
norm tables. Table of
norms are not
applicable in teacher
made tests. [standard
deviation; normal
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5
TEACHER – MADE
TESTS
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6
TEACHER – MADE
TESTS

1. ESSAY
2. OBJECTIVE
TYPE
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7
ESSAY
EXAMINATION
▸ Consists of questions to which the students respond in
one or more sentences to a specific question or
problem
▸ Used for evaluating knowledge of the subject matter or to
measure skill in writing where it tests student’s ability to
express his ideas accurately and to think critically within
a certain period of time.

▸ Maybe evaluated in content and form

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8
Suggestions in Constructing Essay
Examinations
1. Must be planned and constructed carefully in advance
2. Must show major aspects of the lesson in framing
questions
3. After the test has been planned and the questions have
been written
tentatively, precautions on the causes of unreliability
should be taken
4. In writing the final form, carefully phrase the questions
vividly so that the scope will be clear to the students.
5. Consider time limit to answer the questions.
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9 Types of Essay
Examinations
(Monroe and Carter)
▸ SELECTIVE RECALL
▹ The basis is given.
Example: Name the heads of state who have been awarded
as the “World Who’s Who of Women”.

▸ EVALUATING RECALL
▹ The basis is also given.
Example: Name the five departments in the Philippines
which have had the greatest influence on the
economic development of the country.
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0 Types of Essay
Examinations
(Monroe and Carter
▸ COMPARISON OF TWO THINGS (specific)
▹ There is one single designated basis
Example: Compare traditional and modern methods of
teaching Math.

▸ COMPARISON OF TWO THINGS (general)

▹ Comparing two things in general
Example: Compare education in the Philippines with that
of the United
States
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1 Types of Essay
Examinations
(Monroe and Carter

▸ DECISION (for or against)

Example: In which; in your own opinion, can you do
better, essay or objective examination? Why?

▸ CAUSE OR EFFECTS
Example: Why is values education given more emphasis
by the
government than other subjects in the curriculum?
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2 Types of Essay
(Monroe and Carter
Examinations
▸ EXPLANATION OF THE USE OF EXACT MEANING OF SOME
PHRASES OR
STATEMENT IN A PASSAGE
Example: What does this passage mean: “Be the best of
whatever you are, if you can’t be a pine on top of a
hill, be a shrub in the valley, but be the best little
shrub at the side of the hill.”?

▸ SUMMARY OF SOME UNIT OF THE TEST OR SOME ARTICLES

READ
Example: Summarize in a paragraph or two the advantages
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3 Types of Essay
Examinations
(Monroe and Carter

▸ ANALYSIS
Example: What are the characteristics of Miriam
Defensor-Santiago which make you understand
why people sympathize her?

▸ STATEMENT OF RELATIONSHIPS
Example: Why is knowledge of Algebra helpful in
the study of Statistics?
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4 Types of Essay
Examinations
(Monroe and Carter

▸ ILLUSTRATIONS AND EXAMPLES OF

PRINCIPLES IN SCIENCE, LANGUAGE, ETC
Example: From your own experience, give three examples of
the use
Mathematics in every day life.

▸ CLASSIFICATION
Example: To what class does humans belong in the animal
kingdom?
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5 Types of Essay
Examinations
(Monroe and Carter

▸ APPLICATIONS OF RULES AND PRINCIPLES

IN NEW SITUATIONS
Example: Why is the objective type of examination
commonly used in
Government examinations?

▸ DISCUSSION
Example: Discuss briefly the functions of assessment in the
teaching
learning process.
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6 Types of Essay
Examinations
(Monroe and Carter

▸ STATEMENT OF AIM
Example: State the rules in constructing matching type
of test.

▸ CRITICISM
Example: What is wrong with the statement, “Practice
makes perfect.”?

▸ OUTLINE
Example: Outline the rules for constructing multiple
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7 Types of Essay
Examinations
(Monroe and Carter
▸ RE-ORGANIZATION OF FACTS
Example: Discuss the theory and practice scheme approach based on
books, class
discussion, outside reading and actual practice.

▸ FORMULATION OF NEW QUESTIONS, PROBLEMS AND

QUESTIONS
RAISED
Example: What else must be known in order to understand
the matter into consideration?

▸ NEW METHOD OR PROCEDURE

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8
Advantages of Essay
Examinations
▸ Easy to
construct
▸ Economical
Trains the core of organizing, expressing, and
reasoning power
▸ Minimize guessing
▸ Develops critical thinking
▸ Minimizes memorizing and cheating
▸ Develops good study habits
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9
Disadvantages of Essay
Examinations
▸ Low validity
▸ Low
▸ Low usability
reliability
▸ Encourages bluffing
▸ Difficult to correct and score
▸ Disadvantages to students with poor
penmanship
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0
Scoring Essay
Examinations
▸ Brush up the answers before scoring.
▸ Quickly read through the papers on the basis of
your opinion of their worthiness and sort them
into groups: (very superior papers, superior
▸ papers,
Read theaverage, inferior,
responses at the very
sameinferior)
time
simultaneously
▸ Re-read the papers in each group and shift any
that you feel
misplaced
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1
OBJECTIVE
TESTS
 “
5
2

 Objective test items are NOT

LIMITED to the
measurement of simple
learning outcomes.
 The multiple-choice item
can
measure both knowledge
and understanding levels
and is free of many of the
limitations of other forms
of objective items.
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3
OBJECTIVE
TESTS

 RECALL
TYPE
 Simple
recall  RECOGNITION
TYPE
 Completion • Alternative
response
• Multiple choice
• Matching type
• Rearrangement
• Analogy
• Identification
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4
RECALL TYPE: SIMPLE
RECALL
 Easiest to construct
among the objective
tests
 Response requires
the examinee to
recall previously
learned lessons and
answers are usually
a word or phrases
 Applicable in math
and
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5
RULES AND SUGGESTIONS IN CONSTRUCTING SIMPLE
RECALL TYPE
1. The test items must be so worded
that the
response is briefas possible,
preferablea single
word, number, symbol or a brief
phrase.

2. The direct question is preferable than

the statement form. It is easier to
phrase and more natural to the
examinees.

3. The blanks for their responses must

be in a column preferably at the right
column of the items. The right
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6
RULES AND SUGGESTIONS IN CONSTRUCTING SIMPLE
RECALL TYPE
4. The questions must be so worded
such that
there is only one correct response.
Whenever this is impossible, all
acceptable answers must be
included in the scoring key.

5. Make a minimum use of textbook

language in wording the question.
Unfamiliar phrasing reduces the
possibility of correct responses that
represent more meaningless verbal
associations.
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7
SAMPLE TEST ITEMS OF SIMPLE
RECALL TYPE
CONVERT THE FOLLOWING:
1. 5 meters to centimeters 1.
2. 7liters to milliliters 2.
3. 8 grams to milligrams 3.
4. 9 kilowatts to watts 4.
5. 900 centimeters 5.
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8
RECALL TYPE: COMPLETION
TEST
 Consists of a series of items that requires the examinee
to fill the blank
with the missing word or phrase to complete a
statement.
 A test item may contain one or more blanks.
 Also called “fill in the blank”
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9 RULES AND SUGGESTIONS IN
CONSTRUCTING COMPLETION TEST

1. Give the student a reasonable basis for

the responses desired. Avoid
indefinite statements.
Examples:
1.Jose Rizal was born in .
*This is indefinite or vague because the response is either
date or place.

2.The is obtained by dividing the by the .

*This is confusing because it does not indicate whether the
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0 RULES AND SUGGESTIONS IN
CONSTRUCTING COMPLETION TEST

Examples:

2. The is obtained by dividing the

by the .
*This is confusing because it does not indicate
whether the
statement refers to Statistics or a mathematical
procedure.

IMPROVED VERSION:
6
1 RULES AND SUGGESTIONS IN
CONSTRUCTING COMPLETION TEST

2. Avoid giving the examinee unwarranted

clues to the desired response.

*There are several ways in which clues are

often carelessly given. The following
suggestions may help prevent common
errors in constructing completion type.
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2 RULES AND SUGGESTIONS IN
CONSTRUCTING COMPLETION TEST
There are several ways in which clues are often
carelessly given. The following suggestions may help
prevent common errors in constructing completion
type.

1. Avoid lifting statements directly from the book.

2. Omit only key words or phrases rather than trivial details.
3. Whenever possible, avoid “a” or “an” before a blank.
These articles give a
clue of whether the response starts with a vowel or a
consonant.
4. Do not indicate the expected response by varying the
length of blank.
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3 RULES AND SUGGESTIONS IN
CONSTRUCTING COMPLETION TEST

3. Arrange the test so as to facilitate scoring.

a. Allow one point for each blank correctly filled. Avoid
fractional credits or
unequal weighing of items in a test.
b. Select the items to which only one correct response is
possible.
c. Arrange the items in a way that the examinees’ responses
are in the
right column of the sentence.
d. Scoring is more rapid if the blanks are numbered and the
examinee is
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4 RULES AND SUGGESTIONS IN
CONSTRUCTING COMPLETION TEST

Exampl
e:
1. The father of 1.
educational
measurement is 2.
.
2. The country noted 3.
as the
first leader of
abnormal
psychology is .
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5
RECOGNITION TYPE: ALTERNATIVE
RESPONSE
 Consists of a series of items where it admits only
one correct response for each item from two or
three constant options to be chosen.

 Commonly used in classroom testing

 Other types include: constant alternative (true-
false); constant alternative with correction; and
modified true false type
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6
RULES AND SUGGESTIONS IN TRUE-
FALSE TEST
1. The test items must be separated in groups of five to
facilitate scoring.
The groups must be separated by two single spaces and
the items
within a group by a single space.

2. In indicating response, it must be as simple a s possible to

facilitate scoring. (Examples: T- true, F-false; X-true, O-
false). It would be better if responses are placed in the
right column to facilitate scoring.

3. The use of similar statements from the book must be

avoided to
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7
RULES AND SUGGESTIONS IN TRUE-
FALSE TEST
4. The items must be carefully constructed so that the
language is within
the level of the examinees, hence, flowery statements
should be
avoided.

5. Specific determiners like all, always, none, never, not,

nothing and no
are more likely to be true or false should be avoided.

6. Determiners such as may, some, seldom, sometimes,

usually and often
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8
RULES AND SUGGESTIONS IN TRUE-
FALSE TEST
8. Statements which are partly right and partly wrong
must be avoided.
9. Statements must be strongly considered that they
represent either true or false.
10. Ambiguous and double negative statements must be
avoided.
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9
RECOGNITION TYPE: MULTIPLE
CHOICE TEST
 Most widely used
 Measure simple learning outcomes
 Measure complex learning outcomes
(knowledge, understanding, and
application)
 Flexible, high quality items adaptable to
most subject- matter content
 Used extensively in achievement testing
7
0
Characteristics of Multiple-
Choice Items
 Consists of a problem (stem) and a list of suggested solutions (alternatives,
choices, or options)
 Answers other than the correct answer are called distracters (decoys or
foils)
 Items can be stated in two ways.

1)Direct questions
a)easier to write
b)more natural for younger students
c)present a clearly formatted problem

2)Incomplete sentences
a)more concise
b)present a well-defined problem if phrased well
7
1
Correct Answer Type and Best
Answer Type
 The correct answer type has only one possible correct
answer (recall factual information).

 The best answer type measures learning outcomes that

require the understanding, application, or interpretation of
factual information (measures more complex learning and
is more difficult).

 When dealing with the best answer variety, make sure

your best answers are those that are agreed on by experts.
This will allow you to defend your answers as the best
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2
USES OF MULTIPLE-CHOICE ITEMS

▸ Measuring Knowledge Outcomes

1)Knowledge of Terminology
2)Knowledge of Specific Facts
3)Knowledge of Principles
4)Knowledge of Methods and Procedures

▸Measuring Outcomes at the Understanding and

Application Levels
5)Ability to Identify Application of Fact and Principles
6)Ability to Interpret Cause-and-Effect Relationships
7)Ability to Justify Methods and Procedures
7
3
Advantages and Limitations of Multiple-
Choice Items
 Measures achievement and complex learning
outcomes.
 Structure of alternatives eliminate vagueness
and ambiguity
 Knowledge of content area is measured without
concern for spelling errors
 Multiple-choice requires students to choose the
correct or best answer while true-false tests
allow students to get credit for knowing a
statement is not correct.
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4
Advantages and Limitations of Multiple-
Choice Items
 Multiple-choice items have a greater reliability
than true-
false
 Multiple-choice items measure a single idea
while matching exercises require a series of
related ideas
 Multiple-choice items are usually free of
response sets
 Incorrect answers in multiple-choice items can
usually allow for diagnosis of errors and
7
5
Disadvantag
es
 Limited to outcomes at the verbal level
 Requires selection of the correct answer and
therefore it does not measure problem solving
skills in math and science or the ability to
organize and present ideas
 It is difficult to find a sufficient number of
reasonable alternatives or distracters
(especially at the primary level)
7
6
Suggestions For Constructing Multiple
Choice Items
1. Statements borrowed from the textbook or reference
book must be
avoided. Use unfamiliar phrasing to test the
comprehension of the
students.
2. All options must be plausible with each other to let the
students attract the distractors or incorrect responses
where only those with high intellectual level can get the
correct answer.

3. Options must be grammatically consistent. For example, if

the stem is
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7
Suggestions For Constructing Multiple
Choice Items
4. Articles “a” and “an” are avoided as
last word in an incomplete
sentence. These articles give students clues that the
probable answer
starts with a vowel or a consonant.

5. Four or more options must be included in each item to

minimize
guessing.

6. The order of correct answer in all items must be

randomly arranged
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8
Suggestions For Constructing Multiple
Choice Items
8. The correct option must be of the same length
with the
distractors or wrong answers.
9. Homogeneity of the options must be increased
inorder for the examinee to choose the correct
option by using logical elimination.

10.The simplest method of indicating a response

must be used
to facilitate scoring. For instance, the options in
7
9
Kinds of Multiple
Choice Items
▸Stem-and-options variety. This variety is most commonly used
in classroom
testing, board examinations, civil service, etc.

Example:
1. Which method of reliability below is the Kuderson-Richardson
1.
Formula 20 applicable?
a.spit-half
b.internal consistency
8
0
Kinds of Multiple
Choice Items
2.Setting-and-options variety. The optional responses to this type is
dependent upon a setting or foundation of some sort. A setting can be
a form of sentence, paragraph, equation, picture, etc.
**Study the sentences carefully. Choose the correct answer from
the options a, b, c and d. Write the letter only as your answer at
the right column blank.

Melaur drinks milk everyday before going to school.

1.Melaur in the sentence is: 1.
a.verb c. noun
2. b.pronoun
Drink in the d. adverb 2.
a.verb is: c. noun
sentence
b.prono d.
un adverb
8
1
Kinds of Multiple
Choice Items
3. Group term variety. This variety consists of group of
words in which one
does not belong to the group.

**Choose the word which DOES NOT belong to the group.

1. Which of the following does not belong 1.
toa.mea
the group? c.
n quartile
b.mo d.
de median
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2
Kinds of Multiple
Choice Items
4. Structured-response variety. This varietymakes
use of structured
response which are commonly used in natural science
classroom testing.

Each item below consists of two right sentences. They are

separated by two bars//. Mark letter d with an X if the first
sentence directly causes the second sentence. Mark letter I
with an X if the second sentence indirectly causes the second
sentence. Mark letter N with an X if the second sentence has no
way causes the second sentence.
8
3
Kinds of Multiple
Choice Items
5. Contained-options variety. This
variety is designed to
identify errors in a word, phrase or sentence in a
paragraph.
1. Rice and fish are 1.
staple food a
b c
for Filipinos. No error.
d e
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4
RECOGNITION TYPE: MATCHING
TYPE
 Consists of two columns in which
proper pairing relationship of two
things is strictly observed.

 In a balanced matching type, the

number of items are equal to the
number of options.

 In an unbalanced matching type,

there is an unequal number of
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5
Suggestions for Constructing
Matching Type
1. Using heterogeneous materials must be
avoided. Only
homogeneous materials are used.

2. Unbalanced matching type is preferable

wherein there are
more options than items to minimize the
guessing factor.

3. Each category must be grammatically

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6
Suggestions for Constructing
Matching Type
3. 3. All options including distractors or wrong
responses are
plausible or closely related with each other.

4. The items in Column A must be placed at the

left and option
Column B must be placed at the right.

5. Option column must be arranged in alphabetical

order, dates in chronological order, to facilitate
8
7
Suggestions for Constructing
Matching Type
6. There must be only one correct response in
each item.

7. Be sure each item has a pair in the option

column.

8. The ideal number of item is 5 to 10 and

maximum of 15.

9. All items and options must appear in one

8
8
RECOGNITION TYPE:
REARRANGEMENT TYPE
 Consists of multiple-option item where it requires a
chronological,
logical or rank order.

 the space
Below are sentences. Arrange them in order. Choose the letter
1.a. provided.
dabcef
only andb.dcabfe
write at c.dabecf d.
dbacfe 1.
a.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
b.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
c.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
d.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
e.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
f.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
8
9
RECOGNITION TYPE:
ANALOGY
 Consists of items consisting of a pair of
words related to each other.
 Designed to test the ability of the examinee to
observe the relationship of the first word to
the second word.

1. a.thresh
SHOE is to SHOELACE
c. as DOOR is to
old transom
b.key d. hinge
9
0
RECOGNITION TYPE: IDENTIFICATION
TYPE
 Type of test that requires the examinees to
identify what is being defined in the statement
or sentence and there are no options to choose
from.

1. The polygon with four sides. 1.

2. The polygon with three sides. 2.
3. The polygon with eight sides. 3.
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1
ADVANTAGES OF THE OBJECTIVE
TYPE
1. Easy to correct or
2. Eliminates subjectivity
score
3. Adequate sampling
4. Objectivity in scoring
5. Eliminates bluffing
6. Norms can be established
7. Saves time and energy in answering
questions
9
2
DISADVANTAGES OF THE
OBJECTIVE TYPE
1. Difficult to
2. Encourages cheating and
construct
guessing
3. Expensive
4. Encourages rote
memorization
5. Time consuming
9
3
THE TESTING
PROGRAM
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9
4

“Success in the 21st century requires knowing

howStudents
to learn.today will likely have several careers in
their lifetime. They must develop strong critical
thinking and interpersonal communication
skills in order to be successful in an
increasingly
complex world.
fluid, Tinterconnected,
echnology allows and for 24/7
access to information, constant social
interaction, and easily created and shared
digital content. -DEPARTMENT OF EDUCATION
 “
9
5

“In this setting, educators can leverage technology to

an engaging and personalized environment to
create
meet the emerging educational needs of this
generation. No longer does learning have to be
one-size-fits-all or confined to the classroom.
The opportunities afforded by technology should
be used to re-imagine 21st-century education,
focusing on preparing students to be learners for life. -
Karen Cator
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6
Principles of high quality
assessment

3. Properties of Assessment
Methods
1. validity
2. reliability
3. fairness
4. practicality and efficiency
5. ethics in assessment
End of Module
3