Characteristics of Assessment Methods PDF

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WINTER
Characteristics of
Template
ASSESSMENT
Methods
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Why do we need to assess students?
Ask Yourself
Are we teaching
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what we think we
are teaching?
Are students learning

what they are supposed
to be learning?
Is there a better way to

teach a subject that
promotes better
learning?
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 The degree to which a test measures what it intends
to measure
 Always considers in relation to the purpose it serves
 Always specific in relation to some definite situation
 Checks for veracity of truthfulness of the

answer
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 CONTENT
Template
VALIDITY
 CONCURRENT VALIDITY
 PREDICTIVE VALIDITY
 CONSTRUCT VALIDITY
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 CONTENT VALIDITY
Checks if the test measures what it is supposed to:
 Test items based on the lecture/textbook
 Systematic examination of relevant course or

syllabus
 Pooled judgement of subject matter expert
 Statement of behavioral objectives – Cognitive,

Affective, Psychomotor
 Analysis of teacher-made tests

COURSE SYLLABUS
Grade 10 – AB Simpson Alliance School
PROGRAM STANDARD The learner demonstrates communicative
competence through his/ her
understanding of literature and other texts
types for a deeper appreciation of
Philippine Culture and those of other
countries.
GRADE LEVEL STANDARD The learner demonstrates communicative

competence through his/ her
understanding of literature and other texts
types for a deeper appreciation of
Philippine Culture and those of other
countries.
CONTENT STANDARD The learner demonstrates understanding

of how world literature and other text
types serve as ways of expressing and
resolving personal
PERFORMANCE STANDARD The learner composes a short but
powerful persuasive text using a variety of
persuasive techniques and devices.
RC – Reading Comprehension LT – Literature

LC – Listening and Comprehension WC – Writing and Composition
VC – Viewing Comprehension F – Oral language and Fluency
V – Vocabulary Development G – Grammar Awareness
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 CONCURRENT VALIDITY
 The degree to which the test agrees or

correlates with criterion set up as an
acceptable measure
 It is comparing two types of tests that has

similar content and approach to designated
clients
Example 1: A psychologist validated a psychological test

called the “Rice Depression Scale” designed to measure
depression by getting higher or lower correlation scores
with “Beck Depression Inventory.”
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 PREDICTIVE VALIDITY
Is determined by the outcomes or objectives attained

as proof collected at some succeeding time
Example 1: The teacher wishes to know how well a

student may do in the graduate courses based on his
tests performance in his undergraduate courses.
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 CONSTRUCT VALIDITY
The test measures a theoretical trait that involves:
 Understanding
 Appreciation
 Interpretation of Data
It refers to test the validity of a particular ability,

proficiency or skill from a theory that has been
observed to exist in practice.
Examples: Intelligence and Mechanical Aptitude tests

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 The consistency or repeatability of measurement
Template
RELIABILITY TEST
> Produces similar scores across various conditions

and situations including different evaluators and
testing environments
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 TEST-RETEST METHOD
 PARALLEL FORMS METHOD
 SPLIT-HALF METHOD
 INTERNAL CONSISTENCY
METHOD
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 TEST-RETEST METHOD
 Assess the degree to which test scores are
consistent from one test administration to the
next.
 Measurements are gathered from a single rater

who uses the same methods or instruments and
the same testing conditions.
Spearman Rank Correlation Coefficient
“Spearman Rho”
• Is the statistical tool used to measure the relationship
between paired ranks assigned to individual scores on two
variables, X (first test) and Y (second test).
𝟐
𝟔𝚺𝑫
𝒓𝒔 = 𝟏 − 𝟑
𝑵 −𝑵
• rs = Spearman rho
• ƩD² = sum of the squared difference between ranks
• N = number of cases
SAMPLE EXERCISE
Students X Y Ranks Differences
Rx Ry D D²
1 50 51 3.0 1.5 1.5 2.25
2 43 42 10.5 10.5 0 0
3 48 48 5.0 4.5 0.5 0.25
4 45 44 8 8 0 0.5
5 40 41 13 12.5 0.5 0.25
6 47 47 6 6 0 0
7 52 51 1 1.5 0.5 0.25

Students X Y Ranks Differences
Rx Ry D D²
8 39 38 14.5 15 0.5 0.25
9 44 43 9 9 0 0
10 43 42 10.5 10.5 0 0
11 41 41 12 12.5 0.5 0.25
12 46 45 7 7 0 0
13 39 39 14.5 14 0.5 0.25
14 51 50 2 3 1.00 1.00
15 49 48 4 4.5 0.5 0.25
TOTAL 5.00
• Interpretation of Correlation Value
0.00 – zero correlation

0.01 – 0.20 = negligible correlation
0.21 – 0.40 = low or slight correlation
0.41 – 0.70 = marked or moderate
relationship
0.71 – 0.90 = high relationship
0.91 – 0.99 = very high relationship
1.0 = perfect correlation
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 PARALLEL FORMS METHOD
 Two types of a measurement exist, the

degree to which the test results on the
two measures are consistent.
Pearson Product-Moment Correlation Coefficient
• Is the statistical tool used to determine the correlation of
parallel forms
𝑁Σ𝑥𝑦 − Σ𝑥 Σ𝑦
𝑟𝑥𝑦 =
𝑁Σ𝑥 2 − Σ𝑥 2 𝑁Σ𝑦 2 − Σ𝑦 2
SAMPLE EXERCISE
Students Scores X² Y² XY
Form A Form B
X Y
1 68 67 4624 4489 4556
2 69 68 4761 4624 4692
3 66 66 4356 4356 4356
4 65 64 4225 4096 4160
5 70 69 4900 4761 4830
20 42 43 1764 1849 1806
TOTAL ƩX =1045 ƩY = 1038 ƩX² = ƩY² = ƩXY =

N = 20 57099 56258 56666
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 SPLIT-HALF METHOD
 Assesses the internal consistency of a test such as

psychometric tests and questionnaires
 Measures the extent to which all parts of the test

contribute equally to what is being measured
 Comparing the results of one half of a test with the

results from the other half
Spearman-Brown Formula
 Divide the test into odd and even items. Each student has 2 scores:
one is odd and the other is even
 The two halves of the test must be similar but not identical in content,
number of items, difficulty, means and standard deviations
 First, use Spearman rho for half test

6Σ𝐷 2
𝑟ℎ𝑡 =1− 3
𝑁 −𝑁
 Then, use Spearman-Brown for whole test
2 𝑟ℎ𝑡
𝑟𝑤𝑡 =
1 + 𝑟ℎ𝑡
SAMPLE EXERCISE
Students Scores Scores Ranks Ranks Difference Difference

X (Odd) Y (Even) Rx Ry D D²
1 40 41 8 7 1.0 1.0
2 45 46 4 3.5 0.5 0.25
3 39 40 10.5 9.5 1.0 1.0
14 40 38 8 11.5 3.5 12.25
TOTAL ƩD² =
N = 14 48.00
First Second
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 INTERNAL CONSISTENCY METHOD
Template
 Used in dichotomous scored items
 The examinee either passes or fails in an item
Rating 1 – correct answer

Rating 0 – incorrect answer
Kuder-Richardson Formula
Given:
N = 12 (number of students)
ƩX = Total score
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 Means the test can be satisfactorily used by
teachers and researchers without undue
expenditure of time, money and effort
 Means usability
Presented by: Abaa, Dannielyn C.

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 EASE OF ADMINISTRATION
 EASE OF SCORING
 EASE OF INTERPRETATION AND

APPLICATION
 LOW COST
 PROPER MECHANICAL MAKE-UP

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 EASE OF ADMINISTRATION
 To facilitate ease of administration of the test,
instruction must be complete and precise
 EASE OF SCORING
 Construction of the test is objective

 Answer keys are adequately prepared
 Scoring directions are fully understood
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 EASE OF INTERPRETATION AND
APPLICATION Template
 Results of test are easy to interpret and apply if
tables are presented. All scores must be given
equivalent from the tables without necessity of
computation.
 LOW COST
 It is more practical if the test is low cost material-
wise and economical if test can be reused by future
teachers.
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 PROPER MECHANICAL MAKE-UP
 A good test must be printed clearly in an appropriate
font size for the grade and year level the test is
intended to be given.
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 It is the degree to which the teacher is fair in
assessing the grade of the learner
 The learners must be informed on the criteria they
are being assessed:
Quizzes 30%
Assignment and 30%
Class participation
Departmental test 30%
Character 10%
Presented by: Lara, Marry An Lilymor L.

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 Assessment of test results or grades must be
confidential with slow learners and their parents
must be informed
 Learners who passed the test with flying colors or

the honor students/top ten must be published at
the dean’s office
Presented by: Bordador, Gizelle Carullo

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THANK YOU!!! 

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00

Are students learning

Is there a better way to

 Always considers in relation to the purpose it serves

 Always specific in relation to some definite situation

 Checks for veracity of truthfulness of the

 Test items based on the lecture/textbook

 Systematic examination of relevant course or

 Pooled judgement of subject matter expert

 Statement of behavioral objectives – Cognitive,

 Analysis of teacher-made tests

GRADE LEVEL STANDARD The learner demonstrates communicative

CONTENT STANDARD The learner demonstrates understanding

RC – Reading Comprehension LT – Literature

 The degree to which the test agrees or

 It is comparing two types of tests that has

Example 1: A psychologist validated a psychological test

Is determined by the outcomes or objectives attained

Example 1: The teacher wishes to know how well a

It refers to test the validity of a particular ability,

Examples: Intelligence and Mechanical Aptitude tests

> Produces similar scores across various conditions

 PARALLEL FORMS METHOD

 Measurements are gathered from a single rater

Students X Y Ranks Differences

1 50 51 3.0 1.5 1.5 2.25

3 48 48 5.0 4.5 0.5 0.25

5 40 41 13 12.5 0.5 0.25

7 52 51 1 1.5 0.5 0.25

8 39 38 14.5 15 0.5 0.25

11 41 41 12 12.5 0.5 0.25

13 39 39 14.5 14 0.5 0.25

15 49 48 4 4.5 0.5 0.25

0.00 – zero correlation

 Two types of a measurement exist, the

1 68 67 4624 4489 4556

2 69 68 4761 4624 4692

3 66 66 4356 4356 4356

4 65 64 4225 4096 4160

5 70 69 4900 4761 4830

20 42 43 1764 1849 1806

TOTAL ƩX =1045 ƩY = 1038 ƩX² = ƩY² = ƩXY =

 Assesses the internal consistency of a test such as

 Measures the extent to which all parts of the test

 Comparing the results of one half of a test with the

 First, use Spearman rho for half test

Students Scores Scores Ranks Ranks Difference Difference

2 45 46 4 3.5 0.5 0.25

3 39 40 10.5 9.5 1.0 1.0

14 40 38 8 11.5 3.5 12.25

 The examinee either passes or fails in an item

Rating 1 – correct answer

Presented by: Abaa, Dannielyn C.

 EASE OF INTERPRETATION AND

 PROPER MECHANICAL MAKE-UP

 Construction of the test is objective

Presented by: Lara, Marry An Lilymor L.

 Learners who passed the test with flying colors or

Presented by: Bordador, Gizelle Carullo