HIGH QUALITY

ASSESSMENT IN
RETROSPECT
Unit 1
 Questions
1. What do we assess?
2. When do we assess?
3. How do we assess?
4. Why do we assess
 High Quality
Assessment in
Retrospect

1. Purpose
2. Target
3. Methods
4. Sampling
5. Accuracy
1. Purpose of
Assessment
I. Assessment for
Learning
II. Assessment as
Learning
III.Assessment of
Learning
What is assessment for learning?

Assessment for learning (AFL) is an approach

to teaching and learning that creates feedback
which is then used to improve students’
performance. Students become more involved
in the learning process and from this gain
confidence in what they are expected to learn
and to what standard.

Example: Formative test

 Assessment for learning
(formative assessment)
• involves the use of information about student
progress to support and improve student
learning, inform instructional practices, and:
• is teacher-driven for student, teacher, and
parent use;
• occurs throughout the teaching and learning
process, using a variety of tools; and
• engages teachers in providing differentiated
instruction, feedback to students to enhance
their learning, and information to parents in
support of learning.
Five Key strategies in assessment for learning
 • AFL is important not only
because of the adjustment
Why is teachers can make in their
assessment teaching, but also because AFL
for learning supports students’ development
important of metacognitive strategies and
helps them to take a more active
role in their learning.
 • actively involves student reflection on
learning, monitoring of his/her own
Assessment as progress, and:
learning • supports students in critically analyzing
learning related to curricular outcomes;
(formative
• is student-driven with teacher guidance; and
assessment)
• occurs throughout the learning process.
 • involves teachers’ use of evidence of student learning to
make judgements about student achievement and:
• provides opportunity to report evidence of achievement
related to curricular outcomes;
• occurs at the end of a learning cycle using a variety of
Assessment of tools;
learning • provides the foundation for discussions on placement
(summative or promotion. Evaluation compares assessment
information against criteria based on curriculum
assessment) outcomes for the purpose of communicating to students,
teachers, parents/caregivers, and others about student
progress; and to make informed decisions about the
teaching and learning process.
(Saskatchewan Ministry of Education, 2010b, p. 33)
 Difference
between
assessment of
learning and
assessment for
learning
 I.
Assessment
for, as, of
Learning
Assessment
for, as, of
learning
 • Assessment can be made
precise, accurate and
dependable only if what are to
2. CLARITY be achieved are already stated
and feasible. The learning
OF targets involving knowledge,
LEARNING reasoning, skills, products, and
TARGETS effect need to be stated in
behavioral terms which
denote something which can
be observed through the
behavior of the students.
 Bloom's taxonomy
• is a set of three hierarchical models used for
classification of educational learning objectives into
levels of complexity and specificity. The three lists
cover the learning objectives in cognitive, affective
and psychomotor domains. The cognitive domain list
has been the primary focus of most traditional
education and is frequently used to structure
curriculum learning objectives, assessments and
activities.
• The models were named after Benjamin Bloom, who
chaired the committee of educators that devised the
taxonomy. He also edited the first volume of the
standard text, Taxonomy of Educational Objectives:
The Classification of Educational Goals
BLOOMS
TAXONOMY
 Bloom’s
Taxonomy of
Measurable
Verbs
 Cognitive Target
Level 1. Knowledge – which refers to the
acquisition of facts , concepts, and theories.
Level 2. Comprehension – refers to the
same concept as understanding. It is a step
higher than mere acquisition of facts and
involves a cognition or awareness of the
interrelation of the relationships of facts
and concepts.
Level 3. Application – refers to the transfer
of knowledge from one field of study to
another or from one concept to another
concept in the same discipline.
 Cognitive Target
Level 4. Analysis – refers to the
breakdown of a concept or idea into its
components and explaining the concept
as a composition of these concepts.
Level 5. Synthesis – refers to opposite of
analysis and entails putting together the
components in order to summarize the
concept.
Level 6. Evaluation and Reasoning –
refers to valuing and judgement or putting
the worth of a concept or principle.
 Skills, Competencies,
and Abilities Targets
• Skills – refer to specific activities or a task that
the student can proficiently do, e.g. skills in
coloring, language skills.
• Skills can be clustered together to form specific
competencies, e.g. Birthday Card making.
• Related competencies characterized a student
ability (DACUM), 2000).
• It is important to recognized a students ability
in order that the program of study can be so
designed as to optimized his/her innate
abilities.
 Skills, Competencies,
and Abilities Targets
• Abilities can be roughly categorized
into: cognitive psychomotor and
affective abilities.
• For example, the ability to work well
with others and to be trusted by
every classmates (Affective ability)
• On other hand, other students are
better at doing things alone like
programming and web designing
(cognitive Ability)
 Products, Outputs, and Targets

• Products, outputs, and projects are

tangible and concrete evidence of students
ability.
• A clear target for products and projects
need to clearly specify the level of
workmanship of such project, e.g. expert
level, skilled level or novice level outputs.
• For example, an expert output maybe
characterized by the indicator “ at most
two imperfections noted” while skilled
level output can be characterized by the
indicator “ at most 4 imperfections noted”
 3. Appropriateness of Assessment Methods

1. Written
Response Objective Test Essay Checklist
Instrument

3. Performance
2. Product Rating Test – 4. Oral 5. Observation and
Scales Performance Questioning Self Report
Checklist
 1. Written Response
Instrument
- It includes objective tests
(multiple choice, true or false,
matching type, or short
answer) tests, essays,
examination, and checklist.
 Objective test
• Objective test are appropriate
for assessing the various levels
of hierarchy of educational
objectives.
• Multiple choice test can be
constructed in such away as to
test higher order thinking
skills.
 •Essays when properly
planned can test the
students grasp of the
Essay higher-level cognitive
skills particularly in areas
of application, analysis,
synthesis, and judgement.
 •What Happen when
the essay questions is
Question
nor sufficiently precise
and the parameters
are not properly
defined?
Example
• Which is poor? and which is better
essay?
• 1. Write an essay about the first
EDSA Revolution
• 2. Write an essay about the first
EDSA Revolution giving focus on the
main characters of the revolution
and their respective roles.
 2. Product Rating Scales
• A teacher is often task to rate products.
• Examples of products: book reports, maps, charts,
notebooks, essays, and creative endeavors of all
sorts.
• Example of product rating scales is the Classic
Handwriting Scales use in the California
Achievement Test Form W (1959).
• There are prototype handwriting specimens of
pupils and students of various grades and age.
• The sample handwriting of a student is then moved
along the scale until the quality of sample is most
similar to the prototype handwriting.
Product Rating Scales
 3. Performance Test
• One of the most frequently used measurement
instruments is the checklist.
• Performance Checklist consist of list of behavior
that make up a certain performance e.g. using
microscope, typing letter, solving mathematics
performance and so on.
• Performance Checklist is used to determined
whether or not an individual behaves in a certain
way when ask to complete in a certain particular
task.
• When the particular behavior is present when an
individual is observed the teacher will place a
check opposite to the list.
 Sample
Performance
Checklist
 4. Oral Questioning
Oral questioning is appropriate
assessment method when the
objectives are:

a. to assist students stock knowledge

and /or

b. determine the students ability to

communicate ideas in coherent verbal
sentences.
5. Observation and Self-
Reports
• Tally sheets are often used by teachers
to record the frequency of student
behaviors, activities, or remarks.
• Ex.
1. How many high school students
follow instructions during a fire drill?
2. How many instances of aggression or
helpfulness are observed when
elementary students are observed in
the playgrounfd?
Self-checklist
Self-checklist is a list of several characteristics or
activities presented to the subject of study.

The individuals are asked to study the list and then

to place a mark opposite to the characteristics
which they posses or the activities they engaged in
a particular length of time.

Self checklist is often employed by teachers when

they want to diagnose or appraised the
performance of students from the point of view of
the students themselves.
4. Sampling

1.Simple random
sampling
2.Systematic sampling
3.Stratified sampling
4.Cluster sampling
 4. Sampling

1. Simple random sampling

2. Systematic sampling

3. Stratified sampling

4. Cluster sampling
 Probability Method of
Sampling
1. Simple random sampling
•In this case each individual is chosen entirely by
chance and each member of the population has
an equal chance, or probability, of being selected.
•One way of obtaining a random sample is to give
each individual in a population a number, and
then use a table of random numbers to decide
which individuals to include.
• For example, if you have a sampling frame of
1000 individuals, labelled 0 to 999, use groups of
three digits from the random number table to
pick your sample. So, if the first three numbers
from the random number table were 094, select
the individual labelled “94”, and so on.
 Probability Method of
Sampling
2. Systematic sampling
•Individuals are selected at regular
intervals from the sampling frame. The
intervals are chosen to ensure an
adequate sample size.
•If you need a sample size n from a
population of size x, you should select
every x/nth individual for the sample.
• For example, if you wanted a sample size
of 100 from a population of 1000, select
every 1000/100 = 10th member of the
sampling frame.
 Probability Method of
Sampling
•3. Stratified sampling
• In this method, the population is first divided
into subgroups (or strata) who all share a
similar characteristic.
• It is used when we might reasonably expect
the measurement of interest to vary between
the different subgroups, and we want to
ensure representation from all the subgroups.
• For example, in a study of stroke outcomes,
we may stratify the population by sex, to
ensure equal representation of men and
women.
• The study sample is then obtained by taking
equal sample sizes from each stratum.
 Probability Method of
Sampling
•4. Clustered sampling
• In a clustered sample, subgroups of the
population are used as the sampling unit, rather
than individuals.
• The population is divided into subgroups, known
as clusters, which are randomly selected to be
included in the study.
• Clusters are usually already defined, for example
individual GP practices or towns could be
identified as clusters.
• In single-stage cluster sampling, all members of
the chosen clusters are then included in the study.
• In two-stage cluster sampling, a selection of
individuals from each cluster is then randomly
selected for inclusion.
 5. Accuracy
a. Validity refers to how accurately a
method measures what it is intended to
measure. If research has high validity, that
means it produces results that correspond
to real properties, characteristics, and
variations in the physical or social world.
b. Reliability refers to how consistently a
method measures something. If the same
result can be consistently achieved by
using the same methods under the same
circumstances, the measurement is
considered reliable.
 C. FAIRNESS
• The assessment procedure needs to be
fair.
• First, students need to know exactly
what the learning targets are what
methods of assessment will be used.
• Second, assessment has to be viewed as
opportunity to learn rather than an
opportunity to weed out poor and slow
learners.
• Third, fairness also applies freedom
from teacher-stereotyping.
 4. Practicality and Efficiency

• An assessment procedure should be

practical in the sense that the teacher
should be familiar with it, does not
require too much time and is in fact,
implementable.
• A complex assessment procedure
tends to be difficult to score and
interpret resulting in a lot of
misdiagnosis or too long a feedback
period which may render the test
inefficient.
 Ethics in Assessment
• Ethics refers to questions of right
and wrong.
• When teachers think about ethics
they need to ask themselves if it is
right to assess a specific
knowledge or investigate a certain
question.
• Are there some aspects of the
teaching-learning situation that
should not be assessed?
Some situations
in which
01 02 03
assessment may Requiring students to
answer checklist of
Asking elementary
pupils to answer
Testing the mental
abilities of pupils
not called for: their sexual fantasies. sensitive questions
without consent of
using an instrument
whose validity and
their parents. reliability is unknown.
 Ethical Behavior

It means as conforming to
the standard of conduct of a
given profession or group.
What the teacher consider
ethical is therefore largely a
matter of agreement among
them.
 Ethical Issues in Assessment
1. Ensure that the participants in an
assessment program are protected
from physical or psychological harm,
discomfort or danger that may arise
due to the testing procedure.
2. Test results and assessment results are
confidential results. Results should be
known only by the student concerned
and teachers.
3. Issue on deception
4. The temptation to assist certain
individuals in class during assessment
or testing is ever present.
 Chapter Exercises
1. In cognitive domain, discuss the
following hierarchy of educational
targets:
a. Knowledge
b. Comprehension
c. Application
d. Analysis
e. Synthesis
f. Evaluation
 Chapter Exercises

2. Define the following

terms:
1. Content validity
2. Criterion – related validity
3. Construct validity
4. Reliability
 Group Activity No. 1
1. Suppose that you wish to teach the
concept of addition of similar fractions
in elementary mathematics. Write the
objective for each of the following:
a. Knowledge
b. Comprehension
c. Application
d. Analysis
e. Synthesis
 Group Activity no. 2

Constructa performance checklist for

assessing the performance of a
student in each of the following:
1. Using MS Word in Typing
2. Acting out role in class
3. Basket weaving
4. Delivering Oratorical Piece
5. Using a microscope
Performance Task No. 1
• Construct or design a Performance Checklist base on your major.
What’s the difference between
reliability and validity?

• Reliability and validity are both about

how well a method measures
something:
• Reliability refers to the consistency of
a measure (whether the results can be
reproduced under the same conditions).
• Validity refers to the accuracy of a
measure (whether the results really do
represent what they are supposed to
measure).
 1. Capture the array of knowledge, skills, and behaviors needed
for college and career readiness (i.e., deeper learning).
2. Balance assessment of learning with assessment for and as
learning through a comprehensive set of tasks and measures.
3. Advance equity and be inclusive of and accessible to all
10 Principles students.
4. Build educator and school capacity for designing and using
for Building assessments
5. Align assessments to support learning and avoid duplication
a High- of testing.
6. Convey clear, coherent, and continuous data on student
Quality learning.
7. Include meaningful, ongoing input and collaboration from
System of local communities and diverse stakeholders in the development
and continuous improvement of the system.
Assessments 8. Encourage cycles of review, calibration, and continuous
improvement of assessments individually and as a collective
system.
9. Employ high standards of coherence, validity, reliability, and
fairness.
10. Protect data privacy.
 Activity 1

1 2 3
Differentiate validity Explain assessment Select only one
from reliability. As, OF, and For probability sampling
learning. method and explain.
 Assignment No. 1
Make a research on the
following:
Direction: Write your answer
in a short size bond paper?
1. What is authentic
assessment? Explain
2. What is traditional
assessment? Explain
 • ~ Classroom assessment must demonstrate
principles and criteria so that its quality is high.
~ Assessment quality has been determined by the
extent to which specific psychometric standards,
such as validity and reliability, were met.
~ High-quality classroom assessment involves
substituting technical types of validity and reliability
High Quality with concerns about how the assessments influence
learning and provide fair and credible reporting of
Assessment student achievement.
~ For teachers, the primary determinant of quality is
how the information influences students.
~ High-quality assessments provide results that
demonstrate and improve targeted student learning.
~ High-quality assessments inform instructional
decision making.
References
• https://www.coursehero.com/file/97932329/Lesson1-High-Quality-As
sessment-in-Retrospectpptx/
• https://www.behance.net/gallery/32320377/Assessment-for-learning-
Confused-%28article%29
• https://saskatchewanreads.wordpress.com/assessment-for-as-of-lear
ning/
• https://thirdspacelearning.com/blog/what-is-assessment-for-learning
/
• https://www.healthknowledge.org.uk/public-health-textbook/research-methods/1a-epidemiology/methods
-of-sampling-population
References
• https://www.coursehero.com/file/97932329/Lesson1-High-Quality-As
sessment-in-Retrospectpptx/
• https://www.behance.net/gallery/32320377/Assessment-for-learning-
Confused-%28article%29
• https://saskatchewanreads.wordpress.com/assessment-for-as-of-lear
ning/
• https://thirdspacelearning.com/blog/what-is-assessment-for-learning
/
• https://www.healthknowledge.org.uk/public-health-textbook/research-methods/1a-epidemiology/methods
-of-sampling-population
• https://www.scribd.com/document/328647758/Tna-Forms-Final