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Principles of high quality assessment
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12 Principles of High Quality Assessments (RE-UPLOADED)

This presentation is all about improving the quality of assessment instruments / tools by following the 12 principles of high quality assessments. This is under the Education course Assessment and Evaluation of Learning 1

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12 Principles of High Quality Assessments (RE-UPLOADED)

  1. 1. Slideshare.net/RonaldQuileste rquileste@xu.edu.ph
  2. 2. before we proceed to the discussion…
  3. 3. let us talk about… Assessments Traditional
  4. 4. Assessments Traditional
  5. 5. Assessments Traditional
  6. 6. Clarify
  7. 7. should be clearly stated, specified and centered on what is
  8. 8. Students’ ability to use their knowledge
  9. 9. Students’ ability to demonstrate what they have learned.
  10. 10. Students’ ability to create.
  11. 11. Students’ emotional attainments
  12. 12. Appropriateness of
  13. 13. Match the methods of assessment to learning targets
  14. 14. Assessment methods
  15. 15. Learning targets
  16. 16. Assessment methodsshould be able to assess all domains of learning
  17. 17. Benjamin BLOOM
  18. 18. L.W.
  19. 19. Assessment methodsshould be able to assess all hierarchy of objectives
  20. 20. Cognitive
  21. 21. Validityis the degree to which a score-based inference is appropriate, reasonable and useful
  22. 22. Validityhas six types that has to be established
  23. 23. V A L I D I T Y
  24. 24. V A L I D I T Y
  25. 25. V A L I D I T Y
  26. 26. V A L I D I T Y Concurrent
  27. 27. V A L I D I T Y
  28. 28. V A L I D I T Y
  29. 29. V A L I D I T Y
  30. 30. Assessment should show consistent and stable results
  31. 31. Reliability can be measured using some methods
  32. 32. – Giving the same examination after several minutes to several years
  33. 33. This is used to establish internal consistency using Pearson r formula
  34. 34. Giving the same examination within the day
  35. 35. Giving the same examination content but not in the same manner or form after several minutes to several years
  36. 36. Giving the same examination content but not in the same manner or form within the day
  37. 37. Establishing of reliability using KR 21 and KR 20 formulas
  38. 38. Assessment should give equal opportunities for every student.
  39. 39. should have no of any kind (racial, gender, age, etc.) discrimination Assessment
  40. 40. Authenticity
  41. 41. Assessment should touch real life situations
  42. 42. Assessment should emphasize practicability
  43. 43. Practicality
  44. 44. Assessment should save time, money, etc.
  45. 45. Assessment should be resourceful
  46. 46. CONTINUITY
  47. 47. Assessment is an integral part of the teaching-learning process, it should be continuous
  48. 48. Assessment is an integral part of the teaching-learning process, it should be continuous
  49. 49. Assessment Forms Formative Assessment Diagnostic Assessment Summative Assessment Placement Assessment
  50. 50. Assessment Forms Placement Assessment Done before instruction to assess the needs of the learners to determine their capacities and capabilities
  51. 51. Assessment Forms Formative Assessment Done during instruction to monitor students’ progress and reinforce learning
  52. 52. Assessment Forms Diagnostic Assessment Done to see the problems and learning difficulties of the students
  53. 53. Assessment Forms Summative Assessment Done after the instruction to assess students’ achievement and to see the result of the teaching-learning process
  54. 54. Assessment should not be used to derogate the students
  55. 55. Assessment confidentiality is a given right
  56. 56. Clear Communication
  57. 57. Assessment results should be communicated to all people involved
  58. 58. Assessment results can be communicated by pre-test and post-test reviews
  59. 59. Assessment should have a positive effect
  60. 60. Assessment should motivate students to learn and do more
  61. 61. Assessment should give way to improve the teacher’s instruction
  62. 62. end
  63. 63. Thank You! NAMASTE!!
  64. 64. Slideshare.net/RonaldQuileste rquileste@xu.edu.ph
  65. 65. 1. Duke Innovation Co-Lab, US thenounproject.com/term/competency-based-assessment/27464/ 2. Aha Soft thenounproject.com/term/close-list/164384/ 3. James Keuning thenounproject.com/term/balance/11575/ 4. Natasha Fedorova thenounproject.com/search/?q=fair&i=22202 5. Hakan Yalcin thenounproject.com/search/?q=authentic&i=150245 7. Martha Ormiston thenounproject.com/search/?q=continue&i=111860 8. Creative Stall thenounproject.com/search/?q=communication&i=110638
  66. 66. 9. N.K. Narasimhan thenounproject.com/search/ ?q=author&i=114585 10. myfreetextures.com 11. lumos.edu 12. huffingtonpost.com
  67. 67. 1. Mr. Eugene Cheng Slideshare.net/itseugene 2. Mr.Jesse Desjardins Slideshare.net/jessedee 3. Mr. Paul Brown Slideshare.net/paulgordonbrown
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This presentation is all about improving the quality of assessment instruments / tools by following the 12 principles of high quality assessments. This is under the Education course Assessment and Evaluation of Learning 1

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