2. Clear and appropriate learning targets
Appropriateness of assessment methods
Validity
Reliability
Fairness
Positive consequences
Practicality and efficiency
Ethics
3. LearningTargets
statement of student performance that includes both a description of what
students should know or be able to do and the criteria for judging student
performance
Components of LearningTargets
Content
(What student should know and be able to do)
LearningTargets
Criteria
(Dimensions of student performance used for
judging attainment)
EX: Students will be able to explain how various cultures are different and how
cultures influences people’s beliefs and lives (content) by answering orally
or comprehensive set of questions about cultural differences and their
effects.(criteria)
4. Educational Goals = a very general statement of what students will know and
be able to do; reflects educational philosophies; used as starting point in
constructing objectives
Example:After a semester, the students should be able to understand the
cultural differences in each society.
Instructional Objectives = specific statement of student performance that can
be demonstrated at the end of instructional unit
Example:After a 60-minute discussion, the students should be able to define
culture.
Standards = statement of which student outcomes should be stressed and how
these outcomes are assessed; usually come from educational agencies to
ensure uniformity of emphasis in teaching
Example: Standards forTeacher Competence in EducationalAssessment of
Students
5. Expectation = communicated perception about the level of
performance the students will be able to demonstrate;
reflects what a teacher wants students to do or accomplish;
usually patterned after the standards
Example: students are expected to learn the different
assessment skills
Criteria = dimension of student performance that are used for
judging the level of achievement; clearly articulated and
public
Example: scoring criteria, performance criteria in rubrics
6. Learning
Targets
Domain Meaning
Knowledge Cognitive It is the foundation. It represents what students need to know to
solve problems and perform skills. It refers to student mastery of
substantive subject matter.
Reasoning Cognitive Ability to use knowledge to reason and solve problems; thinking
skills, problem solving, critical thinking, analysis, synthesis,
comparing, intellectual skills, HOTS and judgment
Skills Psychomo
tor
Ability to demonstrate achievement-related skills products such
as reading aloud, operating equipment correctly and safely,
performing psychomotor behaviors; make use of procedural
knowledge and reasoning
Products Psychomo
tor
Ability to create achievement-related products such as written
reports, oral presentations and art products. Products are
tangible evidence of student learning; make use of knowledge,
reasoning & skills
Affective Affective Attainment of affective states such as attitudes, values, interests
and self-efficacy
8. It refers to the appropriateness of the
inferences, uses and consequences that result
from the test of other method of gathering
information.
This is the heart of any type of high quality
assessment. It concerns with inferences or use
rather than test itself. It also means the validity
of interpretation, inference and use of
assessment results.
How validity is determined? – through
professional judgment
9. Content-related evidence
extent to which the assessment is representative of the domain of
interest (it is most useful to teachers)
adequate sampling of content (content domain)
face validity = appearance of the test, based on superficial
observation
match between the intended inferences and what is on the test
Table of Specification (TOS) or Assessment Blueprint = defines what
targets are intended to assess and what is important in the content
domain
TOS is a two-way grid that shows the content and types of learning
targets represented in assessment; in substitute of theTOS, is a
complete, detailed list of learning targets
instructional validity = consistent match between what is taught and
what is assessed
10. 2. Criterion-related evidence
evidence that a particular assessment is providing the same result
as another assessment of the same thing
relating an assessment to some other valued measure (criterion) that
either provides an estimate of current performance (concurrent
criterion-related evidence) or predicts future performance (predictive
criterion-related evidence)
3. Construct-related evidence = most useful to psychologists
construct is an unobservable trait or characteristic that a person
possesses, such as intelligence, reading comprehension, honesty,
self-concept, attitude, reasoning ability, learning style and anxiety;
not measured directly
Types:
Theoretical = clear definition and theoretical explanation of the
characteristic
Logical = reasoning
Statistical =statistical procedures
11. Ask others to judge the clarity of what you are assessing
Check to see if different ways of assessing the same thing give the
same result
Sample a sufficient number of examples of what is being assessed
Prepare a detailed table of specification
Ask others to judge the match between the assessment items and
the objective of assessment
Compare groups known to differ on what is being assessed
Compare the scores taken before to those taken after instruction
Compare predicted consequences to actual consequences
Compare scores on similar but different traits
Provide adequate time to complete the assessment
Ensure appropriate vocabulary, sentence structure and item difficulty
Ask easy questions first
Use different methods to assess the same thing
Use only for intended purposes
12. It is concerned with the consistency, stability and
dependability of the results. A reliable result shows
similar performance at different times or under
different conditions. Statistical procedures are used to
establish reliability. One example is theTest-Retest
Method.
The degree of reliability needed is dependent on the
type of decision that will be made on the basis of the
results. Higher reliability is needed when the decision
has important, lasting consequences for individual
students.When the decision is about groups and is
less important, the reliability does not need to be as
high.
13. Student
Addition Subtraction
Quiz 1 Quiz 2 Quiz 1 Quiz 2
JY 18 16 13 20
Phoebie 10 12 18 10
Penpen 9 8 8 14
Yamyam 16 15 17 12
The scores in addition quiz are fairly consistent.The scores of each student
almost fall at the same range.
14. However, all assessments have error; they are
never perfect measures of the trait or skill.
Reliability is directly related to error. Error can be
positive or negative.
Standard error of measurement = a precise
measure of the amount of error. Correlation is
used to provide such error.
Observed Score or Result =True Score + Error
15. Actual or true
Knowledge, reasoning,
skills, products and
affect
Assessment Observed
Score
Internal Error
Health mood motivation test-taking skill
Anxiety fatigue general ability
External Error
Direction luck item ambiguity heat in room,
lighting sampling of items observer differences
test interruptions scoring observer bias
16. ▪ Use a sufficient number of items or tasks.
▪ Use independent raters or observers who provide
similar scores to the same performances.
Construct items and tasks that clearly differentiate
students on what is being assessed.
Make sure the assessment procedures and scoring are as
objective as possible.
Continue assessment until results are consistent.
Eliminate or reduce the influence of extraneous events or
factors.
Use shorter assessments more frequently than fewer long
assessments.
17. It is the provision of equal opportunity to all
students to demonstrate achievement. Fair
assessments are unbiased and nondiscriminatory,
uninfluenced by irrelevant or subjective factors.
Key Components of Fairness
Student knowledge of learning targets and
assessments
Opportunity to learn
Prerequisite knowledge and skills
Avoiding teacher stereotypes
Avoiding bias in assessment tasks and procedures
18. A fair assessment is one in which it is clear what
will and will not be tested. Students should know
the content and scoring criteria prior to the
assessment and even instruction.
Students must know what to learn and must be
provided with ample time and appropriate instruction.
It is important to help students understand, provide
them with feedbacks on their progress and give them
the time they need to learn.
19. It is unfair to assess students on things that require prerequisite
knowledge or skills that they do not possess. Teachers need to
have a good understanding of prerequisites that the students
demonstrate. Teachers need to examine the assessment
carefully to know what prerequisites are required.
Example: math reasoning skills through verbal problem ---
prerequisite: reading comprehension
Test-taking Skills are prerequisites in taking test.
Reading directions carefully
Pacing, initially bypassing difficult items
Checking answers
Eliminating wrong answers to multiple-choice items rather
than looking for the right answer
20. Stereotypes = judgments about how groups of people
will behave based on characteristics such as
gender, race, socioeconomic status, physical
appearance and other characteristics.
= interfere with the teacher’s objectivity
Ex. Boys are better in Math than girls; Girls are better in
language than boys
Word labels such as shy, gifted, smart or poor can also
affect teacher’s interactions and evaluations by
establishing inappropriate expectations.
21. Bias is present if the assessment distorts performance due to
the student’s ethnicity, gender, race, religious background and
so on. An assessment is also biased if performance is affected
by a disability or other limiting characteristic when the student
actually possesses the knowledge or skill being measured.
Two Forms of Assessment Bias
Offensiveness = if the content of assessment offends, upsets
or distresses, angers or otherwise creates negative affect for
particular students or a subgroup of students.
Unfair Penalization = is bias that disadvantages a student
because of content that makes it more difficult for the
students from some groups to perform as compared to
students from other groups; when an unfair advantage or
disadvantage is given to one group because of gender, socio-
economic status, race, language or other characteristics.
22. It means that the assessment procedure has
positive effects or impact on the people who are
directly involved in the process.
Positive Consequences on Students
Positive Consequences onTeachers
Positive Consequences on Parents
Positive Consequences on other
Stakeholders
23. students learn and study in a way
consistent with the teacher’s
assessment task
students’ motivation
Teacher-student relationship is
strengthened when teachers provide
feedback to students
24. Information on their children’s
performance in school
Parents’ support in terms of home-
based reinforcement and follow-up
procedures
Teacher-parent relationship is
strengthened
25. teachers tend to teach to the test
Better information and decision-making
about students
Other teachers’ perception on teacher’s
assessment practices is improved
27. Factors that Determine Practicality and
Efficiency
Teacher familiarity with the method
Time required
Complexity of administration
Ease of scoring
Ease of interpretation
Cost
Proper mechanical make-up
28. Teacher familiarity with the
method
Knowledge of the strengths and limitations of
the method, how to administer the assessment,
how to score and interpret and the
appropriateness of the methods for given
learning targets
29. Time required
length of time to construct, answer and score
the test
30-40 min for a short unit
30. Complexity of administration
direction and procedures are clear
Group test vs individual test
Ease of scoring
Answer sheet, answer key
31. Ease of interpretation
Objective vs essay
Teacher-made test uses criterion-referenced
interpretation
Cost
photocopy
Proper mechanical make-up
Printed clearly the size to the grade or year level
32. correct way of doing things ; questions of right
and wrong
EthicalValues
Honesty
Confidentiality
Transparency
Fairness
Tactfulness
33. Ethics in Gathering Data
Ensure that all students are protected from
physical or psychological harm, discomfort or
danger that may arise due to the testing
procedures
Students are not deceived of the objectives of
assessment
Do not assist students during test
34. Ethics in Recording and Computation
of Assessment Data
Test results are confidential
Records should be properly kept
Record test results accurately and
discriminately
35. Ethics in Reporting and
Communicating Grades
parents should be informed on computation of
grades
Objective in analyzing student’s progress
Center the report on student’s progress and how
his learning lags may be improved
Refrain from criticizing the principal or other
teacher
Refrain from making arguments with the parents
Do not make generalization from unofficial results
