This document discusses the principles of high quality assessment. It defines assessment as gathering information from diverse sources to develop a deep understanding of what students know and can do. High quality assessments provide results that demonstrate and improve targeted student learning. They also inform instructional decision making. Key characteristics of high quality assessments include clear learning targets, appropriate assessment methods, validity, reliability, fairness, positive consequences, and practicality. The document also identifies productive uses of assessments, such as learning analysis and curriculum improvement, and unproductive uses like grading or labeling students.

1. PRINCIPLES OF HIGH
QUALITY ASSESSMENT
REYNAN JAY D. TEMPLO, EDD
BAYUIN ES

3. SESSION OBJECTIVES:
 discuss the characteristics of high
quality assessments
 Identify the productive and
unproductive uses of tests

4. Assessment in a Nut Shell
“Assessment is the process of gathering and discussing
information from multiple and diverse sources in order to
develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their
educational experiences; the process culminates when assessment
results are used to improve subsequent learning”.
- Huba and Freed (2007)
“If you want to change student learning then change the methods
of assessment”.
- Brown et all (2005)

5. Characteristics of High Quality
Assessment
“High quality assessments provide results that
demonstrate and improve targeted student
learning. They also convey instructional decision
making”.
- Reganit, et al.-

6. Characteristics of High Quality
Assessment
Clear and appropriate leaning targets
“ A learning target is a clear description of what
students know and are able to do. Learning
targets can be categorized into five according to
Stiggins and Conklin (2002).”

7. Types of Learning Targets
 Knowledge learning target
Reasoning learning target
Skill learning target
 Product learning target
 Affective learning target

8. Characteristics of High Quality
Assessment
Appropriateness of assessment methods
It is necessary that the learning targets
should match with their corresponding
methods by considering strengths of various
methods in measuring different targets

9. Characteristics of High Quality
Assessment
Validity
- Refers to the extent to which the test
serves its purpose or the efficiency with
which it intends to measure. It is the
appropriateness of the inferences, uses and
results of the test or any other method
utilized to gather data

11. Preparing Table of Specifications
Constructing appropriate test items
Formulating directions that are brief, clear and concise
Considering the reading vocabulary of the examinees
Making sentence structure simple
Avoiding identifiable pattern of answers
How Test Validity is Enhanced

12. Characteristics of High Quality
Assessment
Reliability
It refers to the consistency to which
a student may be expected to perform
on a given test. It means the extent to
which a test is dependable, self-
consistent and stable.

13. How Reliability is Determined
Test-retest method
Parallel forms method
Split-half method

14. Characteristics of High Quality
Assessment
Fairness
This pertains to the extent that each question
should be made as clear as possible to the
examinees and the test is absent of any biases
Positive consequences
These enhance the overall quality of assessment
particularly the effect of assessments on the students’
motivation and study habits

15. Characteristics of High Quality
Assessment
Practicality and Efficiency
Assessments need to take into
consideration the teachers’ familiarity with the
method, the time required, the complexity of the
administration, the ease of scoring and
interpretation, and the cost to be able to
determine an assessment’s practicality and
efficiency

16. Productive Uses of Tests
Learning Analysis
Improvement of the curriculum
Improvement of the teacher
Improvement of Instructional Material
Individualization
Selection
Guidance and Counselling
Research
Identification of Exceptional Children
Evaluation of the learning program

17. Unproductive Uses of Tests
Grading
Labelling
Threatening
Unannounced Testing
Ridiculing

18. Quality Assurance
Framework for
Student Assessment
LINQED, Education
Network (2011)