PROFESSIONAL EDUCATION VI “ASSESSMENT OF LEARNING” (Basic Concepts) Prof.

Yonardo Agustin Gabuyo

2  Basic Concepts in Assessment of Learning

 refers to the collection of data to describe or better understand an issue.measures "where we
are in relation to where we should be?"  Many consider it the same as Formative Evaluation.

3   is a process by which information is obtained relative to some known objective or goal.

teacher’s way of gathering information about what students have learned , and they use them to
make important decisions-about students’ grades, the content of future lessons, the revision of the
structure or content of a course.

4  Measurement refers to the process by which the attributes or dimensions of some physical
object are determine.is a process of measuring the individual’s intelligence, personality, attitudes
and values, achievement and anything that can be expressed quantitatively. it answer the
question, “ how much”?

5  Evaluation determines "how well did we do what we set out to do?"  Evaluation is tied to stated
goals and objectives.  Many equate this to summative evaluation.

6  Evaluation it refers to the process of determining the extent to which instructional objectives are
attained. refers to the comparison of data to standard for purpose of judging worth or quality.

7  Test is an instrument designed to measure any quality, ability, skill or knowledge.

Testing is a method used to measure the level of performance or achievement of the learner.

8  TESTING refers to the administration, scoring and interpretation of an instrument (procedure)

designed to elicit information about performance in a sample of a particular area of behavior.

9  Formative: ongoing, to improve learning

ASSESSMENTEVALUATIONContent: timing, primary purposeFormative: ongoing, to improve
learningSummative: final, to gauge qualityOrientation: focus ofProcess-oriented: how learning is
goingProduct-oriented: what’s been learnedFindings: uses thereofDiagnostic: identify areas for
improvementJudgmental: arrive at an overall grade/score

10  MODES OF ASSESSMENTA. Traditional Assessmentpreparation of the instrument is time

consuming and prone to cheating.the objective paper-and-pen test which usually assess low level
thinking skills.scoring is objective and administration is easy because students can take the test at
the same time.

11  B. Performance Assessment

the learner performs a behavior to be measured in a "real-world" context. 

12   The learner demonstrates the desired behavior in a real-life context and the locus of control is
with the student.

13  B. Performance Assessment

A mode of assessment that requires actual demonstration of skills or creation of products of
learning.Scoring tends to be subjective without rubrics.Preparation of the instrument is relatively
easy and it measures behavior that cannot be deceived.

14  Measures student’s growth and development .

C. Portfolio AssessmentA process of gathering multiple indicators of students progress to support
course goals in dynamic, ongoing and collaborative processes.Development is time consuming
and rating tends to be subjective without rubrics.Measures student’s growth and development .

15  TYPES OF ASSESSMENT PROCESSES

Determine the entry behavior of the students.Determine the student’s performance at the
beginning of instruction.A. Placement Assessment

16  Determine the position of the students in the instructional sequence.

Determine the mode of evaluation beneficial for each student.

17  B. Diagnostic Assessment

is given at the start: to determine the student’s levels of competence. to identify those who have
already achieve mastery of the requisite learning. to help classify students into tentative small
group of instruction.

18  C. Formative Assessment

is given to: monitor learning progress of the students. provide feedback to both parents and
students.

19  it answer the question "Where we are in relation to where we should be?”
this type of assessment can be done informally and need not use traditional instruments such as
quizzes and tests.

20  D. Summative Assessment

given at the end of a unit:to determine if the objectives were achieved. tends to be formal and use
traditional instruments such as tests and quizzes.

21  it answer the question "How well did we do what we set out to do?"
determine the extent of the student’s achievement and competence.provide a basis for assigning
grades.

22  provide the data from which reports to parents and transcripts can be prepared.

23  Principles of Quality Assessment 1. Clarity of the Learning Target 2

Principles of Quality Assessment 1.Clarity of the Learning Target 2.Appropriateness of the
Assessment Method 3. Validity 4. Reliability 5. Fairness 6. Practicality and Efficiency

24  Principles of Quality Assessment

1.Clarity of the Learning TargetLearning Target. Clearly stated, focuses on student learning objective
rather than teacher activity, meaningful and important target.Skill Assessed.  Clearly presented, can
you "see" how students would demonstrate the skill in the task itself?
25  Performance Task - Clarity
Performance Task - Clarity. Could students tell exactly what they are supposed to do and how the
final product should be done?Rubric - Clarity.  Would students understand how they are to be
evaluated? Are the criteria observable and clearly described?

26  2.Appropriateness of the Assessment Method

 Does it work with type of task and learning target? Does it allow for several levels of
performance? Does it assess skills as stated? The type of test used should much the learning
objective of the subject matter.

27  Two general categories of test items: 1.Objective items

 require students to select the correct response from several alternatives or to supply a word or
short phrase to answer a question or complete a statement.2.Subjective or essay items which
permit the student to organize and present an original answer.

28  Objective Testinclude true-false, fill-in-the-blank, matching type, and multiple choice

questions.the word objective refers to the scoring and indicates there is only one correct
answer.Objective tests rely heavily on your skill to read quickly and to reason out the answer.

29   measure both your ability to remember facts and figures and your understanding of course
materials. prepare yourself for high level critical reasoning and making fine discriminations to
determine the best answer.

30  a) Multiple-Choice Items

used to measure knowledge outcomes and various types of learning outcomes.they are most
widely used for measuring knowledge , comprehension, and application outcomes.scoring is easy,
objective, and reliable.

31  Multiple-choice items can provide ...

Principles of Quality AssessmentAdvantages in Using Multiple-Choice ItemsMultiple-choice items
can provide ...versatility in measuring all levels of cognitive ability. highly reliable test scores.
scoring efficiency and accuracy. objective measurement of student achievement or ability.

32  Multiple-choice items can provide…

 a wide sampling of content or objectives. a reduced guessing factor when compared to true-false
items. different response alternatives which can provide diagnostic feedback.

33  b. True-False Items typically used to measure the ability to identify whether statements of fact
are correct. the basic format is simply a declarative statement that the student must judge are true
or false.item is useful for outcomes where there are two possible alternatives.

34  True-False Items….. do not discriminate between students of varying ability as well as other
item types.can often include more irrelevant clues than do other item types. can often lead an
instructor to favor testing of trivial knowledge.

35  c. Matching Type Items consist of a column of key words presented on the left side of the page
and a column of options place at the right side of the page. Students are required to match the
options associated with a given key word(s). provide objective measurement of students
achievement. provide efficient and accurate test scores.

36  Matching Type Items if options can not be used more than once, the items are not mutually
exclusive; getting one answer incorrect automatically means a second question is incorrect. all
items should be of the same class, and all options should be of the same class. (e.g., a list of events
to be matched with a list of dates.

37  d. Short Answer Items requires the examinee to supply the appropriate words, numbers, or
symbols to answer a question or complete a statement. items should require a single word answer
or brief and definite statement. can efficiently measure lower level of cognitive domain.

38  B) Essays or Subjective test

may include either short answer questions or long general questions.  these exams have no one
specific answer per student.they are usually scored on an opinion basis, although there will be
certain facts and understanding expected in the answer.

39   essay test are generally easier and less time consuming to construct than are most objective
test items.the main reason students fail essay tests is not because they cannot write, but because
they fail to answer the questions fully and specifically, their answer is not well organized.

40  students with good writing skills have an advantage over students who have difficulty expressing
themselves through writing.essays are more subjective in nature due to their susceptibility to
scoring influences.

41  C) PERFORMANCE TESTalso known as alternative or authentic assessment is designed to

assess the ability of a student to perform correctly in a simulated situation (i.e., a situation in which
the student will be ultimately expected to apply his/her learning).

42  a performance test will simulate to some degree a real life situation to accomplish the
assessment.
 in theory, a performance test could be constructed for any skill and real life situation.

43   most performance tests have been developed for the assessment of vocational, managerial,
administrative, leadership, communication, interpersonal and physical education skills in various
simulated situations.

44  Advantages in Using Performance Test Items

can appropriately measure learning objectives which focus on the ability of the students to apply
skills or knowledge in real life situations.

45  usually provide a degree of test validity not possible with standard paper and pencil
test items.
are useful for measuring learning objectives in the psychomotor domain.

46  SUGGESTIONS FOR WRITINGPERFORMANCE TEST ITEMS

1.Prepare items that elicit the type of behavior you want to measure.2. Clearly identify and explain
the simulated situation to the student.3. Make the simulated situation as "life-like" as possible.
47  4. Provide directions which clearly inform the students of the type of response called for.
5. When appropriate, clearly state time and activity limitations in the directions.6. Adequately train
the observer(s)/scorer(s) to ensure that they are fair in scoring the appropriate behaviors.

48  the most commonly-used of all forms of assessment in class.

D) Oral questioningthe most commonly-used of all forms of assessment in class.assumes that the
learner can hear, of course, and shares a common language with the assessor.

49  the ability to communicate orally is relevant to this type of assessment.

50   The other major role for the "oral" in summative assessment is in language learning, where
the capacity to carry on a conversation at an appropriate level of fluency is relatively distinct from the
ability to read and write the language.           

51  E) Observation refers to measurement proceduresin which child behaviors in the school or
classroom are systematically monitored, described, classified, and analyzed,with particular attention
typically given to the antecedent and consequent events involved in the performance and
maintenance of such behaviors.

52  F) Self-reports Students are asked to reflect on make a judgment about, and then report on
their own or a peer's behavior and performance.

53  typical evaluation tools could include sentence completion, Likert scales, checklists, or holistic
scales.responses may be used to evaluate both performance and attitude.

54  3. Validity is the degree to which the test measures what is intended to measure. it is the
usefulness of the test for a given purpose. a valid test is always reliable.

55  Approaches in Validating Test

ProcedureMeaning1. Face ValidityDone by examining the physical appearance of the test.2.
Content-Related ValidityDone through a careful and critical examination of the objectives of the test
so that it reflects the curricular objectives .Compare the test tasks to the test specifications
describing the task domain under consideration.How well the sample of test tasks represents the
domain of tasks to be measured.

56  3. Criterion-related Validity

Establish statistically such that a set of scores revealed by the test is correlated with the scores
o0btained in another external predictor or measure.Compare the test scores with another measure
of performance obtainedHow well test performance predicts future performance or estimates current
performance on some valued measures other than the test itself (called criterion).

57  4. Construct-related Validity

at a later date (for prediction) or another measure of performance obtained concurrently (for
estimating present status).4. Construct-related ValidityEstablish statistically by comparing
psychological traits or factors that theoretically influence scores in the test.Establish the meaning of
the scores on the test by controlling (or examining) the development of the test, evaluating the
relationships of the scores with other relevant measures, and experimentally determining what
factors influence test performance.How well test performance can be interpreted as a meaningful
measure of some characteristic or quality.
58  Factors Affecting Content Validity of Test Items A. Test itself B
Factors Affecting Content Validity of Test Items A. Test itself B. The administration and scoring of a
test. C. Personal factors influencing how students response to the test. D. Validity is always specific
to a particular group.

59  Factors Affecting Content Validity of Test Items

A. Test Itself:Ways that can reduce the validity of test results1. Unclear Directions2. Poorly
constructed test items3. Ambiguity4. Inappropriate level of difficulty5. Improper arrangement of items

60  6. Inadequate time limits

7. Too short test8.Identifiable pattern of answers.9.Test items inappropriate for the outcomes being
measured.10.Reading vocabulary and sentence structure to difficult.

61  B. The administration and scoring of a test.

 assessment procedures must be administered uniformly to all students. Otherwise, scores will
vary due to factors other than differences in student knowledge and skills.

62   the test should be administered with ease, clarity and uniformity so that scores obtained are
comparable.uniformity can be obtained by setting the time limit and oral instructions.

63   insufficient time to complete the test

 giving assistance to students during the testing subjectivity in scoring essay tests

64  students might not mentally prepared for the test.

C. Personal factors influencing how students response to the test.students might not mentally
prepared for the test. students can subconsciously be exercising what is called response set.

65  D. Validity is always specific to a particular group.

the measurement of test results can be influence by such factors as age, sex, ability level,
educational background and cultural background.

66  Validity is the most important quality of a test. does not refer to the test itself. generally
addresses the question: "Does the test measure what it is intended to measure?"

67  refers to the appropriateness, meaningfulness, and usefulness of the specific inferences that
can be made from test scores. is the extent to which test scores allow decision makers to infer how
well students have attained program objectives.

68  4. Reliabilityit refers to the consistency of score obtained by the same person when retested
using the same instrument or one that is parallel to it.refers to the results obtained with an
evaluation instrument and not the instrument itself.

69   an estimate of reliability always refer to a particular type of consistency.

 reliability is necessary but not a sufficient condition for validity. reliability is primarily statistical.

70  Methods of Computing Reliability Coefficient

ProcedureType of Reliability Measure1.Test-retest methodGive a test twice to the same group with
any time interval between tests.Measure of Stability2. Parallel Method (Equivalent Forms)Give
parallel forms of test with close time intervals between forms.Measure of Equivalence3. Split-Half
MethodGive a test once. Score equivalent halves of the test e.g. odd and even numbered
items.Measure of Internal Consistency4. Kuder-RichardsonGive the test once then correlate the
proportion /percentage of the students passing and not passing a given item.Measure of Internal
Consistency

71  Relationship of Reliability and Validity

 test validity is requisite to test reliability. if a test is not valid, then reliability is moot. In other
words, if a test is not valid there is no point in discussing reliability because test validity is required
before reliability can be considered in any meaningful way.

72   if as test is not reliable it is also not valid.

Reliability is the degree to which test scores are free of errors of measurement due to things like
student fatigue, item sampling, student guessing. if as test is not reliable it is also not valid.

73  5. Fairnessthe assessment procedures do not discriminate against a particular group of

students (for example, students from various racial, ethnic, or gender groups, or students with
disabilities).

74  6. Practicality and Efficiency

 Teacher’s familiarity with the method Time required Complexity with the administration Ease
in scoring -the test should be easy to score such that directions for scoring are clear, the scoring key
is simple; provisions for answer sheets are made.

75   Cost- (economy) - the test should be given in the cheapest way, which means that the answer
sheets must be provided so that the test can be given from time to time.

76  Development of Classroom Assessment Tools

Steps in Planning for a Test Identifying test objectives Deciding on the type of objective test to be
prepared

77   Preparing a Table of Specifications (TOS)

 Construction the draft test items Try-out and validation

78  Identifying Test Objectives.

An objective test, if it is to be comprehensive, must cover the various levels of Bloom’s taxonomy.
Each objective consists of a statement of what is to be achieved and preferably, by how many
percent of the students.

79  Cognitive Domain1. Knowledge recognizes students’ ability to used rote memorization and
recall certain facts. Test questions focus on identification and recall information. Sample verbs of
stating specific learning outcomes Cite, define, identify label, list, match, name, recognize,
reproduce, select state.

80   At the end of the topic, students be able to identify major food groups without error.
(instructional objective) Test Item: What are the four major food groups? What are the three
measures of central tendency?
81  2. Comprehension involves students’ ability to read course content, interpret important
information and put other’s ideas into their own words. Test questions should focus on the use of
facts, rules and principles. Sample verbs of stating specific learning outcomes. Classify, convert,
describe, distinguish between, give examples, interpret, summarize.

82   At the end of the lesson, the students be able to summarize the main events of the story in
grammatically correct English. (instructional objective) Summarize the main event in the story in
grammatically correct English. (test item)

83  3. Application  students take new concepts and apply them to new situation. Test questions
focuses on applying facts and principles.  Sample verbs of stating specific learning outcomes. 
Apply, arrange, compute, construct, demonstrate, discover, extend, operate, predict, relate, show,
solve, use.

84   At the end of the lesson, the students be able to write a short poem in iambic pentameter.
(instructional objective) Write a short poem in iambic pentameter.

85   Sample verbs of stating specific learning outcomes.

4. Analysisstudents have the ability to take new information and break it down into parts and
differentiate between them. The test question focus on separation of a whole into component parts.
Sample verbs of stating specific learning outcomes. Analyze, associate, determine, diagram,
differentiate, discriminate, distinguish, estimate, point out, infer, outline, separate.

86   At the end of the lesson, the students be able to describe the statistical tools needed in testing
the difference between two means. (instructional objective)What kind of statistical test would you run
to see if there is a significant difference between pre-test and post-test?

87  5. Synthesis  students are able to take various pieces of information and form a whole creating
a pattern where one did not previously exist. Test question focuses on combining new ideas to form
a new whole.

88  Sample verbs of stating specific learning outcomes.

Combine, compile, compose, construct, create, design, develop, devise, formulate, integrate,
modify, revise, rewrite, tell, write.

89   At the end of the lesson, the student be able to compare and contrast the two types of error.
(instructional objective) What is the difference between type I and type II error?

90  6. Evaluationinvolves students’ ability to look at someone else’s ideas or principles and the
worth of the work and the value of the conclusion.

91   Sample verbs of stating specific learning outcomes.

 Appraise, assess, compare, conclude, contrast, criticize, evaluate, judge, justify, support. At the
end of the lesson, the students be able to conclude the relationship between two means.

92  Example: What should the researcher conclude about the relationship in the
population?
93  Preparing Table of Specification
A table of specification is a useful guide in determining the type of test items that you need to
construct. If properly prepared, s table of specifications will help you limit the coverage of the test
and identify the necessary skills or cognitive level required to answer the test item correctly.

94  Gronlund (1990) lists several examples of how a table of specifications should be

prepared.

95  Format of a Table of Specifications

Specific Objectives these refer to the intended learning outcomes stated as specific instructional
objectives covering a particular test topic.

96  Cognitive Level this pertains to the intellectual skill or ability to correctly answer a test item using
Bloom’s taxonomy of educational objectives. We sometimes refer to this as the cognitive demand of
a test item. Thus entries in this column could be knowledge, comprehension, application, analysis,
synthesis and evaluation.

97  Type of Test Item this identifies the type or kind of test a test items belongs to. Examples of
entries in this column could be “multiple choice, true or false, or even essay.

98  Item Number this simply identifies the question number as it appears in the test.
Total Number of Points this summarizes the score given to a particular test item.

99  (1) Sample of Table of specifications

Specific objectivesCognitive levelType of testItem numberTotal PointsSolve easy, moderately
difficult and difficult problems applying the principles of percentage composition.AnalysisMultiple
choice1 and 24 points

100  (2) Sample of Table of specifications

ContentNumber of Class SessionsNumber of Items1.Subtraction Concepts4 51- 52. Subtraction as
the Inverse of Addition6-103. Subtraction without Regrouping8 1011- 204. Subtraction with
Regrouping621- 265.Subtraction Involving Zeros27- 366.Mental Computation through Estimation37-
417. Problem Solving7 942- 50TOTAL40 501- 50

101  (3) Sample of Table of specifications

ContentClassSessionK C Ap An Sy Ev1.Conversion of Unit3 12. Speed and
Velocity23.Acceleration4. Free Falling Bodies5. Projectile Motion6. Force7.
Vector2    18.Work,Energy, & Power9.Conservation of Energy 210.Conversation of
MomentumTOTAL20 4 6 8 7

102  2) Decide on the point distribution per subtopic.

Points to Remember in preparing a table of Specifications1)Define and limit the subject matter
coverage of the test depending on the length of the test.2) Decide on the point distribution per
subtopic.3) Decide on the type of test you will construct per subtopic.

103  of difficulty of the topic.

4) Make certain that the type of test is appropriate to the degreeof difficulty of the topic.5) State the
specific instructional objectives in terms of the specific types of performance students are expected
to demonstrate at the end of instruction.
104  6) Be careful in identifying the necessary intellectual skill needed to correctly answer the test
item. Use Bloom’s taxonomy as reference.

105  Suggestions for Constructing Short-Answer Items

1)Word the item so that the required answer is both brief and specific.2)Do not take statements
directly from textbooks to use as a basis for short-answer items.

106  3)A direct question is generally more desirable than an incomplete statement.
4) If the answer is to be expressed in numerical units, indicate the type of answer wanted.

107  6) When completion items are used, do not include too many blanks.
5) Blanks for answer should be equal in length and in column to the right of the question.6) When
completion items are used, do not include too many blanks.

108  2) Poor: Chlorine is a (halogen).

Example for:1) Poor: An animal that eats the flesh of other animals is (carnivorous)Better: An animal
that eats the flesh of other animals is classified as (carnivorous)2) Poor: Chlorine is a
(halogen).Better: Chlorine belongs to a group of elements that combine with metals to form salt. It is
therefore called a (halogen)

109  Development of Classroom Assessment Tools

Suggestions for Constructing Short-Answer Items3) Poor: John Glenn made his first orbital flight
around the earthin (1962).Better: In what year did John Glenn make his first orbital flightaround the
earth? (1962)

110  Selecting the Test Format

Selective Test – a test where there are choices for the answer like multiple choice, true or false and
matchingtype.Supply Test – a test where there are no choices for the answer like short answer,
completion and extended-response essay.

111  Construction and Tryouts

 Item Writing Content Validation Item Tryout Item Analysis

112  Item Analysis refers to the process of examining the student’s response to each item
in the test.

113  There are two characteristics of an item

There are two characteristics of an item. These are desirable and undesirable characteristics. An
item that has desirable characteristics can be retained for subsequent use and that with undesirable
characteristics is either be revised or rejected.

114  Use of Item Analysis Item analysis data provide a basis for efficient class discussion of the
test results.  Item analysis data provide a basis for remedial work.  Item analysis data provide a
basis for general improvement of classroom instruction.

115  Use of Item AnalysisItem analysis data provide a basis for increased skills in test
construction.Item analysis procedures provide a basis for constructing test bank.
116  b) discriminating power of an item c) measures of attractiveness
Three criteria in determining the desirability and undesirability of an item.a) difficulty of an itemb)
discriminating power of an itemc) measures of attractivenessDifficulty indexrefers to the proportion
of the number of students in the upper and lower groups who answered an item correctly.

117  Development of Classroom Assessment Tools

Level of Difficulty of an ItemIndex RangeDifficulty LevelVery DifficultDifficultModerately
DifficultEasyVery Easy

118  Development of Classroom Assessment Tools

Discrimination Indexrefers to the proportion of the students in the upper group who got an item
correctly minus the proportion of the students in the lower group who got the an item right.

119  Development of Classroom Assessment Tools Level of Discrimination

Index RangeDiscrimination LevelBelow – 0.10Questionable ItemNot discriminatingModerately
discriminatingDiscriminatingVery Discriminating

120  Types of Discrimination Index

Positive Discrimination Indexmore students from the upper group got the item correctly than in the
lower group.Negative discrimination IndexMore students from the lower group got the item correctly
than in the upper group.

121  Zero Discrimination Index

The number of students from the upper group and lower group are equal

122  MEASURES OF ATTRACTIVENESS

To measure the attractiveness of the incorrect option (distractors) in a multiple-choice tests, count
the number of students who selected the incorrect option in both the upper and lower groups. The
incorrect options should attract less of the upper group than the lower group.

123  Rubricsa systematic guideline to evaluate students’ performance through the use of a
detailed description of performance standard. used to get consistent scores across all students

124  it provides students with feedbacks regarding their weakness and strength, thus enabling
them to develop their skills.allows students to be more aware of the expectations for performance
and consequently improve their performance.

125  Holistic Rubric vs Analytic Rubric

Holistic Rubric is more global and does little to separate the task in any given product, but rather
views the final product as a set of all interrelated tasks contributing to the whole.

126   Provide a single score based on an overall impression of a students’ performance on

task.
 May be difficult to provide one over all score.Advantage: quick scoring, provide overview of
students achievement.

127  Disadvantage: does not provide detailed information about the student performance in specific
areas of the content and skills.
128  Use a holistic rubric when:
 You want a quick snapshot of achievement. A single dimension is adequate to define quality.

129  Example of Holistic Rubrics

130  Analytic Rubric breaks down the objective or final product into component part each part is
scored independently. provide specific feedback along several dimension.

131  Analytic RubricAdvantage: more detailed feedback, scoring more consistent across students
and graders.Disadvantage: time consuming to score

132  Use an analytic rubric when:

 you want to see relative strengths and weaknesses. you want detailed feedback. you want to
assess complicated skills or performance. you wants students to self-assess their understanding or
performance.

133  Example of Analytic Writing Rubric

134  Example of Analytic Writing Rubric

135  Norm-Referenced Interpretation

Utilization of Assessment DataNorm-Referenced Interpretationresult is interpreted by comparing a
student with another student where some will really pass.designed to measure the performance of
the students compared to other students. Individual score is compared to others.usually expressed
in term of percentile, grade equivalent or stanine.

136   Norm-referenced grading is a system typically used to evaluate students based on the
performance of those around them. IQ tests and SAT exams would be two examples of this system,
as well as grading “on the curve.Norm-referenced grading is more common in schools that
emphasize class rank rather than understanding of skills or facts.

137  Utilization of Assessment Data

Criterion-Reference Interpretation result is interpreted by comparing student based on a predefined
standard where all or none may pass.designed to measure the performance of students compared
to a pre-determined criterion or standard, usually expressed in terms of percentage.

138  Criterion-referenced evaluation should be used to evaluate student performance in

classrooms.
it is referenced to criteria based on learning outcomes described in the provincial curriculum.the
criteria reflect a student's performance based on specific learning activities.

139  a student's performance is compared to established criteria rather than to the performance of
other students.evaluation referenced to prescribed curriculum requires that criteria are established
based on the learning outcomes listed under the curriculum.