UNIVERSITY OF SOUTHERN MINDANAO

Principles of High Quality

Assessment
ASL2
Review

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 Topic Outline
• Basic Concepts
• Principles

Module 2 – Classroom Assessment 3

 Intended Learning Outcomes
By the end of this topic/chapter, you must be able to:
• 1. Explain the basic concepts of high quality assessment.
• 2. Apply principles of assessment to situational problems
in classroom assessment.
• 3. Make a concept map of high-quality classroom
assessment

4
Module 2 – Classroom Assessment
 1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS
• Assessment should be clearly stated and specified and centered on
what is truly important.
• "Teaching emphasis should parallel testing emphasis."
LEARNING TARGETS
Knowledge Students’ mastery of the content.
Reasoning Students’ ability to use their knowledge.
Skills Students’ ability to demonstrate what they have learned.
Products Students’ ability to create.
Affects Students’ emotional attainments.

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 2. APPROPRIATE ASSESSMENT METHODS
• Assessment should utilize assessment methods suitable for a
particular learning target.
ASSESSMENT METHODS LEARNING TARGETS
Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, products
Oral-question Knowledge, reasoning
Observation Knowledge, skills
Self-report Affects

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 3. BALANCE
• Assessment methods should be able to assess all domains of learning
and hierarchy of objectives.
DOMAINS OF LEARNING:
Cognitive
Affective
Psychomotor
HIERARCHY OF OBJECTIVES
(BLOOM) (ANDERSON)
Evaluation Create
Synthesis Evaluate
Analysis Apply
Application Analyze
Comprehension Understand
Knowledge Remember

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 4. VALIDITY
• Assessment should be valid. There are several types of validity that
are to be established

TYPES OF VALIDITY
Content Validity
Face Validity
Concurrent Validity
Predictive Validity
Discriminant Validity
Construct Validity

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 5. RELIABILITY
• Assessment should show consistent and stable results. There are
methods which can be used to measure and establish reliability

RELIABILITY CAN BE MEASURED USING:

Giving the same examination after several minutes to
Test-retake or Retest Method
several years.
This is used to establish internal consistency using Pearson r
SPLIT-HALF
formula.
Parallel-form/Equivalence test Giving the same examination within the day.
Giving the same examination content but not in the same
Test of Stability
manner or form after several minutes to several years.
Measurement of stability & Giving the same examination content but not in the same
Equivalence manner or form within the day.
Kuder-Richardson Establishment of reliability using KR 21 and KR 20 formulas.

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 6. FAIRNESS
•Assessment should give
equal opportunities for every student.
There should be no discrimination of any
kind (racial, age, gender, etc.)

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 7. AUTHENTICITY
•Assessment should touch real life
situations and should emphasize
practicability.

Module 3- Principles of High Quality Assessment 11

 8. PRACTICALITY & EFFICIENCY
•Assessment should save time, money, etc.
It should be resourceful.

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 9. ASSESSMENT IS A CONTINUOUS PROCESS
• Because assessment is an integral part of the teaching-learning
process, it should be continuous.
ASSESSMENT FORMS:
Done before instruction to assess the needs of the learners to
PLACEMENT determine their capacities and capabilities.
ASSESSMENT
Done during instructionto monitor students’ progress and
FORMATIVE to reinforce learning.
ASSESSMENT
Done to see the problems and learning difficulties of the students.
DIAGNOSTIC
ASSESSMENT
Done after instruction to assess students’ achievement and to see
SUMMATIVE the result of the teaching-learning process.
ASSESSMENT
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 10. ETHICS IN ASSESSMENT

•Assessment should not be used to

derogate the students. One example of
this is the right to confidentiality.

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 11. CLEAR COMMUNICATION

•Assessment's results should be communicated

to the learners and the people involved.
Communication should also be established
between the teacher and the learners by way
of pre- and post-test reviews.

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 12. POSITIVITY OF CONSEQUENCE
• Assessment should have a positive effect. It should
motivate students to learn and do more and should give
way to improve the teacher's instruction.
• Assessment's results should be communicated to the
learners and the people involved. Communication should
also be established between the teacher and the
learners by way of pre- and post-test reviews.

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 References
• Characteristics of CA: Using CATs in Online Courses. (n.d.).
Retrieved August 21, 2021, from
https://terrymorris.net/cats/char1.htm
• CHARACTERISTICS OF THE CLASS-BASED ASSESSMENT - Assesment
of Learning Out Comes. (n.d.). Retrieved August 20, 2021, from
https://assesmentoflearningoutcomes.weebly.com/characteristi
cs-of-the-class-based-assessment.html
• Traditional vs. Authentic Assessment – Principles and Methods of
Assessment. (n.d.). Retrieved August 22, 2021, from
https://abdao.wordpress.com/2015/07/18/traditional-vs-
authentic-assessment/
• http://blept.blogspot.com/2015/11/the-12-principles-of-high-
quality.html
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