Republic of the Philippines

Commission on Higher Education

Region V
LIGAO COMMUNITY COLLEGE
Soledad Street, Guilid, Ligao City, 4504
Email – Address: ligaocommunitycollege@gmail.com
Tel. No.: (052) 202 – 0634 / (052) 202 - 1891

Prof. Ed. 6
Assessment in Learning 1
Week 7

Module 7: Characteristics of
Quality Assessment Tools

Source:https://medium.com/@group_19546/some-inspiring-activities-for-student-led-formative-assessment-70a7238d66ec

STUDENT’S NAME: __________________________________________

YEAR AND SECTION: __________________________________________

DATE RECEIVED: __________________________________________

INSTRUCTOR’S NAME: __________________________________________

 Republic of the Philippines
Commission on Higher Education
Region V
LIGAO COMMUNITY COLLEGE
Soledad Street, Guilid, Ligao City, 4504
Email – Address: ligaocommunitycollege@gmail.com
Tel. No.: (052) 202 – 0634 / (052) 202 - 1891

“As teachers, we must be able to grasp assessment as an integral part of the

teaching and learning process that allows us to track and measure learner’s progress and
adjust instruction accordingly.” – PPST Resource Package, Module 10 (2018)
Assessment is an inevitable part of our education
system—it is the most accurate way for learners to
measure their success. Learning is hypothetical in nature
which means that it can’t be demonstrated with the mere use
of words. Its visual evidence can only be obtained by
assigning an estimate in the form of assessment. Nobody
would burn their cholesterol for obtaining absolutely
nothing; same goes with education—assessment acts as a
catalyst in bringing out positive outcome by encouraging the learner in terms of better
performance.
Education being an integral part of shaping the future of our country, it is a
compulsion to associate it with quality assessment techniques that are devoid of error
and inaccuracy.
In this module, you shall delve deeper on the different characteristics of quality
assessment tools. As future educators you must see to it that you know how to develop
assessments that don’t simply measure whether students can fill in a bubble on a test,
but whether they possess 21st-century skills like problem-solving and critical thinking,
entrepreneurship and creativity — President Barack Obama, March 2009.

At the end of the session, you are expected to:

Main Learning Outcomes:
develop assessment tools that are learner-appropriate and
target-matched; and
improve assessment tools based on assessment data.
Sub-task:
• explain the different characteristics of quality
assessment tools.
 Republic of the Philippines
Commission on Higher Education
Region V
LIGAO COMMUNITY COLLEGE
Soledad Street, Guilid, Ligao City, 4504
Email – Address: ligaocommunitycollege@gmail.com
Tel. No.: (052) 202 – 0634 / (052) 202 - 1891

Educational assessment tools are judged by their ability to provide results that
meet the needs of users. For example, a good test provides accurate findings about a
students’ achievement if users intend to determine achievement levels. The achievement
results should remain stable across different conditions so that they can be used for
longer periods of time.

A good assessment tool should be reliable, valid and be able to discriminate

traits. You may have probably encountered several tests that are available in the
internet and magazines that tell what kind of personality that you have, your interests,
and dispositions. In order to determine these characteristics accurately, the tests offered
in the internet and magazines should show you evidence that they are indeed valid or
reliable. You need to be critical in selecting what test to use and consider well if these
tests are indeed valid and reliable. There are several ways of determining how reliable
and valid an assessment tool is depending on the nature of the variable and purpose of
the test. These techniques vary from different statistical analysis and this chapter will
also provide the procedure in the computation and interpretation

A test is considered reliable if it is taken again by the same students under the
same circumstances and the score average is almost the constant, taking into
consideration that the time between the test and the retest is of reasonable length.
Reliability is the consistency of scores across the conditions of time, forms,
test, items and raters. The consistency of results in an assessment tool is determined
statistically using the correlation coefficient. The types of reliability are: (1) Test-retest
(2) Split-half; (3) Parallel Forms; (4) Internal Consistency; and (5) Inter-rater Reliability.
A more comprehensive discussion will be given in the succeeding modules.

Validity indicates whether an assessment tool is measuring what it intends to

measure. Validity estimates indicate whether the latent variable shared by items in a
test is in fact the target variable of the test developer. Validity is the ability of a scale or
test to predict events, relationship with other measures, and representativeness of item
content.
The types of validity are: (1) Content Criterion-related; (2) Construct Validity; and
(3) Divergent/Convergent. A more comprehensive discussion will be given in the
succeeding modules.
 Republic of the Philippines
Commission on Higher Education
Region V
LIGAO COMMUNITY COLLEGE
Soledad Street, Guilid, Ligao City, 4504
Email – Address: ligaocommunitycollege@gmail.com
Tel. No.: (052) 202 – 0634 / (052) 202 - 1891

Students are usually keen in determining whether an item is difficult or easy and
whether the test is a good test, or a bad test based on their own judgment. A test item
being judged as easy or difficult is referred to as item difficulty and whether a test is
good or bad is referred to as item discrimination. Identifying a test items’ difficulty
and discrimination is referred to as item analysis. Two approaches will be presented in
this chapter on item analysis: Classical Test Theory (CTT) and Item Response Theory
(IRT). A detailed discussion will be presented in the succeeding modules.

❖ A good assessment tool should be reliable, valid and be able to discriminate

traits.
❖ Reliability and validity are related concepts. If an instrument is unreliable, it
cannot yet valid outcomes. As reliability improves, validity may improve (or it may
not). However, if an instrument is shown scientifically to be valid then it is almost
certain that it is also reliable.

Answer the following questions:

➢ What makes a good assessment tool?

➢ How does one know that a test is good to be used?

Source: PPST Resource Package, Module 10 (2018)

 Republic of the Philippines
Commission on Higher Education
Region V
LIGAO COMMUNITY COLLEGE
Soledad Street, Guilid, Ligao City, 4504
Email – Address: ligaocommunitycollege@gmail.com
Tel. No.: (052) 202 – 0634 / (052) 202 - 1891

Rate your learning experience in using this module according to the following
scale.

Put a check mark on your response.

Navarro, Rosita L., et.al., (2017), Assessment of Learning 1. Quezon City, Metro
Manila: Lorimar Publishing Inc., pp. 92 to 95.

PPST Resource Package, Module 10., pp. 2 to 24.

Carlo Magno DLSU Araneta (2015), Designing Written Assessment for Student
Learning, pp. 57 to 91

LPU (2012), Educational Measurement and Evaluation, USI Publications, New

Delhi India, pp. 37 to 39
http://ebooks.lpude.in/arts/ma_education/year_2/DEDU504_EDUCATIONAL_
MEASUREMENT_AND_EVALUATION_ENGLISH.pdf

The Significance of Quality Assessment in the Education System, retrieved from:

https://elearningindustry.com/quality-assessment-in-the-education-system-
significance