APPROPRIATENESS OF ASSESSMENT METHODS

After setting a set of clear learning targets, the next thing to do is to choose
the appropriate assessment method. The general categories of assessment methods
include written-response, performance-based, and observation/conversation. The
written-response category connotes assessment method with the aid of paper and
pencil, and even computer. It is subcategorized into selected response, short
response, and extended response.

TABLE 2.1
MAPPING OF LEARNING TARGETS WITH ASSESSMENT METHOD IN TERMS OF WRITTEN RESPONSE

Written Response
Types of Learning Selected Response Short Response Extended Response
Targets True or False, Fill in the Blank Essays, Research
Multiple Choice, and short answer Reports, and
and Matching Type Laboratory Reports
Knowledge Mastery Can sample mastery Can sample mastery Can help in
of knowledge of knowledge understanding the
elements elements and relationships among
suggest elements of
understanding of knowledge
relationships
Reasoning Can assess Brief consequences Longer consequences
understanding of of simple problem of complex problem
basic patterns of solutions can solutions can
reasoning provide a shallow provide a deeper
window into window into
reasoning reasoning
proficiency proficiency

Skills Can assess mastery of knowledge Can assess in

prerequisite to the ability to writing directly
create quality products - but but otherwise
cannot assess the quantity of the limited
products themselves prerequisite
knowledge
Products/Performances Can assess mastery of knowledge Can assess ability
prerequisites to the ability to to create written
create quality products - but product directly
cannot assess the quality of the but otherwise
products themselves limited to
prerequisite
knowledge
Disposition Surveys/Questionnaires Open Open-ended
can tap students’ response questions can
feelings and attitudes items can elicit deep
tap responses about
students’ feelings and
aptitude attitudes

Table 2.2
Mapping of Learning Targets with the Assessment Method in Terms of Performances

Types of Learning Targets Performances

Knowledge Mastery Not recommended
Reasoning Can refer reasoning proficiency form
direct observation of students’ problem
solving behavior
Skills Can directly observe and evaluate skills
as they are being performed
Products/Performances Can assess directly (a)proficiency in
carrying out steps in product
development and (b) attributes of the
product itself
Disposition Dispositions can be inferred from
behavior

Table 2.3
Mapping of Learning Targets with the Assessment Method in Terms of
Observation/Conversation

Types of Learning Targets Observation/Conversation

Knowledge Mastery Allows the examiner to explore mastery
selectively; But in-depth responses to
question are evaluated
Reasoning Can infer reasoning proficiency more
deeply by asking student to “think
aloud”or through focused probing
follow-up questions
Skills Can assess skill in oral/communication
directly; Can also assess mastery of
prerequisite knowledge
Products/Performances Can promote knowledge procedures and
attributes of quantity - but right
product quality itself
Disposition Feelings and attitudes can be explored
and probed in depth

The Michigan Assessment Consortium (2016) outlined the criteria in determining

the best assessment method for the learning targets:

 Purpose(s) of the assessment

 Nature of the learning targets
 Uses of the assessment information
 Resources available (time, money, and staff) available

In summary, in choosing the appropriate assessment method, it is important to

determine what consequence the assessment will have to the students – what will
happen to the students who passed the test, and those who failed the test. The type
of assessment method, the manner by which it is to be implemented and its use must
match the intended learning targets of the instruction.

It is also important to note that the number of items to fully assess each learning
target, the types of assessment chosen, the manner in which they are developed, and
how
they are implemented must also match their purposes and uses.