PRINCIPLES OF

HIGH QUALITY
ASSESSMENT
TEACHER MADE TEST
Basically teacher made tests are used to
evaluate the progress of the students in school.
However , the specific use of tests may vary
from school to school and teacher or teacher. 

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 1. Test should be balanced among the
following
a. Short answer/paragraph answer
b. Words/pictures/maps/diagram
c. Easy/difficult question
d. Factual knowledge/application of knowledge
e. Knowledge/skills

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 Test question should be given within a
meaningful context
POOR: Name The Continents
and Oceans.
Better: Name The Continents
and Oceans as Shown on the
Map (provides Clear Map with
Continents and Oceans

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+ Poor: Mark the following
if true or false.
+ Better: Mark the
following if true or false.
For the false statements,
rewrite them to make them
true.

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Poor: Answer the following
questions:
Better: Write 2 questions that you
have about the following topics:
Describe how you have improved
in a skill while doing this unit.
(or) List 3 things you have
learned, what you enjoyed most,
and the like.

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Students should not be penalized with a low
mark because they are weak in reading or
writing. These students may be assisted in
one of several ways.

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The teacher might choose to use a different
format from the conventional test. For
example:
Make up a test that has as many
questions (or groups of
+ A variation of this is the use of
testing stations where a variety of
questions) as there are students materials are set up, and a group of
in the class. (Students should students would answer a set of
be reminded during the test to questions or respond to some
double check the numbers of directions.
their questions.)

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There should be no surprises when it comes
to student evaluation:
+ students should + they should have a + they should receive
always be aware of role in the regular feedback as
evaluation criteria evaluation process to "how d. they are
and procedures; doing

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 “
Teachers would be most interested in the
content validity of their tests and how well
their test items represent the curriculum to be
assessed, which is essential to make accurate
inferences on students' cognitive or affective
status.

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+ There should be no obvious content gaps, and the
number and weighting of items on a test should be
representative of the importance of the content
standards being measured. Test items can be
classified as selected-response (e.g., multiple-
choice or true-false) or constructed-response (e.g.,
essay or short-answer).

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When constructing either type, Popham
(2003) offers five pitfalls to avoid, all of
which interfere with
+ 1. unclear making accurate
directions
inferences
+ 2.ofambiguous
students'statements
status. They are:
+ 3. unintentional clues
+ 4. complex phrasing;
+ 5.and difficult vocabulary

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Formative Assessment
+ Tools Quizzes are the common formative
assessment tools that teachers use to check for
student understanding. They are short, easy to
administer, and can quickly be corrected even by
students.

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+ formative assessments need not be written all the
time. The teacher can check for student
understanding in a variety of ways. The teacher's
question to the class, "Does this make sense to you.

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+ The focus may be the key terms or
facts and information that students
need to know, but student
understanding of these facts and
information should be probed by
asking students to explain, illustrate
through examples, or apply their
understanding

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+ The students, for their part, should do their self-
check and self-track their progress (which can be
done through graphs or maybe a scale to represent
growth in learning over time). Peer assessment is
encouraged.

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Clarity of Learning Targets own Popham
(2000), suggested the following sequence of
instruction
+ Determine the specific learning targets and their
sequence for instruction
+ A standard may be composed of one learning target
+ Each learning target typically is a sub-unit which
includes:

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+ the CONTENTS (what students must know) connected with
the learning target
+ the SKILLS (what students must be able to do) connected
with the learning target
+ the assessment for learning that will be used to keep students
informed of their progress and to design next steps for
instruction
+ the assessment of learning should cover the content for the
entire unit
+ the lessons designed to teach students the learning targets.

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Clarity of target

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