PrEd 146n

Assessment in Learning 1
 Module 3

Principles of
High Quality Assessment
 Learning Outcomes

• Explain the principles of high quality assessment

 Module 3:
Principles of High Quality Assessment
Lesson 3.1
– Clear and Appropriate Learning Targets
– Appropriateness of Assessment Methods
– Balance
– Validity
– Reliability
 Module 3:
Principles of High Quality Assessment
Lesson 3.2
– Fairness
– Positive Consequences
– Practicality and Efficiency
– Ethics
– Authenticity
– Communication
– Continuity
 6. Fairness
A fair assessment provides students with an
equal opportunity to demonstrate achievement.
key to fairness:
1. knowledge of learning targets and assessment
2. equal opportunity to learn
3. the prerequisite knowledge and skills
4. free from teacher stereotypes
5. free from biased assessment tasks and procedures
 7. Positive Consequences
a. Assessment should be positive to students, that is, it
should motivate them to learn.

b. Assessment should be positive to teachers, that is, it

should help them improve the effectiveness of their
instruction.
 8. Practicality and Efficiency
Factors to be considered:
1. Teacher familiarity with the method
2. Time requirement
3. Complexity of the administration
4. Ease of scoring
5. Ease of interpretations
6. Cost
 9. Ethics
a. Teacher should free the students from harmful
consequences of misuse or overuse of various
assessment procedures.
b. Teachers should be guided by laws and policies that
affect their classroom assessment.
c. Administrators and teachers should understand that
it is inappropriate to use standardized student
achievement to measure teaching effectiveness.
 10. Authenticity
Features of authentic assessment
a. meaningful performance task
b. clear standards and public criteria
c. quality products and performance
d. positive interaction between the assessee and
assessor
e. emphasis on metacognition and self-evaluation
f. learning that transfers
 10. Authenticity

Criteria of authentic achievement:

1. Disciplined inquiry
2. Integration of knowledge
3. Value beyond evaluation
 11. Communication
a. Assessment targets and standards should be
communicated
b. Assessment results should be communicated to its
important users
c. Assessment results should be communicated to
students through direct interaction or regular
ongoing feedback on their progress
 12. Continuity
Activities occurring PRIOR to instruction:
a. understanding student’s cultural backgrounds,
interests, skills, and abilities
b. understanding student’s motivations and their
interest in specific class content
c. clarifying and articulating the performance outcomes
expected of pupils
d. planning instruction for individuals or group of
students
 12. Continuity
Activities occurring DURING instruction:
a. monitoring learner’s progress
b. identifying gains and difficulties
c. adjusting instruction
d. giving praise and feedback
e. motivating students to learn
f. judging the extent of learner’s attainment of instructional
outcomes
 12. Continuity
Activities occurring AFTER the appropriate instructional
segment:
a. describing the extent of student’s attainment of
instructional goals
b. strengths and weaknesses based on assessment
results
c. recording and reporting assessment results for
school level analysis, evaluation, and decision- making
 12. Continuity

d. analyzing assessment information gathered

before and during instruction
e. evaluating the effectiveness of instruction
f. evaluating the effectiveness of the curriculum and
material in use
 Questions?

THANK YOU!