Unit 3:

DESIGNING
AND
DEVELOPING
ASSESSMENT
A. CHARACTERISTICS OF QUALITY
ASSESSMENTS TOOLS
What are assessment tools?
Assessment tools aid in assessing and
evaluating student learning and can be
provide different options to assess students
beyond the traditional exam. Several tools
are available including grading rubrics,
Canvas Assignment, and peer assessment,
surveys, and classroom pooling.
CHARACTERISTICS OF AN
ASSESSMENT TOOL
1. RELIABILITY- The Right Assessment tool produces
the same results over time. So there’s a consistency, or
accuracy in these Results.
2. VALIDITY- The validity of an assessment boils down
to how well it measures the different criteria being
tested. In other words, it is the idea that the test
measures what it intends to measure.
3. EQUITABLE- A good assessment tool is equitable.
4. STANDARDIZATION- applying consistency to your
testing methods
 EXAMPLES OF EDUCATIONAL
ASSESSMENT TOOLS
 ASSISTMENTS: This is a free online platform that teachers can use to assign Math
tests to students, whether during the learning process or outside the classroom.
Assistments allow instructors to provide immediate feedback as students turn in their
tests.
 FORMPLUS: Teachers can use Form plus to create surveys, questionnaires, and
polls for classroom assessments. Students can participate in these assessments even
without an internet connection, and teachers can analyze responses immediately
 Google Classroom Question Tool: Google classroom allows you to create and share
questions with your students right in the app. Teachers can each student’s answer
separately or set up a discussion with different groups.
 Quizizz Tool: If you’re conducting fact-based tests, then the Quizizz tool is a great
option. In Quizizz, you can set up self-graded tests, which helps you save time on
assessments.
B. TYPES OF TEACHER-MADE TESTS
 Teacher-made test construction principles: A well-planned
preparation is not required for a teacher-made test. Even
yet, special considerations must be taken while creating
such tests in order to make them more efficient and
effective evaluation tools.
 For the preparation of a teacher-made test, follow the
steps below:
1. Planning: A teacher-created test involves the following
steps:
a) 'As what to measure and why to measure,' determining
the test's aim and objectives.
b) Choosing the test length and the portion of the syllabus
that will be covered.
tYPES OF TEACHER-MADE TESTS
C. Defining the goals in terms of behavior. If necessary, a
table with requirements and weightings for the objectives
to be measured might be created.
D. Using the blueprint to determine the amount and kind
of elements (questions).
E. Knowing and understanding the fundamentals of
writing essay, short response, and objective questions.
F. Choosing a testing date well in advance to allow
teachers time to prepare for and administer the test.
G. Co-teachers, experienced instructors from other
schools, and exam experts were enlisted for assistance and
suggestions.
tYPES OF TEACHER-MADE TESTS
2. The Test's Preparation: The conceptual aspect of test
construction is planning, whereas the practical aspect
is preparation. When creating tests, all practical
considerations must be taken into account. It's both an
art and a technique. One can either possess it or
acquire it. Before creating test items, a lot of thinking,
rethinking, and reading is required. Multiple choice,
short-answer, and matching forms of objective exam
items can be created. Test items should be offered to
others for review and feedback after they have been
constructed.
Uses of Teacher-Made Tests

1. To help a teacher to know whether the class in normal, average, above average or
below average.
To help him in formulating new strategies for teaching and learning.
2. A teacher-made test may be used as a full-fledged achievement test which covers
the entire course of a subject.
3. To measure students’ academic achievement in a given course.
4. To assess how far specified instructional objectives have been achieved.
5. To know the efficacy of learning experiences.
6.

To diagnose students learning difficulties and to suggest necessary remedial

measures.
7. To certify, classify or grade the students on the basis of resulting scores.
8. Skillfully prepared teacher-made tests can serve the purpose of standardised test.
9. Teacher-made tests can help a teacher to render guidance and counseling..
Uses of Teacher-Made Tests

10. Teacher-made tests can help a teacher to render

guidance and counseling.
11. Good teacher-made tests can be exchanged among
neighbouring schools.
12. These tests can be used as a tool for formative,
diagnostic and summative evaluation.
13. To assess pupils’ growth in different areas.
c. LEARNING TARGET AND
ASSESSMENT METHOD MATCH
WHAT ARE LEARNING TARGET?
 Learning target are short term goals or statements.
 Learning target guide instruction and learning for a single
classroom lesson.
 Learning Targets should clearly state what you expect
students to know and be able to do at the end of the lesson.
 focus on appropriate content/grade level standards.
 use student friendly language (“I can” statements).
 include measurable objectives that anchor instructional
activities/formative assessments.
4 TYPES OF LEARNING TARGETS
KNOWLEDGE •Facts and concepts we want
students to know

REASONING •Use what they know to reason or
solve problems
 SKILL •Use knowledge and reasoning to act
skillfully
PRODUCT •Use knowledge, reasoning, and
skills to create a concrete product
LEARNING TARGET AND
ASSESSMENT METHOD MATCH
Assessment Method Match - is matching your
learning targets with the correct assessment
methods will help greatly as you determine the
balance of representation for the common
assessment.
METHODS OF ASSESSMENT
 Direct Assessment -  Identify and critically examine the work products
your students produce as part of the course curriculum, and determine
which of these are relevant, valid, and reliable assessments of your
learning outcomes.
 Written Work - Demonstrates knowledge of important content on an
exam or in a paper. * Performance on in-class tests (or portion of a larger
exam), assuming they are valid, reliable and objective.
 Presentations - Demonstration of acquired skills or ability to work
collaboratively.
 Indirect Assessment - Surveys can reveal your students’ attitudes and
opinions about what they learned, which may also help you evaluate your
outcomes.
 TYPES OF ASSESSMENT METHOD
MATCH
 Written Response
 Performance Assessment
 Observation/Conversation
 Each has advantages and disadvantage
 TABLE OF SPECIFICATIONS
 The table of specifications (TOS) is a tool used to ensure that a
test or assessment measures the content and thinking skills that
the test intends to measure. Thus, when used appropriately, it can
provide response content and construct (i.e., response process)
validity evidence. A TOS may be used for large-scale test
construction, classroom-level assessments by teachers, and
psychometric scale development. It is a foundational tool in
designing tests or measures for research and educational purposes.
 What are the components elements of
TOS?
 Number of hours or meetings the
topic was discussed, total number of
hours used in discussing topics, the
total number of test items to be
constructed.
 How can the use of a Table of Specifications benefit your students,
including those with special needs?

 A Table of Specifications helps to ensure that

there is a match between what is taught and
what is tested. Classroom assessment should be
driven by classroom teaching which itself is
driven by course goals and objectives.
 D. ASSESSMENT TOOLS
DEVELOPMENT
Developing assessment tools
When developing assessment tools there
are three main steps:
1. Planning
2. Design and development
3. Quality Checks
 Step 1—Planning
 The assessment process is the final stage in
confirming a learner has the skills and knowledge to
perform an identified task.
 In planning for assessment your RTO needs to
consider how a learner will:
 demonstrate the task
 know what they need to do to complete the task and
why,
 and demonstrate they have the ability to perform the
tasks in different contexts and environments.
When determining the assessment
methods, consider:
Who is your learner cohort?
Who will collect the evidence?
Where will the assessment be
conducted?
 Step 2—Design and Development
 An assessment tool comprises a number of
components which ensure assessment is
conducted in a manner that is fair, flexible,
valid and reliable. These components
include:
1. Context and conditions of assessment
2. Task to be administered to the student
3. An outline of evidence to be gathered from the candidate
4. Evidence criteria used to judge the quality of performance
5. Administration, recording and reporting requirements
 Step 3—Quality checks
 You should undertake
several checks before
implementing a new
assessment tool.
ASSESSMENT DEVELOPMENT
CYCLE
Whether you are assessing student learning or
operational outcomes, assessment is an iterative
process that provides important feedback about
what and how well your constituents are achieving
the objectives of your programs, resources, and
services. If followed and conducted intentionally,
assessment can be a very powerful process that can
optimize learning and enhance the quality of your
services.
ASSESSMENT DEVELOPMENT
CYCLE
 CYCLE OF ASSESSMENT
 ASSESSMENT CYCLE: TEACH
“Teaching” is the first phase of our assessment cycle. We employ strategies to
help our students learn the course outcomes.
 ASSESSMENT CYCLE: MEASURE
“Assessing Student Learning” is the second phase of our assessment cycle.
We develop methods to assess whether our student are learning the materials.
 ASSESSMENT CYCLE: REFLECT
“ Reflecting” is the third phase of our assessment cycle. We look back on
whether our teaching strategies were successful and what changes we can
make improve to student learning.
 ASSESSMENT CYCLE: PLAN
“ Improving our Instruction” is the fourth phase of our assessment cycle. We
refine our instructional strategies and teachniques to help all students achieve
mastery of the course outcomes.
 TEST ITEM FORMULATION
Types of test items
 Oral test
 Essay test
 Objective type test
 Short answer questions
 Oral test
 These are extensively used in lower classes
 In higher classes oral test can be used in science practical
examination for assessing the procedures adopted by the students
the viva- voce as used in graduate and Post graduate classes is
nothing but oral examination in classroom teaching.
 TEST ITEM FORMULATION
 To get immediate feedback from the students on the information provided to
them oral test proves invaluable however oral test have certain limitations.
 Like time consumption and the subjectivity involved in analyzing the results of
the students.

 ESSAY TEST
 Essay test demand long answers the essay test enquires the
students to recall rather than recognize information much
time is required to answer this type of question as the student
has to recognize.
 Express his ideas in writing clearly and concisely hence only
a few questions can be asked with in the limited time in as
much as the test can not cover the entire syllabus.
 TEST ITEM FORMULATION
 This text is not valid further lot of subjectivity is
involved in evaluation of the answer script
besides assessing the quality of the answer other
extraneous factors.
 Like neatness in presentation of ideas and good
hand writing play a part.
 Short answer type questions
Short answer questions are the constructed
response.
Questions that demand answer in a paragraph or
few sentences are asked in this category students
select the relevant information or facts which
explain a particular situation for answering the
questions.
 Objective type test
 Test designed to exclude as far as possible the
subjective element on the part of both those
taking and grading it by presenting a number of
factual questions to be answered by one word
or a check mark instead of verbal expression
and organization of material compare essay
examination.
 ITEM ANALYSIS
 Item analysis is a process which examines
student responses to individual test items
(questions) in order to assess the quality of
those items and of the test as a whole.
 Is especially valuable in improving items
which will be used again in later tests, but it
can also be used to eliminate ambiguous or
misleading items in a single test administration .
 RELABILITY
RELIABILITY - It is the degree to which an assessment tool
produces stable and consistent results. Refers to how well a
score represents an individual's ability, and within education,
ensures that assessments acccurately measure student
knowledge.

Types of Reliability
1.Test-retest reliability
2. Parallel forms reliability
3. Inter-rater reliability
4. Internal consistency reliability
 Types of Reliability

 Test-retest reliability - Is a measure of reliability obtained by administering the

same test twice over a period of time to a group of individuals. The scores from
Time 1 and Time2 can then be correlated in order to evaluate the test for
stability over time
 Parallel forms reliability - Is a measure of reliability obtained by by
administering different versions of an assessment tool (both versions must
contain items that probe the same construct, skill, knowledge base, etc.) to the
same group of individuals. The scores from the two versions can then be
correlated in order to evaluate the consistency of results across alternate
versions.
 Inter-rater reliability - It is a measure of reliability used to assess the degree to
which different judges or raters agree in their assessment decisions. Inter-rater
reliability is useful because human observers will not necessarily interpret
answers the same way; raters may disagree as to how well certain responses or
material demonstrate knowledge of the construct or skill being assessed.
 Internal consistency reliability - It is a measure of reliability used to evaluate
the degree to which different test items that probe the same construct produce
similar results
 RELABILITY
A. AVERAGE INTER-ITEM CORRELATION is a subtype of internal
consistency reliability. It is obtained by taking all of the items on a test
that probe the same construct (e.g., reading comprehension),
determining the correlation coefficient for each pair of items, and
finally taking the average of all of these correlation coefficients. This
final step yields the average inter-item correlation.
B. .SPLIT-HALF RELIABILITY is another subtype of internal
consistency reliability. The process of obtaining split-half reliability is
begun by “splitting in half” all items of a test that are intended to
probe the same area of knowledge (e.g., World War II) in order to form
two “sets” of items. The entire test is administered to a group of
individuals, the total score for each “set” is computed, and finally the
split-half reliability is obtained by determining the correlation between
the two total “set” scores.
 A. MEASURES OF RELATIONSHIP
 Are statistical measures which show a relationship
between two or more variables or two or more sets of
data.

 For example: Generally there is a high relationship or

correlation between parent's education and academic
achievement. On the other hand, there is generally no
relationship or correlation between a person's height and
academic achievement. The major statistical measure of
relationship is the correlation coefficient .
B. INDEX OF DETERMINATION
 Index of Determination It is also known as coefficient of
determination or (R^2 or r-squared). The coefficient of
determination can be thought of as a percent. It gives
you an idea of how many data points fall within the
results of the line formed by the regression equation.
B. INDEX OF DETERMINATION
 INTERPRETATION OF THE COEFFICIENT OF
DETERMINATION (R2)
 The most common interpretation of the
coefficient of determination is how well the
regression model fits the observed data. For
example, a coefficient of determination of 60%
shows that 60% of the data fit the regression
model. Generally, a higher coefficient indicates
a better fit for the model.
 Calculation of the Coefficient
Mathematically, the coefficient of determination can be
found using the following formula: Where: SSregression-
the sum of squares due to regression (explained sum of
squares) SStotal- the total sum of squares
 C. INTER-RATER RELIABILITY
 Also called by various similar names, such as inter-
rater agreement, inter-rater concordance, inter-
observer reliability, inter-coder reliability, and so
on) is the degree of agreement among independent
observers who rate, code, or assess the same
phenomenon.
 Assessment tools that rely on ratings must exhibit
good inter-rater reliability, otherwise they are not
valid tests.
 VALIDITY
 Educational assessment should always have a
clear purpose, making validity the most
important attribute of a good test.
 The validity of an assessment tool is the extent
to which it measures what it was designed to
measure, without contamination from other
characteristics. For example, a test of reading
comprehension should not require mathematical
ability.
 There are several different types of validity:

 Face validity - Do the assessment items appear to be

appropriate?
 Content validity - Does the assessment content cover
what you want to assess?
 Criterion-related validity - how well does the test
measure what you want it to?
 Construct validity: are you measuring what you think
you're measuring?
A valid assessment should have good coverage of the
criteria (concepts, skills and knowledge) relevant to the
purpose of the examination.
 Examples:
The PROBE test - is a form of reading running record which measures
reading behaviours and includes some comprehension questions. It allows
teachers to see the reading strategies that students are using, and potential
problems with decoding. The test would not, however, provide in-depth
information about a student’s comprehension strategies across a range of
texts.
STAR (Supplementary Test of Achievement in Reading) - Is not designed as a
comprehensive test of reading ability. It focuses on assessing students’
vocabulary understanding, basic sentence comprehension and paragraph
comprehension. It is most appropriately used for students who don’t score
well on more general testing (such as PAT or e-asTTle) as it provides a more
fine-grained analysis of basic comprehension strategies.
 VALIDITY
There is an important relationship between reliability and validity. An assessment
that has very low reliability will also have low validity.
A measurement with very poor accuracy or consistency is unlikely to be fit for its
purpose. However, the things required to achieve a very high degree of
reliability can impact negatively on validity. For example, consistency in
assessment conditions leads to greater reliability because it reduces 'noise'
(variability) in the results. On the other hand, one of the things that can
improve validity is flexibility in assessment tasks and conditions. Such
flexibility allows assessment to be set appropriate to the learning context
and to be made relevant to particular groups of students. Insisting on
highly consistent assessment conditions to attain high reliability will
result in little flexibility, and might therefore limit validity.
 GROUP 3 MEMBERS
REGINE AMBROCIO IVY ROSE MARTICIO
MARK ANGELO CABANADA REY JOHN CYNTH VALDEZ
LYN LYN NAZARAL SHAYLA MAY VALLO ABAD
KHEZZEL JEEM BARROGA STEPHANO GAMBOA
SHERILYN EMANIL ALEXIS FERNANDEZ
HAZELENE IBE RAYMOND LAGASCA
BILLY JOE UBALDO ELLA MADRIAGA
ALEXANDRIA GRAVILES CRISTINE MENDOZA
RAYMART MARTIN

TEACHER: MA’AM EVELYN ROMA CRUZ

GROUP 3 MEMBERS