Lesson 3

High Quality Prepared by :

Assessment Jeramie B. Pediongco
Components Instructor I
  Assessment can be made
precise, accurate and
dependable only if what
are to be achieved are
A. Clear and clearly stated and
Appropriate feasible.
Targets  It starts with clear and
appropriate learning
targets which include
both what the students
know and can do and the
criteria for judging
student performance.
 1. Knowledge targets
Clear 2. Reasoning targets
3. Performance skills
Learning targets
Targets 4. Product targets
5. Dispositional
targets
  Knowledge targets
begin with words like:
know, list, name,
identify, recall.
Knowledge Procedural knowledge
targets targets call for knowing
how to do something.
  Reasoning targets deal
with the skillful use or
application of knowledge.
These targets start out
Reasoning with mental processes
like: predict, infer, classify,
targets hypothesize, compare,
conclude, summarize, etc.
  Performance skills
targets require the
student to
demonstrate their
Performance mastery of a learning
skills targets target and to be
observed
  Product targets are
tangible and concrete
evidence of student’s
ability. These are not used
Product as frequently as other
types but are highly
targets valued, calling for
creation of a product.
There is a need to specify
the level of workmanship
as expert, skilled, or
novice
  Dispositional targets
rarely show up on
state standards but
are important
Dispositional because they reflect
targets students’ attitudes
about school and
learning.
  1. Bloom’s Taxonomy
 a. Cognitive – mental skills
(Knowledge)
 b. Psychomotor – manual
Sources of or physical skills (Skills)
Learning  c. Affective – growth in
feelings (Attitude)
Targets
2. National, regional, and
district standards
3. Textbooks
  1.Written-Response
Instrument
B.  2. Product Rating
Scales
Appropriate  3. Product Rating
Methods Scales
 4. Oral Questioning
 5. Observation and
Self Reports
  Objective tests – appropriate for
assessing the various levels of
hierarchy of educational
objectives

Written-  Essays – can test the students’

grasp of the higher level cognitive
Response skills
 Checklists – list of several
Instrument characteristics or activities
presented to the subjects of a
study, where they will analyze
and place a mark opposite to the
characteristics.
  Product Rating Scales -
used to rate products like
book reports, maps,
charts, diagrams,
Product notebooks, creative
endeavors - need to be
Rating Scales developed to assess
various products over the
years
  Performance Tests -
Performance checklist
consists of a list of
behaviors that make up a
Performance certain type of
performance. It is used to
Tests determine whether or not
an individual behaves in a
certain way when asked
to complete a particular
task
  Oral Questioning –
appropriate assessment
method when the
objectives are to:
Oral  Assess the students’
stock knowledge and/or
Questioning determine the students’
ability to communicate
ideas in coherent verbal
sentences.
  Observation and Self
Reports - useful
supplementary
methods when used in
Observation conjunction with oral
questioning and
and Self Reports performance tests
  Sampling facilitates the
assessment process when it
is not feasible to assess all
students—for example when
programs/courses have large
C. Adequate numbers of students or
when artifacts take a long
Sampling time to review. The portion
evaluated is the sample of
the entire population.
  A subjective artifact using a
rubric (e.g. a research project in
a capstone course or a paper)
Best may be used only if it is scored
by an evaluation group, not the
individual instructor.
practices in  When scoring subjective
sampling artifacts with a rubric, the
evaluation group must norm
before scoring. This is especially
important for rubrics assessing
complicated critical‐thinking
outcomes..
  Each artifact can be scored
independently by two different
evaluators—that is, scored twice
Best by two scorers who don’t know
that the other gave it.

practices in  Example of Using a Sample: The

English Department runs five sections
of Critical Thinking Through Argument
sampling involving 98 students. Two of the
course’s four outcomes are to be
assessed by a 8‐10 page paper scored
by a rubric. The English department
selects 20 papers randomly from the
five sections
  1. Decide whether you will
use a sample or the whole
population.
 2. Choose an appropriate
Sampling sample size based on
percentage, artifact size and
procedures complexity.
before  3. Choose an appropriate
sampling method.
evaluating
artifacts or data
  Simple Random Sampling - You
randomly select a certain number of
students or artifacts.
 Stratified Sampling. Students are
sorted into homogenous groups and
then a random sample is selected
from each group. This is useful when
Common Types there are groups that may be
underrepresented.
of Sampling  Systematic Sampling. You select the
nth (e.g. 7th, 9th, 20th) student or
artifact from a list. 
 Cluster Sampling. You randomly
select clusters or groups (e.g. classes
or sections), and you evaluate the
assignments of all the students in
those randomly selected clusters or
groups
  Objectivity refers to the
removal of personal opinion,
judgement or bias in order to
arrive at more precision. It is
D. disputed how much this can
be achieved in reality as even
Objectivity the framing of the situation
in which objectivity is desired
( such as research project or
an assessment) is subject to
subjective influence.
  1. To avoid bias
 2. To ensure
accurate conclusion
Purposes or results
 3. To ensure out
comes purely based
on facts
  1. Based on scientific
facts rather than on
Characteristi one’s opinion.
 2. Factual, free from
cs of personal biases.
Objectivity  3. Judgment based
from observable
phenomena
uninfluenced by
emotions or personal
prejudices
  4. Being objective is to
be or to do something
that is not primary about
Characteristi one self
cs of  5. Has multi-dimensional
viewing
Objectivity  6. Its results and data is
based on continuous
testing, then
demonstrated or
confirmed by a third
party.
  In educational
assessment, objectivity
in scoring and
interpretation of test
items is a very crucial
Take note! element to be
considered.
  Objectivity of scoring
means same person or
different persons scoring
the test at any time
arrives at the same result
Objectivity without any chance error.
In other words, the
of scoring personal judgement of an
individual who score the
answer script should not
be a factor affecting the
test score
  Objectivity of test item
means that the item
must call for a definite
single answer. Well-
Objectivity constructed test item
should lead itself to
of test item one and only one
interpretation by
students who know
the material involved.
 LESSON 4
RECENT TRENDS
AND FOCUS
  Assessments generate
information and,
depending on the nature
and use of the
Accountabilit information obtained,
can play multiple roles in
y education.
Accountability involves
using some of this
information to generate
incentives to validate or
change the behaviors of
students and educators
  When assessments are aligned
with learning goals,
accountability systems can
motivate classroom instruction
to focus on those outcomes
(Stecher, Barron, Kaganoff, and
Accountabilit Goodwin, 1998). Thus, policy
makers and educators in many
y states view assessment linked
with accountability as a
powerful strategy for ensuring
that all students are held to the
same set of high standards
(Grissmer and Flanagan, 1998;
Massell et al., 1997; Olson,
2001).
 1. Compliance with
regulations - compliance
systems view the school as
the embodiment of constant
processes and allow for
variation in results, generally
Three main types attributed to the varying
of accountability characteristics of students.
Simply stated, educators were
system accountable for adherence to
rules and accountable to the
bureaucracy
 2. Adherence to
professional norms -
Within this system,
educators are
Three main types accountable for
of accountability adherence to standards
system and accountable to their
peers.
 3. Results driven. The
third accountability
system is based upon
results, with results
Three main types defined in terms of
of accountability student learning. In these
system systems educators are
accountable for student
learning and accountable
to the general public
 Educators often find
themselves
responding to all
three systems,
attempting to balance
the requirements of
each. At present,
accountability systems
focus less on
compliance and more
on results.
  Fairness refers to the consideration of
learner’s needs and characteristics,
and any reasonable adjustments that
need to be applied to take account of
them.
 It is important to ensure that the
learner is informed about, understands
and is able to participate in the
assessment process, and agrees that
Fairness the process is appropriate.
 It also includes an opportunity for the
person being assessed to challenge the
result of the assessment and to be
reassessed if necessary. Ideally an
assessment should not discriminate
between learners except on grounds of
the ability being assessed.
  1. Democratic .While
examinations have not
historically always
been fair or
democratic in intent or
consequence, a
Three imperatives democratic imperative
that support fairness for fairness in
in educational assessment has
assessment evolved from the
tradition of selection
by examination
 2. Measurement
The quality of information that
assessments provide is affected by
stakeholders’ perceptions of fairness.
Students’ perceptions influence their
motivation in the assessment process,
their degree of engagement, and thus
the degree to which they demonstrate
Three imperatives learning. Perceptions of fairness
should be taken into account in the
that support fairness development and revision of an
in educational assessment tool for the same reason
that face validity and credibility are
assessment considered. When stakeholders view
an assessment as fair and meaningful,
genuine participation is more
 3. Pedagogical
The beliefs and knowledge that
teachers and students bring to
teaching and learning interact with
different elements of fairness. The
fairness of classroom assessment,
regardless of purpose, is affected by
classroom relationships and
Three imperatives interactions, which in turn influences
the learning environment. When this
that support fairness circular process is scaled up from
in educational classrooms to systems, based on the
assumption that all educational
assessment assessments should ultimately inform
teaching and learning, the pedagogical
imperative for fair assessment is at the
heart of the enterprise.
  measure a student’s ability in
the subject they have studied
 effectively differentiate
student performance
For an  ensure no student is
disadvantaged, including
assessment to be those who speak English as a
second language
fair, it must:  give all students the same
opportunity to achieve the
right grade, irrespective of
which exam series they take
or which examiner marks their
paper.
  Standards-based
education refers to
systems of instruction,
assessment, grading, and
Standards- academic reporting that
Based are based on students
Education demonstrating
understanding or mastery
of the knowledge and
skills they are expected to
learn as they progress
through their education
In schools that use standards-
based approaches to educating
students, learning standards—
i.e., concise, written descriptions
of what students are expected to
know and be able to do at a
specific stage of their education
— determine the goals of a
lesson or course, and teachers
then determine how and what to
teach students so they achieve
the learning expectations
described in the standards
 The general goal of standards-
based learning is to ensure that
students are acquiring the
knowledge and skills that are
deemed to be essential to
success in school, higher
education, careers, and adult
life. If students fail to meet
GOALS expected learning standards,
they typically receive additional
instruction, practice time, and
academic support to help them
achieve proficiency or meet the
learning expectations described
in the standards
  Proficiency-based
learning
 competency-
Standards- based learning
Based
Education
  The change in
educational
perspective is called
Outcomes-Based
Outcomes- Education(OBE). It
Based focuses on classroom
Education instruction on the skills
and competencies that
students must
demonstrate when
they exit.
 1. It is student centered. It places
the students at the center of
the process by focusing on
Student Learning Outcomes
(SLO)
Characteristics 2. It is faculty driven. It
of Outcomes- encourages faculty
responsibility for teaching,
based Education assessing program outcomes
and motivating participation
from the students.
3. It is meaningful. It provides
data to guide the teacher in
making valid and continuing
improvement in instruction and
assessment activities
 1. Identification of educational
objectives of the subject/course.
Educational objectives are the
broad goals that the
subject/course expects to
achieve, and defining in general
Procedure in terms the knowledge, skills and
attitude that the teacher will help
implementing the students to attain. The
objectives are stated from the
outcomes-based point of view of the teacher such
education on the as ―to develop, to provide, to
enhance, etc.
subject or course
 2. Listing of learning
outcomes specified for each
subject/course objective.
Learning outcomes are
stated as concrete active
detailed guide such as ―to
demonstrate, to explain, to
differentiate, to illustrate,
Procedure in etc,. A good source of
implementing outcomes- learning outcomes
based education on the statements is the taxonomy
subject or course of educational objectives by
Benjamin Bloom (Cognitive,
Psychomotor and Affective)
 3. Drafting outcomes
assessment procedure. This
procedure will enable the
teacher to determine the
degree to which the
students are attaining the
desired learning outcomes.
It identifies for every
Procedure in outcome the data that will
be gathered which will guide
implementing outcomes-
the selection of the
based education on the assessment tools to be used
subject or course and at what point
assessment will be done.