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Review of Principles of High quality Assessment”
Assessment – is an ongoing process that
involves series of steps ; collecting,
analyzing and interpreting data.
LEARNING TARGETS – ARE THE OUTCOMES THE
TEACHER WANTS HER STUDENTS TO ATTAIN OR
ACQUIRE FROM HER TEACHING.
LEARNING TARGETS HAS 5 LEVELS
LEVEL 1. KNOWLEDGE LEVEL
IDENTIFY LABEL DEFINE LIST MATCH NAME RECITE SELECT STATE
LEVEL 2. COMPREHENSION – THIS LEVEL INVOLVES AWARENESS OF
THE INTERRELATIONSHIP OF FACTS AND CONCEPTS.
EXPLAIN PREDICT INFERESTIMATE PARAPHRASE
CONVERT DIVERT
LEVEL 3. APPLICATION – STUDENTS ARE ABLE TO TRANSFER THE LEARNING FROM ONE FIELD TO ANOTHER BUT IN THE SAME
DISCIPLINE.
COMPUTE MODIFYOPERATE ORGANIZE SOLVE
TRANSFER DEMONSTRATE
LEVEL 4. ANALYSIS – THE STUDENTS CAN NOW BREAK INTO
PIECES THE PARTS OF AN IDEA AND EXPLAIN EACH PART OF THE
CONCEPT.
DIAGRAM DIFFERENTIATE DISTINGUISH SELECT SEPARATE
RELATE ILLUSTRATE
LEVEL 5. SYNTHESIS – THE STUDENT CAN NOW PUT BACK
TOGETHER THE COMPONENTS IN ORDER TO SUMMARIZE THE
CONCEPT
COMPOSE ORGANIZECREATE DESIGN DEVISECATEGORIZE FORMULATE
SUMMARIZE
LEVEL 6. EVALUATION AND JUDGING – THE STUDENTS NOW ARE READY TO MAKE JUDGEMENTS ABOT THE VALUE OF THE CONCEPT.
APPRAISE COMPARE CONTRAST CRITIZE DEFEND JUSTIFY JUDGE VALIDATE
LEVEL 2. REASONING LEVEL - REQUIRES THE STUDENT TO IDENTIFY LOGICAL ERRORS OR TO DIFFERENTIATE AMONG FACTS, OPINIONS AND CONCLUSIONS
BREAKDOWN ILLUSTRATE POINT OUT DIAGRAM OUTLINE SUBDIVIDE
LEVEL 3. SKILLS LEVEL Skills – this are specific activities or task that a students can proficeintly do.
Competencies – this are group of task needed for a particular task
Abilities – these are talents of the students that fall into the three domain.
LEVEL 04. PRODUCT,OUTPUTS AND PROJECTS TARGETS (psychomotor domain)
PRODUCT – ARE CONCERNED WITH THE TANGIBLE AND INTANGIBLE FINISHED PRODUCT OF STUDENT ACHIEVEMENT
LEVEL 5. AFFECTS LEVEL – IT CONCERNS WITH THE VALUES OF AN INDIVIDUAL. (Affective domain)
APPRECIATE SHOW RESPECT FOR ADMIRE OBSERVE STRICTLYCOMPLY WITH UTILIZEWISELY
INITIATEFIND PLEASURE
II. APPROPRIATENESS OF ASSESSMENT METHOD
WRITTEN RESPONSE INSTRUMENT
SELECTED RESPONSE INSTRUMENT – matching type, true-false, multiple choice, identificationSUPPLY TYPE – essay, enumeration, short answer
PRODUCT RATING SCALE –
PERFORMANCE TEST – (CHECKLIST) – IS THE ONE OF
THE MOST FREQUENTLY USED MEASUREMENT INSTRUMENT
USED BY TEACHERS. IT CONSIST OF A LIST OF BEHAVIOR THAT MAKE
UP A CERTAIN TYPE OF PERFORMANCE
ORAL QUESTIONING/ORAL EXAMINATION – THIS METHOD OF ASSESSMENT IS APPROPRIATE FOR MARKING STUDENTS ACCORDING TO THE QUALITY OF THEIR ANSWER.
TYPE OF ORAL QUESTIONING INDIVIDUAL ORAL QUESTIONING
GROUP ORAL EXAMINATION –
OBSERVATION - IS THE MOST APPROPRIATE MEANS OF
OBTAINING INFORMATION ABOUT THE MEASURABLE
ASPECTS OF PERFORMANCE USING THE FIVE SENSES.
SELF-REPORTS – THIS ASSESSMENT IS A
TECHNIQUE COMMONLY USED IN SOCIAL-
EMOTIONAL ASSESSMENT.
CHECKLIST – ARE APPROPRIATE WHEN THE TEACHER IS LOOKING FOR
THE PRESENCE OF SPECIFIC ELEMENTS IN THE PRODUCT
OR PERFORMANCE.
PROPERTIES OF ASSESSMENT
METHOD
VALIDITY - DEFINED AS THE
INSTRUMENTS ABILITY TO MEASURE WHAT IT
PURPORTS
CONTENT VALIDITY
– THE TEST ITEMS MUST MATHC THE INSTRUCTIONAL OBJECTIVES THE TEACHER WANT TO ACHIEVE BY HER
STUDENTS.
INSTRUCTIONAL OBJECTIVES
• RECALL THE NAMES OF THE PROVINCES OF MINDANAO
• LIST THE VERB IN THE SENTENCES
TEST ITEMS
• LIST THE CAPITAL CITIES OF ZAMBOANGA DEL
AND THEIR CAPITAL
• COUNT THE ACTION VERB IN THE STORY.
FACE VALIDITY – REFERS TO THE APPEARANCE OF
A TEST.
CONSTRUCT VALIDITY – REFERS HOW WELL A
PERFORMANCE ON A PARTICULAR SET OF TASK OR COMPONENTS
CAN BE EXPLAINED IN TERMS OF SOME PSYCHOLOGICAL TRAIT.
CRITERION VALIDITY – THE TEST ITEMS IS JUDGED AGAINST A
SPECIFIC CRITERION
EX. OF INSTRUCTIONAL OBJECTIVE
GIVEN 30 THREE DIGIT
ADDITION PROBLEMS THE STUDENTS WILL COMPUTE AT
LEAST 90 PERCENT
TWO TYPES OF CRITERION VALIDITY
CONCURRENT VALIDITY – IS THE DEGREE TO WHICH THE TEST AGREE WITH OR CORRLEATES IWHT A CRITERION WHICH IS SET UP AS AN ACCEPTABLE MEASURE.
PREDICTIVE CRITERION RELATED VALIDITY – IT EVALUATED BY RELATING THE TEST TO SOME ACTUAL ACHIEVEMENTS OF THE STUDENT OF WHICH THE TEST IS SUPPOSED TO PREDICT HIS SUCCESS.
FAIRNESS .
The goal of assessment is diagnosing the
learning process rather than the learning
object
PRACTICALITY AND EFFICIENCYTEACHER SHOULD MAKE SURE THAT SHE IS FAMILIAR WITH THE INSTRUMENT SHE
IS GOING TO USED.
ETHICS IN ASSESSMENT
ETHICS – REFERS TO THE QUESTION OF RIGHT AND
WRONG.
THE FUNDAMENTAL RESPONSIBILITY OF THE TEACHER TO DO ALL IN HIS OR HER POWER TO ENSURE HTAT PARTICIPANT IN AN ASSESSMENT PROGRAM ARE PROTECTED FORM PHYSICAL OR PSYCHOLOGICAL HARM,
DISCOMFORT DANGER THAT MAY ARISE DUE TO THE TESTING PROCEDURE.
TEST RESULTS AND ASSESSMENT RESULTS ARE CONFIDENTIAL RESULTS.
AVOID DECEPTION.
CHAPTER EXERCISES
A TEACHER PLANS TO RATE THE PERFORMANCE OF STUDENTS INA
GYMNASTICS CLASS UNOBTRUSIVELY. HE DOES NOT LET THE STUDENTS KNOW
THAT HE IS ACTUALLY RATING THEIR GYMNASTICS ABILITIES. INSTEAD, HE
TELLS THE STUDENT TO USE THE GYMNASIUM FACILITIES FOR PRACTICE
AND THEN, HE WATCHES THE STUDENTS PRACTICE ON OCCASIONS THAT ARE
UNANNOUNCED.
IDENTIFY THE ETHICAL ISSUES THAT MAY BE RAISED IN TERMS OF
A. POSSIBLE HARM TO THE PARTICIPANTS
B. CONFIDENTIALITY OF THE ASSESSMENT DATA
C. PRESENCE OF CONCEALMENT OR DECEPTION.
Prepared by: Mary Rose AmioChona M. Basa