Review on the Principles of Assessment

8/3/2019 Review on the Principles of Assessment

1/56

OBJECTIVES

Define assessment and explain its

purpose.

Explain the guiding principles of

assessment.


2/56

ASSESSMENT

Assessment is theprocess of gathering

quantitative and

qualitative data orevidence of what a

student can do


3/56

Assessment is theprocess of gathering

quantitative and

qualitative data orevidence of what a

student can do.

ASSESSMENT


4/56

Evaluation is theprocess of

interpreting the

evidence and making

judgments anddecisions based on

the evidence.

EVALUATION


5/56

EVALUATION

Evaluation is theprocess of

interpreting the

evidence and making

judgments anddecisions based on

the evidence.


6/56

MEASUREMENT

is a part of the educational

evaluation process whereby sometools or instruments are used to

provide a quantitative description

of the progress of students

towards desirable educationalgoals.

can either be objective (as in

testing) or subjective (as in

perceptions)


7/56

Test or Testing

is a systematic procedure to

determine the presence orabsence of certain

characteristics or qualities in

a learner.


8/56

Who Needs ToAssess? Purposes of Assessment

Policymakers Policymakers use assessment to:

Set standardsFocus on goals

Monitor the quality of education

Reward/sanction various practices

Formulate policiesDirect resources including

personnel and money

Determine effects of tests

Purposes of Assessment


9/56


Who Needs To

Assess?


Administrators

and school

Monitor program effectiveness

planners use assessment to:

Identify program strengths and

weaknesses

Designate program priorities

Assess alternatives

Plan and improve programs


10/56

Who Needs ToAssess? Purposes of Assessment

Teachers and

administrators

Make grouping decisions use

assessment to:

Perform individual diagnosis and

prescription

Monitor student progress

Carry out curriculum evaluation and

refinement

Provide mastery/promotion/grading

and other feedback

Motivate students

Determine grades



11/56

Who Needs To

Assess?Purposes of Assessment

Parents and

students use

Gauge student progress assessment

to:

Assess student strengths and

weaknesses

Determine school accountability

Make informed educational and

career decisions



12/56

Principles of Assessment

McMillan, 1997

Principle 1. Set clear and

appropriate learning targets.

Learning targets include:

what the students should know

be able to do


13/56


Principle 1. Set clear andappropriate learning targets.

Mueller (2000) distinguishes between and among

four sources of learning targets.1. Mission Statement is a brief and broad

statement that serves as a focal point to initiate

development as well as a check for progress.

Philippine School produces students who are effective

communicators, collaborators, and problem solvers.


14/56




four sources of learning targets.2. Goals flesh out the mission statement, but still

broadly define expectations for students.

Develop effective communication among students.


15/56




four sources of learning targets.

3. Standards tend to be content-specific to one or

a few grade levels and one content area. These

may be written at the level of a unit.

Use appropriate expressions in communicating with

others.


16/56




four sources of learning targets.

4. Objectives are the most specific statements that

are typically written at the level of the lesson plan

with one or more objectives for each lesson.

(cognitive, psychomotor and affective domains)

Use courteous expressions in talking with other people.


17/56



BROAD

NARROW


18/56


Principle 2. Use appropriate assessment

methods by matching targets with methods.

Hmmmpaper andpen, performanceor task based?How shall I assess

them?


19/56




A. OBJECTIVE TESTS

Selected response types

Binary choice

Multiple choice

Matching type

A or B?A,B, C, or D?Column A and

Column B?


20/56




A. OBJECTIVE TESTS

Simple Supply

Gap-fill or completion type

Short answer response type

Fill in the

blanks withthe correctform of the

verb.


21/56




B. ESSAY Restricted typeExtended type

Write aparagraph

about


22/56




C. PERFORMANCE TYPE

Product-oriented

Process-oriented

Let meseeAha! Illask them topresent a

readerstheater.


23/56




D. ORAL QUESTIONING

Oral examinations

Interviews


24/56


Principle 3. Establish test validity.

Test validity is tied to the purposes

for which an assessment is used.

The content of the tests should

match the teacher's educational

objectives and instructional

emphases.

The test items should represent the

full range of knowledge and skills

that are the primary targets of

instruction.

Validity refers to the extent to which the test

measures what it is supposed to measure.


25/56



WAYS OF ESTABLISHING TEST VALIDITYWAYS OF ESTABLISHING TEST VALIDITY



Face validity examining the physical attributes

of the test

Content validity examining the extent to which

the test measures the area of interestInstructional validity examining the extent to

which the test measures the instructional

objectives


26/56



WAYS OF ESTABLISHING TEST VALIDITYWAYS OF ESTABLISHING TEST VALIDITY



Criterion-related validity examining the extent

to which the test is related to some other valued

measures

Construct validity examining the extent towhich a test can measure an unobservable trait

or behavior. It could be determined through

theoretical analysis, and statistical procedures.


27/56


Principle 4. Ensure test reliability.

Reliability refers to the extent to which a test is

dependable, stable, and consistent when administered

to the same individuals on different occasions.

W

AYS IN ESTABLISHING TEST RELIABILITYW

AYS IN ESTABLISHING TEST RELIABILITY

1. Test-retest test of stability

2. Parallel forms test of equivalence

3. Split-half test of internalconsistency

4. Kuder-Richardson test of internal

consistency


28/56


Principle 5. Ensure fairness and equity.

1. Provide all students with

equal opportunity todemonstrate achievement.

2. Present the content of the

assessment and the

scoring criteria muchahead of time.


29/56


Principle 5. Ensure fairness and equity.

3. The assessment procedures

and scoring rubrics should befree of extraneous factors

which unnecessarily confuse or

inadvertently cue student

responses.

4. Avoid all forms of bias in

language, assessment tasks,

and procedures.

5. Avoid teacher stereotypes


30/56


Principle 6. Stress positive consequences of

the test.

Tests should motivate students

to learn.

They should also promote and

encourage effective

teaching.


31/56


Principle 7. Consider practicality and efficiency

in the choice of assessment strategy.

The teacher needs to be

familiar with the method.

Consider the ease in

administering the exam, the

scoring and the

interpretation of the test.

Consider time requirement

and cost in administering

the exam.


32/56

PERFORMANCE-BASED

ASSESSMENT


33/56

P-E-R-F-O-R-M-A-N-C-E Hmmm.Why

performance-based?What is that?


34/56

TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift

BEHAVIORALBEHAVIORALCOGNITIVECOGNITIVE


35/56


Active, not

passive

Construct knowledge

environment

LEARNERS


36/56


Integrated assessment

SCOPE of ASSESSMENT


37/56


BELIEFS about KNOWING

Application of

skills and

knowledge.


38/56


Attention to metacognition.

EMPHASIS of INSTRUCTION

What shallI do next?How is this

done?

Why do Ioften haveproblemssolving

this?


39/56


Authentic, real life, meaningful.

On-going...

FREQUENCY of ASSESSMENT


40/56


Group process skills on

collaborative tasks.

Multi-skills

WHO IS ASSESSED?


41/56


Are we going to

make that big leap

from the traditional

to the non-

traditional?


42/56

Balanced Assessment

ASSESSMENT

BALANCED

Traditional PortfolioPerformance


43/56

Balanced Assessment

ASSESSMENT

CONGRUENCE

TARGETS METHODS


44/56

Balanced AssessmentBalanced Assessment

ProgramProgramWHAT TO ASSESS?

COGNITIVE

PSYCHOMOTOR

AFFECTIVE

Domains ofLearning


45/56

Balanced Assessment


Paper and pen

testingDemonstrating

the skills

Collecting evidence

of learning

Cognitive Psychomotor Affective


46/56

Balanced Assessment


Paper and pentesting

Demonstrating

the skills

Collecting evidence

of learning

Cognitive Psychomotor Affective

KNOWLEDGE SKILLS AFFECTS


47/56



Learning targets

Lesson objectives

Course goals

Competencies


48/56



All domains of

intelligenceVerbal-linguisticLogical mathematicalSocial interpersonalIntrapersonalNatural

ExistentialBodily-kinestheticMusicalVisual-spatial


49/56


ProgramProgramWHAT are the STRATEGIES?

Use different types ofassessment strategies.Paper and pen testPerformance assessment

Portfolio assessment


50/56



Use varied and well-constructed tool forassessment.


51/56



Use tools with varying levels ofdifficulty from easy averageto difficult levels.

U

se a variety of test formats Assess all levels of behavior


52/56



Cognitive

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Assess all levels of behavior


53/56



Affective

1. Receiving

2.R

esponding3. Valuing

4. Organization

5. Characterization

Assess all levels of behavior


54/56



Involve others in makingdecisions on theassessment procedures.


55/56



Get ideas from authenticsources of information.

B l d A t


56/56

Balanced Assessment

ASSESSMENT

CONGRUENCE

TARGETS METHODS

HOW?

Documents

Review on the Principles of Assessment