9/2/2025

Objectives:
• enumerate the different principles of high quality assessment;
• differentiate the different learning targets and the appropriate
assessment methods;
• evaluate the appropriateness of the assessment method to the
learning target;
• explain the importance of test validity and reliability;
• explain the methods of establishing validity evidences;
• discuss the ways of improving test reliability ;
• analyze fairness in assessment practice; and
• explain the importance of test practicality and efficiency

1 2

What is high-quality assessment?

•not only concerned on detailed
inspection of the test itself
What is high-quality •focuses on the use and
assessment? consequences of the results

3 4
 9/2/2025

PRINCIPLE 1. CLEAR AND APPRORIATE LEARNING TARGETS

• a statement of student performance

• what students should know,
• understand, and
• be able to do

5 6

PRINCIPLE 1. CLEAR AND APPRORIATE LEARNING TARGETS PRINCIPLE 2. APPROPRIATENESS OF ASSESSMENT METHODS

Example 1. • Many different approaches or methods

• At the end of the lesson, the students can identify the • your choice depends on?
thirteen organs of the digestive system. • Learning target
• There are four major categories:
Example 2. 1. selected-response
• After the discussion, the students can add at least 10 2. constructed-response
similar fractions with 100 % accuracy. 3. teacher observation
4. self-report

7 8
 9/2/2025

PRINCIPLE 2. APPROPRIATENESS OF ASSESSMENT METHODS PRINCIPLE 3. VALIDITY

I. Selected response Essay items “It is the extent to which a test measures what it is supposed to
Multiple choice Restricted-response
Binary choice ( e.g., true/false) Extended-response measure.”
Matching Type
Identification
Oral questioning
Informal questioning • concerned with soundness, trustworthiness, or legitimacy of
II. Constructed response
Brief constructed response
Examinations
Interviews
the inferences made on the basis of the obtained scores.
Short answer III. Teacher Observation • Is the interpretation made from the test result
Completion/Fill in the blanks Informal
Label a diagram Formal reasonable?
Performance-based tasks IV. Self-Report
Products (paper, project, poem, portfolio, Attitude survey • Is the information gathered the right kind of evidence for
reflection, journal, graph)
Skills (speech, demonstration, debate recital)
Questionnaires
Inventories
the decision to be made or the intended use?
• How sound is the interpretation of the information.

9 10

PRINCIPLE 3. VALIDITY PRINCIPLE 3. VALIDITY

How do we determine the • Content –related evidence

Levels of Thinking Skills Total % of

validity of the assessment

Contents no. of items
Remember Understand Apply Analyze Evaluate Create
items
Reptiles ** 4 2 1 1 1 1 10 33.33

method or the test that we

Mammals *** 6 4 1 1 1 1 14 46.67
Birds * 1 1 1 1 1 1 6 20.00
Item 1-11 12-18 19-21 22-24 25-27 28-30

use?
placement
Number of 11 7 3 3 3 3 30
items
% of items 70% 30% 100%

11 12
 9/2/2025

PRINCIPLE 3. VALIDITY PRINCIPLE 4. RELIABILITY

Criterion-related evidence • consistency, stability, and dependability of the results.

• relating an assessment to some other valued measure • a reliable result is one that shows similar performance at
(criterion) that either provides an estimate of current different times or under different conditions.
performance (concurrent criterion-related evidence) or
predicts future performance (predictive criterion-related
evidence).
• Example:
• Assessment of a student’s skills in using a microscope
through observation coincides with the student’s score on a
quiz that tests steps in using microscope
O U R L A D Y O F T H E S A C R E D H E A R T C O L L E G E O F G U I M B A , I N C #IwillOvercome

13 14

PRINCIPLE 4. RELIABILITY PRINCIPLE 4. RELIABILITY

Addition Subtraction • Reliability is directly related to error.
Quiz 1 Quiz 2 Quiz 1 Quiz 2 • not a matter of all or none, as if some results are reliable
(2 days (2 days and others unreliable.
later) later) • each assessment there is some degree of error
Morgan 18 16 13 20 • low reliability
Ashley 10 12 18 10 • moderate reliability
Z-lo 9 8 8 14 • high reliability
Lexy 16 15 17 12
Mia 19 18 19 11

O U R L A D Y O F T H E S A C R E D H E A R T C O L L E G E O F G U I M B A , I N C #IwillOvercome

15 16
 9/2/2025

PRINCIPLE 4. RELIABILITY PRINCIPLE 5. FAIRNESS

• provides all students an equal opportunity to demonstrate

achievement and yields scores that are comparably valid from
one person or group to another
• Neither the assessment task nor scoring is differentially
affected by race, gender, ethnic background, or other
unrelated to what is being assessed.

17 18

PRINCIPLE 5. FAIRNESS PRINCIPLE 5. FAIRNESS

Student knowledge of learning targets and assessment Avoiding stereotypes

• what is to be assessed and how it will be scored • judgments about how group of people will behave based on
Opportunity to learn characteristics such as gender, race, socioeconomic status
• students know what to learn and then are provided ample and physical appearance.
time and appropriate instruction. Avoiding bias in assessment task and procedures
Prerequisite knowledge and skills • Bias is present if the assessment distorts performance
• It is unfair to assess students on things that require because of the students’ ethnicity, gender, race, religious
prerequisite knowledge or skills that they do not possess. background and so on.

19 20
 9/2/2025

PRINCIPLE 6. POSITIVE CONSEQUENCES PRINCIPLE 6. POSITIVE CONSEQUENCES

 How will assessment affect student motivation? Positive consequences on students.

 Will students be more or less likely to be meaningfully • students learn and study in a way consistent with your assessment
involved? Will their motivation be intrinsic or extrinsic? task.
• if the students know what will be assessed and how it will be scored,
 How will the assessment affect my teaching? and if they believe that the assessment will be fair, they are likely to be
 What will the parents think about my assessment? motivated to learn.
Positive consequences on teachers.
• It is important to remember that the nature of classroom • teachers tend to teach to the test
assessment has important consequences for teaching and • assessment calls for memorization of facts = teach lots of facts;
learning. • assessment requires reasoning = exercises and experiences that get
students to think

21 22

PRINCIPLE 7. PRACTICALITY AND EFFICIENCY PRINCIPLE 7. PRACTICALITY AND EFFICIENCY

Familiarity with the method Ease of scoring

• strengths and limitations of the method, how to administer, how • It is obvious that objective tests are easier to score than other
to score and interpret responses. methods. In general use the easiest method of scoring
Time required appropriate to the method and purpose of the assessment
• Gather only as much information as you need for the decision. Ease of interpretation
The time required should include how long it takes to construct • Objective tests that report a single score are usually easiest to
the assessment, and how long it takes to score the results.
interpret, and individualized written comments are more
Complexity of administration
difficult to interpret.
• The directions and procedures for administration should be clear
and that little time and efforts are needed.
Cost
• it is best to use the most economical assessment

23 24
 9/2/2025

25