ROLES OF ASSESSMENT IN

INSTRUCTIONAL DECISIONS

Prepared by: Geneva Rose G. Bukid

 OBJECTIVES:
At the end of the lesson, the students should be able to:

THANK
1. To identify the various types of assessments and their
purposes in informing instructional decisions

YOU
2. To analyze how assessment data informs instructional
planning and adjustment.

3. To evaluate the impact of assessment-driven instructional

decisions on student learning outcomes.
 WAYS HOW ASSESSMENT
ENHANCES INSTRUCTION
If teachers are better informed of the learning progress
and difficulties of their students, they can make better
decisions about what a student needs to learn next and
how to teach that material in a manner that will
maximize the students’ learning. Teachers make
decisions using assessment results (Fuchs, 1994).
 INSTRUCTIONAL PLACEMENT DECISIONS

This refers to what the student knows and where he or

she should be in the instructional sequence-what to teach
next.
FORMATIVE EVALUATIONS DECISIONS

These are the information needed in monitoring a student’s learning

while an instructional program is underway-how quickly progress is
being made, whether the instructional program is effective, and
whether a change in the instructional program is needed to promote
the student’s learning.
 DIAGNOSTIC DECISIONS

It specifies difficulties which account for student’s

inadequate progress so the teacher can remediate
learning progress and design more effective
instructional plans.
 7 CRITERIA FOR PERFORMANCE
ASSESSMENT

• Measure Important Learning Otcomes

The extent to which performance assessment measures
important student outcomes depends on the specific
measurement problem or task.

• Address All Three Purposes of Assessment

It is unclear how performance assessment can be used
to formulate instructional placement or formative
Evaluation Decisions
• Provide Clear Descriptions of Student
Performances that can be Linked to Instructional
Actions

• Be Compatible with a Variety of Instructional

Models

• Be Administered, Scored, and Interpreted by

Teachers
• Communicate the Goals of Learning to
Teachers and Students

• Generate Accurate, Meaningful Information

that is Reliable and Valid
THANK YOU
Other Methods of
Linking Assessment to
Instructions

Prepared By: Jalen Rose Rosal Corminal

1. Behavioral assessment

• Behavioral assessment relies on direct

observation and recording of target
behaviors, using repeated observations
in the setting where the behavior
occurs.

• Behavioral assessment is a systematic

process used to understand and analyze
an individual’s behaviour.
2. Mastery Learning
• In mastery learning, a curriculum is
broken down into a set of subskills, which
are then ordered in a hierarchy of
instructional objectives.

• Mastery learning a pedagogical approach

that focuses on ensuring that all students
achieve a predetermined level of
understanding and proficiency in a
specific learning objective before
advancing to the next topic.
3. Curriculum-based Measurement (CBM).
• A type of assessment that measures student progress in specific
academic areas, such as reading, math, or writing.

• CBM is a systematic approach to monitoring student academic

progress. It involves the use of standardized, brief assessments that
are directly aligned with the curriculum being taught in the
classroom.

CURRICULUM-BASED MEASUREMENT (CBM) SATISFIES SIX OF THE

CRITERIA FOR EFFECTIVE ASSESSMENTS
Alignment Frequency Efficiency: Standardized Data-Driven Focus on
with and Regular CBM Procedures: Decision Fluency:
Curriculum: Monitoring: assessments CBM Making: CBM
CBM
CBM CBM are typically assessments assessments
assessments
assessments are assessments brief, taking use provide emphasize
directly linked are only a few standardized quantitative data fluency, which
to the specific administered minutes to administration that teachers is the ability to
skills and frequently, administer, and scoring can use to make perform a skill
concepts being often weekly making them procedures, informed accurately and
taught in the or bi-weekly, efficient for ensuring decisions about quickly. This
curriculum. This allowing teachers to consistency instruction. This focus is crucial
data helps
ensures that the teachers to use. across for developing
identify students
assessment monitor different who are automaticity
measures what student students and struggling, and mastery of
students are progress time periods. monitor their skills.
actually closely and progress, and
learning in the identify areas adjust instruction
classroom. needing accordingly.
support.

01 02 03 04 05 06
4. Performance assessment.
• Performance assessment is a type of evaluation that
measures a student’s ability to apply knowledge and skills in
a real-world context. It focuses on demonstrating proficiency
through performance rather than written or multiple-choice
responses.
• Performance assessments are increasingly recognized as
valuable tools for assessing student learning in a more
comprehensive and authentic way.
INSTRUCTIONAL
DECISIONS
Instructional Decisions

• Instructional decisions refer to the deliberate and informed choices that

educators make regarding the planning, implementation, and evaluation of
teaching and learning processes.

• Effective instructional decisions are essential for creating a positive and

productive learning environment that supports students success. By making
deliberate and informed choices about their teaching practices, educators
can optimize student learning and help them reach their full potential.
THE END
Hello!

G
O
O
D

A
F John Maico E. Dejande
T
E
R Presenter
N
O
O
N
 Assessment in the instructional Process

1. Placement Evaluation 3. Formative Assessment

2. Diagnostic Assessment 4. Summative Assessment

Assessment in the Instructional Process
In preparing an instructional program, the main concern of
every teacher is how can he/she most effectively bring about
student learning.

This is directed to the methods and materials of instruction

and at the same time the role e of assessment in the
instructional process.

When the assessment is properly designed and appropriately

used, assessment procedures can contribute to more effective
instruction and greater student learning.
This is called "assessing your own instruction."
1. Placement Evaluation

Placement evaluation accounts for student's entry

behaviors or performance. It determines the knowledge
and skills the student possesses which are necessary at
the beginning of instruction in a given subject area.
1. Placement Evaluation There are major questions that teachers
need to answer before using the
instruction

1. To what extent do the students possess the

skills and abilities that are needed to begin
instruction?

2. To what extent have the students already

achieved the intended learning outcomes?
 2. Diagnostic Assessment This assessments help to determine why the
academic and/or behavioral needs are
occurring and identify what the student needs
to learn.

It is administered to students who exceed or fall

below the learning expectations on the
screening measures.

This is also known as pre-assessment.

Results are used to design instructional plans to

meet individual needs. NOTE: It provides teachers with
information about student's prior
knowledge and misconceptions before
beginning a learning activity.
Nature of Diagnostic Assessment

1. It must be linked to pre-determined learning objectives

2. It should be systematically built into the curriculum.

3. It should identify the next steps for the pupil

4. Pupils should be involved in the identification of learning needs in this process

5. The teacher should modify the course and/ or teaching approaches in light the assessment
information. of

5. Care should be taken to insure that it is adequate in scope, valid, reliable, practical and acceptable to
those involved.

7. Testing should be fair, taking into account equal opportunity issues.

B. A test's instructions and administration must be clear and not distort results.

9. Pupils should understand why and how they are to be tested

Progress Monitoring: A Component of
Responsiveness to intervention.

The point of a diagnostic is not just to assess, but to do something with

test results leading to improved learning. Thus, progress monitoring
with individual students or an entire class makes sense.

Progress monitoring is a scientifically based practice.

The implementation involves determining a student’s current levels of

performance and setting goals for learning that will take place over
time.

The student’s academic performance is measured regularly (weekly or

monthly)
3. Formative Assessment (During Instruction)

The teacher aiming to attain effective teaching should ask himself/herself the following
questions:

1. On which learning tasks are the students progressing satisfactorily? On which one do they
need help?

2. Which students are having such severe learning problems that they need remedial work?

Formative tests are used to monitor students' progress during instruction. They place greater
emphasis on:

1. Measuring all of the intended outcomes of the unit of instruction, and

2. Using the results to improve learning (rather than to assign grades)

4. Summative Assessment

Summative assessment is an assessment of learning.

These assessments are comprehensive, typically given at the end of a program, and
provide for accountability. Such judgments include grading a paper or test.

Summative assessment (or Summative evaluation) refers to the assessment of the

learning and summarizes the development of learners at a particular time.

It provides information on the product’s efficacy (its ability to do what it was designated
to do).

Summative evaluation describes what students know, can do, and value; evaluate student
growth relative to the purpose of the lesson/activity/unit/program, and evaluate student
growth relative to the curriculum expectations and the local standards.
 Assessment in the Instructional Process

“Assessing your
own instruction."

Summative Assessment Placement Evaluation

Used to measure whether Accounts for student’s
students have met the entry behaviors or
content and performance performance
standards.

Formative Assessment Diagnostic Assessment

An on-going process to Diagnostic Assessment is not
provide learners with just to assess, but to do
immediate feedback on how something with test results
well they are learning. leading to improved learning.
Thank you!
Do you have any
questions?
Prepared By:Apple Grace Paas Dumangas
SUBTOPIC :
CHAPTER 4. PRINCIPLES OF HIGH-QUALITY ASSESSMENT

Presented by: Novemie Efren

 TOPICS: OBJECTIVES:
⮚ State the benefits of specifying
clear and appropriate learning
⮚Features of High-Quality Assessment for targets,
Students ⮚ Discuss the kinds of achievement
⮚The characteristics of 21st Century targets as indices of learning,
Assessment. ⮚ Distinguish desirable qualities of
⮚Teacher-made Tests and Learning Targets good instruments as bases for
⮚General Principles of Evaluation/ Assessment judging the quality of classroom
assessment,
⮚Characterize types of non-test
instruments,
⮚Explain test standardization,
⮚Classify types of validity evidence,
establish relationship between
validity and reliability, and
⮚Create ways of establishing validity
and reliability.
 PRETEST:

Instruction: Answer the following questions:

1. What are teacher-made tests?
2. Explain the guiding principles of high-quality assessment.
3. How can quality assessment be achieved?
Introduction

Assessment is crucial for teachers' evaluations and judgments

of students. High-quality assessments provide ongoing
feedback on student progress, allowing educators to adjust
instruction. Assessment should be an ongoing conversation,
helping students meet learning standards. While it may seem
like a final exam or major unit test, it is not the final word.
 Features of A High-Quality Assessment

Whether your goal is to choose a ready-made assessment program from a publisher or design
better quizzes and tests for classroom use, it's important to understand what a high-quality
assessment looks like. These features are the most critical:

[Link]-Based: Great assessment is carefully connected to the learning standards your

district or state has adopted so that questions are relevant and provide meaningful insight into
student learning.

[Link]: Truly useful assessment isn't a one-time test, but rather a series of quizzes and
informal check-ins throughout the learning process. Classroom assessment is just as
important as state-wide testing.
[Link]: Assessments should be designed by true subject experts, including the classroom
teacher. This ensures that questions are well-written, unambiguous, and have been vetted
for accuracy.

[Link]: There's more than one way for students to show what they know, and high-
quality
assessments provide multiple ways to demonstrate skills. Offering students choice is
empowering and gives them a chance to shine.

[Link]: The best assessments offer useful information about what students know
and
what they still need to work on. Ideally, there's a system in place that makes it easy to
crunch the numbers and compare results to quickly recognize patterns. This data can then
be used to design further instruction to shore up weaknesses as required
To measure the effectiveness of your assessments:

The are useful 0 0

checklist that suggests assessing if your current
assessment system meets requirements. It requires teacher and
2 3
administrator feedback. Instructors can determine if frequent, informal
assessments are useful for teaching. Administrators should evaluate the
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for big-picture
progress monitoring. Both parties can provide valuable insights into the
curriculum details.
 Benefits of A High-Quality Assessment for Students

High-quality assessments align with class work, boost student

confidence, and foster strong teacher-student relationships. They
provide second chances for success, allowing students to learn
from mistakes and show growth, reducing anxiety and encouraging
a growth-oriented mindset in the classroom throughout the learning
process
 The Impact of A High-Quality Assessment on Curriculum and Instruction
Excellent assessment models provide valuable information for instructors to improve or change their teaching course. High-
quality assessments offer an easy way to evaluate whether most students have mastered a learning goal, allowing teachers
to target remediation and provide enrichment activities for those ready to move on. Assessment data is also useful at the
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educators should approach the resulting data with flexibility and adjust their strategies accordingly.
 The Impact of A High-Quality Assessment on Curriculum and Instruction
Excellent assessment models provide valuable information for instructors to improve or change their teaching course. High-
quality assessments offer an easy way to evaluate whether most students have mastered a learning goal, allowing teachers
to target remediation and provide enrichment activities for those ready to move on. Assessment data is also useful at the
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educators should approach the resulting data with flexibility and adjust their strategies accordingly.
THANKS FOR LISTENING!
CHARACTERISTI
CS 21ST
CENTURY
ASSESSMENT
Presented: Gean A.
Galindo
 1. 2. FLEXIBLE
RESPONSIVE
8. SYSTEMATIC

CHARACTERISTI 3. INTEGRATED
CS 21ST
CENTURY
ASSESSMENT
7. TECHNICALLY
SOUND 4. INFORMATIVE

5. MULTIPLE
6. METHODS
COMMUNICATED
 Visible performance-based work (as a result of assessment)
generates data that inform curriculum and instruction.

Assessment need to be adaptable to students' settings. Rather than

the identical approach that works in traditional assessment, 21st
century approaches are more versatile.

Assessments are to be incorporated into day-to-day practice rather

than as add-ons at the end of instructions or during a single specified
week of the school calendar
The desired 21st century goals and objectives are clearly stated and
explicitly taught Students display their range of emerging knowledge
and skills. Exemplars routinely guide students toward achievement of
targets.

An assessment continuum that includes a spectrum of strategies is

the norm.
 An assessment continuum that includes a spectrum of strategies is the norm

Adjustments and accommodations are made in the assessment process to meet the
students' needs and fairness.

21st century assessment is part of a comprehensive and well-aligned assessment system that
is balanced and inclusive of all students, constituents, and stakeholders and designed to
support improvement at all levels.
THANK YOU
Excellent assessment models provide valuable information for instructors to improve or change their teaching course. High-
quality assessments offer an easy way to evaluate whether most students have mastered a learning goal, allowing teachers
to target remediation and provide enrichment activities for those ready to move on. Assessment data is also useful at the
administrative level for revising and updating the curriculum, such as identifying poetic devices for ELA units. Great
assessment is not just about giving a grade to students and educators; it provides actionable information to inform
curriculum and instruction decisions and allows for real-time course changes to meet students' needs. The first step is to
TEACHER-MADE TESTS
design relevant, standards-based assessments used at various learning stages, and educators should approach the resulting
data with flexibility and adjust their strategies [Link] assessment models provide valuable information for
instructors to improve or change their teaching course. High-quality assessments offer an easy way to evaluate whether
most students have mastered a learning goal, allowing teachers to target remediation and provide enrichment activities for
those ready to move on. Assessment data is also useful at the administrative level for revising and updating the curriculum,
such as identifying poetic devices for ELA units. Great assessment is not just about giving a grade to students and educators;
it provides actionable information to inform curriculum and instruction decisions and allows for real-time course changes to
meet students' needs. The first step is to design relevant, standards-based assessments used at various learning stages, and
educators should approach the resulting data with flexibility and adjust their strategies accordingly.
Presented by: Ella Jane C. Gier
LEARNING ACTIVITIES

Teacher-made tests are designed by teachers to measure students' progress and

grades on report cards. These tests help determine if students need extra help or
A
are ahead of others. Decisions on how, when, and why to assess student learning
must be thoughtful and confident.
B
Some of the following suggestions can help construct tests:
[Link] should be balanced.
[Link] should not be penalized with a low mark because C they are weak in
reading or writing. These students may be assisted in one of several ways.
[Link] teacher might choose to use a format different from the conventional test.
D

Teacher-made Tests
Excellent assessment models provide valuable information for instructors to improve or change their teaching course. High-
quality assessments offer an easy way to evaluate whether most students have mastered a learning goal, allowing teachers
to target remediation and provide enrichment activities for those ready to move on. Assessment data is also useful at the
administrative level for revising and updating the curriculum, such as identifying poetic devices for ELA units. Great
assessment is not just about giving a grade to students and educators; it provides actionable information to inform
curriculum and instruction decisions and allows for real-time course changes to meet students' needs. The first step is to
LEARNING TARGET
design relevant, standards-based assessments used at various learning stages, and educators should approach the resulting
data with flexibility and adjust their strategies [Link] assessment models [Link] information for
instructors to improve or change their teaching course. High-quality assessments offer an easy way to evaluate whether
most students have mastered a learning goal, allowing teachers to target remediation and provide enrichment activities for
those ready to move on. Assessment data is also useful at the administrative level for revising and updating the curriculum,
such as identifying poetic devices for ELA units. Great assessment is not just about giving a grade to students and educators;
it provides actionable information to inform curriculum and instruction decisions and allows for real-time course changes to
meet students' needs. The first step is to design relevant, standards-based assessments used at various learning stages, and
educators should approach the resulting data with flexibility and adjust their strategies accordingly.
Assessment Level

The attainment of learning outcomes as defined in the standards shall be the basis for the
quality assurance of learning using formative assessments. They shall be the focus of the
summative assessments and shall be the basis for grading at the end of instruction.

The learning outcomes are defined by level:

[Link] - refers to the substantive content of the curriculum namely the facts
and information that the student acquires.
[Link] – refers to the cognitive operation that the student performs on facts and
information to construct meanings and understandings.
[Link] – refers to enduring big ideas, principles, and generalizations interest to
the discipline which is assessed using the facets of understanding.
[Link]/Performances – refer to real-life understanding as evidenced by the
student’s performance of authentic tasks.
Levels of Proficiency

The performance of students shall be described in the report card,

based on the following levels of proficiency.

[Link] (B) -- The student at this level struggles with his/her

understanding; prerequisite
and fundamental knowledge and/ or skills have not been acquired
or developed
Beginning (B) ENTER TITLE NTER TITLE
adequately to aid understanding.
[Link] student at Click here to add Click here to add

[Link]
this level struggles
(D) - The student at this level processes the minimum
content of the text， content of the text，
with his/her and briefly explain and briefly explain
knowledge
understanding;
and skills your point of view. your point of view.
and core understandings, but needs help throughout the
prerequisite

performance
and fundamental
of authentic tasks.
knowledge and/ or
skills have not
been acquired or
[Link] Proficiency (AP) - The student at this level has
developed the fundamental knowledge and skills and core
understanding and, with little guidance from the teacher and/or
with some assistance from peers, can transfer these
understandings through authentic performance tasks.

[Link] (P) - The student at this level has developed the

fundamental knowledge
and skills and core understandings, and can transfer them
independently through authentic performance tasks

[Link] (A) - The student at this level exceeds the core

requirements in terms of knowledge, skills, and understandings,
and can transfer them automatically and flexibly through authentic
performance tasks.
 Establishing Learning Targets

1. Educational Goals- They are very general statements of what

students will know and be
able to do. Typically they are written to cover large blocks of
instructional time, such as a
semester or a year. They provide a starting point for more specific
learning objectives.

2. Educational Learning Objectives - These are more specific

statements of what students will know and be able to do. Typically they
are written to cover a smaller block of instructional time, such as an
instructional unit. They should be stated in terms of specific,
observable, and measurable student response- always think about
what specific things you want students to learn, about your goal.
Learning objectives are not:

[Link] that students will engage in (these are teaching objectives); or

[Link] students will see or use.

Learning objectives should be written at the appropriate level of generality- not too general that

they do not provide instructional guidance, but not too specific so that they are not too time-

consuming and confining. It is best to focus on a unit of instruction, as opposed to a daily

Click here to add content of
lesson plan, as the important learning that you want students to develop
the
will typically
text，and briefly
take
explain your point of view.
more than a day.
THANKS FOR LISTENING!
GENERAL PRINCIPLES OF
EVALUATION/ASSESSMENT
Presented by: Analyn Iligan
A. Set clear and appropriate learning targets
B. Use appropriate assessment methods
C. Assessment must be authentic.
D. Assessment tool
E. Establish test validity by matching targets with methods
WAYS IN ESTABLISHING VALIDITY
Face Validity
Content validity
Concurrent validity
Predictive validity
Construct validity
 TEST FOR VALIDITY
1. It measures abilities, qualities, skills and information
it is supposed to measure
2. It is adapted to the intellectual level or maturity and background
experience of pupils.
3. Materials that are included are of prime importance..
4. There is a wide sampling of items among essentials which the
pupils are expected to master as provided in the course of study.
5. It includes skills or abilities which are essential to success in a
given field.
6. The test items cover the materials found in textbooks and
courses of study in the field.
7. The test items are of the type found in the recommendations of
educational committee.
8. The test items are of social utility, reflecting actual life situations.
 METHODS FOR VALIDATING
A TEST OR EXAM:
1. By judgment of competent persons, usually three or more experts in the field.
2. By correlating against an outside valid criterion.
3. By computation of the percentage of pupils answering each item correctly
4. By curricular validity which is done by checking whether the test contents are
relevant with the contents of the prescribed courses of study as taught to the
F. Comprehensive assessment requires a variety of
students.
procedures.
G. Ensure fairness and equity
H. Evaluation/assessment is a cooperative enterprise.
I. Stress the positive consequences of the test. Tests should
motivate students to learn and should also promote and encourage
effective teaching.
[Link] practicality and efficiency in the choice of the assessment
strategy.

When assessing learning, the information obtained should be worth

the resources and time required to obtain it. The factors to consider
are as follows:
1. Teacher Familiarity with the method
2. Time Required
3. Complexity of the Administration
4. Ease of Scoring
5. Ease of interpretation
6. Cost
K. The assessment instrument used must satisfy the criterion of
reliability

Methods of determining reliability:

A. By comparing the results of the test- with those of the reliable test.
B. By giving the test twice to the same pupils on different days. The
coefficient of correlation between the two results should not be lower
than 0.85.
C. If the test is administered but once, reliability can be determined by
breaking the correctly answered test items into two sets of tests and
the computing the coefficient of correlation between them.
What to Use to Measure Reliability:
L. Assessment must be a continuing process, done before, during, and after
instruction to ensure that learning targets are achieved. The assessment
takes place in all phases of instruction. It could be done before, during, and
after instruction.

Activities Occurring BEFORE Instruction

[Link] students’ cultural backgrounds, interests, skills, and abilities as
they
apply across a range of learning domains and/ or subject areas.

[Link] students’ motivations and their interests in specific class

contents.

[Link] and articulating the performance outcomes expected of pupils.

[Link] instruction for individuals or groups of students.

 Activities Occurring During Instruction

1. Monitoring pupil progress toward instructional goals.

2. Identifying gains and difficulties pupils are experiencing in learning and
performing.
3. Adjusting instruction.
4. Givng contingent, specific, and credible praise and feedback.
5. Motivating students to learn.
6. Judging the extent of pupil attainment of instructional outcomes.
 Activities Occurring After the Appropriate Instructional
Segment
( e.g. lesson, class, semester, grade)
1. Describing the extent to which each student has attained both short-and-long-term
instructional goals.
[Link] strengths and weaknesses based on assessment results to students, and
parents or guardians.
3. Recording and reporting assessment results for school-level analysis, evaluation, and
decision-making.
4. Analyzing assessment information gathered before and during instruction to
understand each students’ progress to date and to inform future instructional planning.
5. Evaluating the effectiveness of instruction.
6. Evaluating the effectiveness of the curriculum and materials in use.
 M. Positive Consequences

N. Emphasize self-assessment.

O. The bell curves mentally should not influence the

thinking that failures are always expected. All students
must achieve. Remember all can learn.

P. Assessment of learning should not be used as

punishment or as a disciplinary measure, like giving a
difficult test to punish students who do not study.
 Q. Results of learning assessments must be
communicated regularly and clearly to parents.

Parents like to know how their children are doing

in school and how they can help, that is:

1. Assessment targets and standards should be

communicated.
2. Assessment results should be communicated to its
important users.
3. Assessment results should be communicated to students
through direct interaction or regular ongoing feedback on
their progress.
 R. Assessment should be balanced.
S. Ethics

1. Teachers should free the students from harmful

consequences of misuse or overuse of various assessment
procedures such as embarrassing students and violating
students’ right to confidentiality.

2. Teachers should be guided by laws and policies that affect

their classroom assessment.

3. Administrators and teachers should understand that is

inappropriate to use standardized student achievement to
measure teaching effectiveness.
THANK
YOU
5. Development of Classroom
Assessment Tools

PRESENTED BY: MARY ENGIELE R. INCIERTO

 INTRODUCTION

Classroom tests and assessments are vital for evaluating students

performance and informing instructional decisions. They help teachers gather
essential information about student learning outcome, ensuring that assessments
are reliable, valid, and useful. A Table of Specifications serves as a blueprint for
exam preparation, guiding educators in distributing questions across various topics,
ultimately providing evidence of content validity and fairness in testing.

Assessment tools are comprehensive documentation sets necessary for

evaluating competencies, including various assessment instruments like
observation checklists and questioning methods. Each tool outlines the
administration, recording, and reporting requirements, while the instruments
provide specific guidelines for conducting assessments. They detail the
evidence candidates must present and the criteria for judging performance
quality, ensuring a thorough and structed approach to competency-based
assessment.
5.1 Stages in the Development and Validation of an Assessment Instrument

Phase 1. Planning Stage

*Specify the objectives/skills and content areas to be measured.

* Prepare the table of specifications
*Decide on the item format- short answer form / multiple-choice, etc.

Phase 2. Test Construction Stage / Item Writing Stage

* Writing of test items based on the table of specifications.

*Consultation with experts - subject teacher / test expert for validation (content) and editing.
Phase 3. Test Administration Stage / Try out Stage

* First Trial Run – using 50 to 100 students

* Scoring
* First Item Analysis – determine difficulty and discrimination indices.
*First Option Analysis
*Revision of the test items- based on the results of test item analysis.
*Second Trial Run / Field Testing
* Second Item Analysis
* Writing the final form of the test

Phase 4 Evaluation Stage

*Administration of the final form of the test

NOTE:

a. Items with difficulty index within 0.26 to 0.75 and with discrimination index from 0.20 and
above are to be retained.

b. Items with difficulty index within 0.25 to 0.75 but with discrimination index form 0.19

c. and below or with discrimination index of 0.20 and above but with difficulty index not within
0.26 to .75 should be revised.

d. Items with a difficulty index not within 0.26 to 0.75 and with a discrimination index of 19
and below should be rejected/discarded.
5.2 PLANNING AND CONSTRUCTION OF TOS

PRSENTED BY: JAEL S.

LLORCA
 THE IMPORTANT STEPS IN PLANNING FOR A TEST ARE:

• Identifying test objective

• Deciding on the type of objective test to be prepared
• Preparing a Table of Specifications (TOS)
• Crafting the draft test items
• Try-out and validation
 INDENTIFYING TEST OBJECTIVES

• An objective test, if it is to be comprehensive, must cover the various

levels of Bloom’s Taxonomy. Each objective consists of a statement of
what is to be achieved preferably by the students.
 BLOOM ‘S TAXONOMY

• Bloom's Taxonomy was created by Benjamin Bloom

in 1956, published as a kind of classification of
learning outcomes and objectives that have, in the
more than half-century since, been used for
everything from framing digital tasks and evaluating
apps to writing questions and assessments.
 THE 6 LEVELS OF BLOOMS’S TAXOMY:

[Link] (KNOWLEDGE)
[Link] (COMPREHENSION)
[Link]( APPLICATION)
[Link] (ANALYSIS)
[Link] (EVALUATION)
[Link] (SYNTHESIS)
REMEMBER

Direction: Read the following sentences below. Encircle

the subject and underline the verb.
[Link] quick brown fox jumps over the lazy dog.
2. Ana ate an apple.

3. We find ways.
UNDERSTAND

Instruction: Choose the appropriate subject or verb or verb to be used

and write your answer on the blank provided.

[Link] dog (nurse, nurses)_____its puppies with milk.

2. (Dog, Dogs)_____ are very intelligent animals.

3. The fish (slip, slips)____ from my hands.

 APPLY
Instruction: Write five(5) sentences about your pet/s observing the rules on subject-
verb agreement.

ANALYZE

Instruction: Read the sentences. Underline the

subject once, and the predicate twice.

1. Bats sleep hanging upside-down.

2. Henry was awarded Boy Scout of the Year in school.
3. My favorite game is chess.
EVALUATE

Instruction: Put a check mark before the number is the sentence

is correctly written; a cross mark if it is wrong.

_______1. The radio station gives the latest news most of the
time.
_______2. Everybody believe Malunggay is an extra rich vitamin
plant.
______3. Mr. Robinson and Ernest collect pieces of wood from
the forest.
 CREATE

Instruction: Based from the given sentences, write the subject-verb rule on
the blanks.
1. A book is on the table.______
2. The box of grapes from Saratoga Farms was delivered today._______
3. Here is the package of letters._____
4. Everyone is bringing his own car._______
5. The news seems more and more depressing every day.______
 DECIDING ON THE TYPE OF OBJECTIVE TEST

• The test objectives guide the kind of objective tests that will be designed
and constructed by the teacher. This means aligning the test with the
lesson objective/outcome. For instance, for the first four (4) levels, we may
want to construct a multiple-choice type of test while for application and
judgment, we may opt to give an essay test or a modified essay test. At all
times, the test to be formulated must be aligned with the learning outcome.
This is the principle of constructive alignment
PREPARING A TABLE OF SPECIFICATIONS

• A Table of Specification or (TOS) is a test map that guides the

teacher in constructing a test. The TOS ensures that there is a
balance between items that test lower level thinking skills and those
which test higher order thinking skills (or alternatively, a balance
between easy and difficult items) in the test. The simplest TOS
consists of four(4) columns: (a) level of objective to be tested, (b)
statement of objective, (c) item numbers where such an objective is
being tested and (d) number of items and percentage out of the total
for that particular objective.
 HOW TO MAKE THE TOS

• Place the learning contents/objectives (that are reflected in

the module/syllabus/learning plan).
• Identify the contact hours (based from the learning content)
and plan the type of objective test.
• To get the number of items for each lesson, use the
formula: contact hours/total # of hours x total items.
Percentage: number of items/total number of items x 10.
5.3 PRINCIPLES AND CRITERIA AND FUNCTIONS OF EXAMINITION
Criteria of a Good Examination

1. Objectivity

[Link]

[Link]

[Link]

5. Adequacy

6. Utility

7. Comparability
 General Principles of Test Construction
1. The test items should be selected very carefully. Only important facts should be
included.
2. The test should have an extensive sampling of items.
3. The test items should be carefully expressed in simple, clear, definite, and
meaningful sentences.
4. There should be only one possible correct response for each item of the test.
5. Each item should be independent. Leading clues to other items should be
avoided.
6. Lifting sentences from books should not be done to encourage thinking and
understanding.
7. The first person personal pronoun I and We should not be used.
8. Various types of test items should be made to avoid monotony.
9. The majority of the test items should be of moderate difficulty. Few difficult and few easy
items should be included and the most difficult items should be at the end.
10. The test items should be arranged in ascending order of difficulty. Easy items should at the
beginning to encourage the examinee to pursue the test.
11. Clear, concise, and complete directions should precede all types of tests. Sample test
items may be provided for expected responses.
13. Items that can be answered by previous experience alone without knowledge of the subject
the matter should not be included.
14 . Catchwords should not be used in the test items.
15. Test items must be based upon the objectives of the course and upon the course content.
16. The test should measure the degree of achievement or determine the difficulties of the
learners.
17. The test should emphasize the ability to apply and use facts as well as knowledge of facts.
18. The test should be of such length that it can be completed within the time allotted by
 19. Information on how scoring should be done should be provided.

20. Scoring keys in correcting and scoring tests should be provided

How to Prepare A Test

1. Make a list of the objectives, the subject matter taught, and the activities are
undertaken. These are contained in the daily lesson plans of the teacher
and the references or textbook
used.
2. Classify the objectives, the subject matter taught, and the activities are
undertaken into cognitive (knowledge and information), psychomotor (skills and
abilities), or affective (attitudes and ideals) domains. Suit the type of test to be
prepared for these classifications.
 4. Correct and improve the preliminary draft of the test.
5. Arrange the test items into ascending order of difficulty.
6. Perform the test to determine its time allotment.
7. Make the test in its final form.
Functions of Various Kinds of Examinations:

1. Examinations are used to measure the pupils’ intelligence and achievement for
admission and classification in schools.
2. They stimulate pupils to study harder, or they motivate learning.
3. They provide students the opportunity to train themselves in self-expression and thought
organization
4. They determine and maintain standards for social control by setting minimum
5. They are used as the basis of giving grades.
6. They measure the effectiveness of the teaching methods/strategies
and textbook.
7. They determine the effectiveness of the teacher.
8. They guide teaching when they reveal the difficulties or weaknesses
and strengths of the pupils.
9. They are a means of discovering needed improvements in
instructional objectives, contents, learning experiences, and methods of
teaching.
10. They are used to determine the pupils, mastery of the subject matter
under study.
5.4 VARIOUS PAPER -PENCIL TEST, CLASSIFICATION AND
SPECIFIC POINTERS OBSERVED IN CONSTRUCTING
TYPES OF TEST

PRESENTED BY: MARITES P. LINCUNA

 Classifications of Examinations:

1. According to the manner of response.

• Oral examinations
• Written examinations
• The performance or practical examinations
2. According to the method of preparation/ format.
a. Subjective, or essay, or traditional type – one on which the scores can be
influenced by the opinion/judgment of the rater, e.g. essay test
b. Objective type - one of which equally competent examinees will get the
same
scores.
 1. A standardized test is a test administered and scored
in a consistent manner. The tests are designed in such a
way that the “questions, conditions for administering,
scoring procedures, and interpretations are consistent” and
are “administered and scored in a predetermined, standard
manner” (Hancock, 1994).
a. An individual test b. A group test
[Link] tests • Norms and Standards of

[Link] tests Standardized Tests

2. Unstandardized Tests / Teacher-Made Tests
a. Objective Type
[Link] Response Type / Recognition Type
> Multiple choice
> True-False or Alternative Response
> Matching Type
2. Free Response Type or Supply test / Recall Type -
> Short Answer
> Completion test
> Essay Type
3. According to the nature of the answer.

a. The personality test

b. The intelligence test
c. The achievement or Summative test
d. A sociometric test is .
e. A diagnostic or Formative test
f. A trade test or Vocational test
Other types of tests:
a. Battery tests
b. A survey test
c. Psychological tests
d. Educational Tests
e. Mastery tests
f. A verbal test
[Link] non-Verbal test
 Specific Pointers to be Observed in Constructing and
Scoring the Different Types of Tests
A. Objective types of tests

1. Recall types
A. Simple Recall type
B. Completion type
C. Enumeration type
D. Identification type
Advantages and Disadvantages of the Objective type of tests:
> Advantages:
> Disadvantages:

2. Recognition Types:
A. True-False or Alternate- Response types
B. Yes – No type
C. Multiple -Response Type
D. Best Answer type
E. Matching type
 B. Subjective Type of Test
1. Extended Essay
2. Restricted Essay
1. Clear objectives
[Link] wordings ● Advantages
[Link] Length ●Disadvantages
[Link]
[Link] answer
[Link] allocation
[Link] per essential
5.5 ASSESSMENT PROCEDURES OF AFFECTIVE AND NON-
COGNITIVE LEARNING OUTCOMES

PRESENTEB BY: ETHEL P. JUMAWID

Assessment Procedures of Affective and Other Non-Cognitive Learning
Outcomes Beyond Paper-and-Pencil Test

a. Social Attitudes- Social Compassion.

b. Scientific Attitude- Growth mindset.
c. Academic-self concept- Self Perception.
d. Interest- Activity preferences.
e. Appreciation- Feelings of satisfaction.
f. Adjustments- Social-emotional adjustment.
 TYPES OF ASSESSMENT PROCEDURES
1. Observational Techniques- used in assessing affective and other non-
cognitive learning outcomes and aspects of the development of students.
Direct observation is the best means for assessing aspects of learning and
development.
[Link] Record
Following are some outcomes which require assessment
procedures beyond the pencil and paper test
OUTCOMES
a. Skills
b. Work Habits
c. Scientific Attitudes
d. Interests
 Advantages of Anecdotal records:

a. Depict actual behavior in natural situations. “actions speak

louder than words” is an apt adage. and those with limited
communication skills.
b. It can be used with very young students and those with limited
communication skills.
c. Anecdotal records facilitate gathering evidence on events that
are exceptional but significant.
 Limitation of Anecdotal records:

a. Time-consuming task
b. The difficulty of being objective.
c. There is difficulty in obtaining an adequate sample of behavio
 Effective use of Anecdotal records

a. Determine in advance what to observe, but be alert for unusual behavior.

b. Analyze observational records for possible sources of bias.
c. Observe and record enough of the situation to make the behavior
meaningful.
d. Make a record of the incident as soon after the observation as possible.
e. Limit each anecdote to a brief description of a single incident.
f. Keep the factual description of the incident and your interpretation of it
separate.
g. Record both positive and negative behavioral incidents.
h. Collect several anecdotes on a student before drawing inferences
B. Peer Appraisal

C. Self-report (attitude survey, socio-metric devices,

questionnaires, inventories)
• Personal Interview
D. Attitude Measurement
 Types of Attitude Scales:

a. Rating Scale – measures attitudes toward others or asks an individual to rate another individual on several
behavioral dimensions on a continuum from good to bad or excellent to poor; or on several items by selecting
the most appropriate response category along 3 or 5 scales ( e.g.5-excellent, 4-above average, 3-average, 2-
below average, 1-poor)

b. Semantic Differential Scale – asks an individual to give a quantitative rating to the subject of the attitude
scale on several bipolar adjectives such as good-bad, friendly-unfriendly, etc.

c. Likert Scale – an assessment instrument that asks an individual to respond to a series of statements by
indicating whether she/he strongly agrees (SA), agrees (A), is undecided (U), disagrees (D), or strongly
disagrees (SD) with each statement. Each response is associated with a point value, and an individual’s score
is determined by summing up the point values for each positive statement: SA=5, A=4, U=3, D=2, SD=1. For
negative statements, the point values would be reversed, that is, SA=1, A=2, and so on.
 [Link] Assessments- refer to procedures for assessing emotional
adjustment, interpersonal relations, motivation, interests, feelings, and
attitudes toward self, others, and a variety of other activities, institutions, and
situations.
• Interests are preferences for particular activities.
Ex. I would rather cook than write a letter.

• Values concern preferences for “ life goals” and “ways of life”, in contrast to
interests, which concern preferences for particular activities.
Ex. I consider it more important to have people respect me than to admire me.

• Attitude concerns feelings about particular social objects – physical objects,

types of people, particular persons, social institutions, government policies, and
a. Non-projective tests

1. Personality Inventories

2. Creativity tests

3. Interest Inventories

b. Projective tests

c. Checklist