CHAPTER 1 – Basic Concepts and Principles
🔹 Meaning of Assessment
Systematic process of gathering, interpreting, and using information about student learning.
Purpose: to improve teaching and learning.
🔹 Related Terms
Term Meaning
Assessment Broad process of gathering data about learning.
Test Tool used to measure knowledge, skills, or ability (paper–pencil).
Testing Administration and interpretation of a test.
MeasurementAssigning numerical values to performance. Answers “how much.”
Evaluation Judging the quality of performance based on standards or criteria.
Types of Classroom Assessment
Type and Focus
Assessment for Learning Teacher uses it to guide instruction (Formative).
Example: Quizzes, oral questions
Assessment as Learning Learner monitors own learning.
Example: Journals, peer feedback
Assessment of Learning Certifies what was learned (Summative).
Example: Exams, final projects
Types of Tests
Diagnostic • Proficiency • Achievement • Aptitude • Placement • Personality • Intelligence
Criterion-Referenced vs. Norm-Referenced • Objective vs. Subjective • Standardized vs.
Non-Standardized
Uses in Instruction
Type Purpose
Placement Checks prerequisite skills. Example Pre-test
Formative Monitors progress. Example Quizzes
Diagnostic Identifies strengths/weaknesses. Example Checklists
Summative Certifies mastery. Example Periodic test
Principles of Assessment
Objectivity – Free from bias.
Reliability – Consistent results.
Validity – Measures what it intends to measure.
Interpretability – Results can be understood correctly.
Washback Effect – Impact of assessment on learning/teaching.
CHAPTER 2 – Target Setting
🔹 Standards-Based Assessment
Focuses on measuring learning against fixed standards, not other students.
Aligns instruction, assessment, and learning outcomes.
Uses constructive alignment (Biggs, 2014):
➤ Learning outcomes → Assessment tasks → Learning activities.
Key Concepts
Term Definition
Learning Competency Knowledge, skills, attitudes to be demonstrated.
Learning Outcome What students can do after instruction (measurable).
Learning Objective Specific ability derived from competencies.
🔹 SMARTER Objectives
Specific • Measurable • Achievable • Relevant • Time-bound • Evaluate • Re-evaluate
Learning Domains
1. Cognitive (Thinking) – Knowledge & mental skills
Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
2. Affective (Feeling) – Values, attitudes
Receiving, Responding, Valuing, Organizing, Characterizing
3. Psychomotor (Doing) – Physical or motor skills (Dave’s taxonomy: Imitation → Manipulation
→ Precision → Articulation → Naturalization)
CHAPTER 3 – Designing and Developing Assessments
🔹 General Principles (Ebel & Frisbie)
1. Measure all instructional objectives.
2. Cover all learning tasks.
3. Use appropriate test items.
4. Make tests valid & reliable.
5. Use tests to improve learning.
Quality Characteristics of Assessment Tools
Objectivity • Reliability • Validity • Scorability • Fairness • Administrability • Practicality
Steps in Developing Assessment Tools
1. Examine objectives
2. Make Table of Specification (TOS)
3. Construct test items
4. Assemble items
5. Check items
6. Write directions
7. Make answer key
8. Analyze & improve items
Objective Test Formats
Type Description
Matching Type Pairing items between two columns Easy to score Low-level recall
True/False Choose if statement is correct Quick to make50% guessing chance
Multiple Choice One correct/best answer Versatile Hard to construct
Subjective Test Formats
Type Description
Completion/Short Answer Fill in or short response Reduces guessing
Time-consuming to score
Essay (Restricted/Extended) Organize and present ideas Measures higher thinking
Hard to score objectively
🔹 Administering Tests
Before: Inform purpose, give clear directions.
During: Maintain uniform conditions, observe fairness.
After: Analyze results, revise poor items.
Key Concepts Summary
Concept Definition
Reliability Consistency of results
Validity Appropriateness of interpretation
Objectivity Freedom from bias
Scorability Ease of checking answers
Fairness Equal treatment for all examinees
Practicality Cost-effective, easy to use
Quality Characteristics of Assessment Tools
1. Objectivity – The test is free from personal bias in scoring.
2. Reliability – The test gives consistent results every time.
3. Validity – The test measures what it should measure.
4. Scorability – The test is easy to check and score.
5. Fairness – The test treats all students equally.
6. Administrability – The test is easy to give and manage.
7. Practicality – The test is simple, low-cost, and time-saving.
……….
1. Objectivity
It means that the scoring and interpretation of a test should be free from the personal bias or
judgment of the teacher or scorer. Two or more evaluators should arrive at the same result
when assessing the same work.
2. Reliability
It refers to the consistency of the test results. A reliable assessment produces the same or
similar results when given at different times, by different scorers, or with equivalent forms.
3. Validity
It indicates how well a test measures what it is supposed to measure. A valid test accurately
assesses the intended learning objectives and not something else.
4. Scorability
It means that the test should be easy to score. Directions for scoring must be clear, and the
answer key should be well-prepared to ensure uniform scoring.
5. Fairness
It means that the test should not contain any bias, offensive content, or questions that favor or
discriminate against any group of students. All test takers must have equal opportunity to
perform well.
6. Administrability
It refers to the ease with which the test can be administered. The test should have clear
instructions, uniform procedures, and controlled conditions to ensure accurate results.
7. Practicality (and Efficiency)
It refers to the test’s feasibility in terms of time, cost, and resources. A practical test is easy to
prepare, administer, score, and interpret without requiring too much time or expense.
