REVIEW OF PRINCIPLES OF HIGH QUALITY o Tally Sheet- device used by the teachers to record student

ASSESSMENT behaviors, activities, or remarks.

o Self-Checklist- list of characteristics or activities presented to
E. Product outputs and Product targets the subject of a study.

o Products, outputs, and product targets- are tangible and

G. Properties of Assessment Methods
concrete evidence of a student’s ability.
o Validity- as referring appropriateness, correctness,
F. Appropriate of assessment methods meaningfulness, and usefulness of the specific conclusions that
the teacher reaches regarding the teaching-learning situation.
1. Written-Response Instruments Content Validity- refers to the content and format of the instrument.
Objective Tests- appropriate for assessing the various levels of 2 forms of content validit table: Item validity and Entire test
hierarchy of educational objectives. 2 types of validity:
a. Multiple Choice- can be constructed in such a way as to test higher Face validity- outward appearance of the test lowest form of test
order thinking skills. validity.
b. True-False Criterion-Related validity- the test item is judged against specific
c. Matching or Short Answer criterion, correlating the test with a known valid test.

Test, o Reliability- an assessment methods refers to its consistency.

Essays- can test the student’s grasp of the higher level cognitive Also term that is synonymous with dependability and stability.
skills, particularly in the areas of application analysis, synthesis, Stability or internal consistency as reliability measures can be
and judgement. estimated in several ways.
Questions- “precise” a. The Split-half method
Parameters- “properly defined” b. The Kuder-Richardson formula
Examinations and Checklist o Fairness- an assessment procedure needs to be fair
o Practicality and Eficiency- quality of a good assessment
2. Product Rating Scales procedure is practicality and efficiency.
A teacher is often tasked to rate products.
Another quality of Good assessment:
o Book Reports
 Procedure in the sense that the teacher should be
o Maps
familiar with it.
o Charts
 Does not require a lot of time.
o Diagrams
o Ethics in Assessment-
o Notebooks
“Ethics” refers to question of right and wrong.
o Essays
o Creative Endeavors When teacher think about ethics the basic question to ask regard
is “Will any physical or psychological harm come to any one as a result of
The test report includes a scale score- which is the basic testing?”
measurement of how a child performs on the assessment.
Ethical (behavior) “conforming to the standard of conduct of a
Scale score- determined by the total number of test items correct given profession or group”.
or through item pattern scoring.

3. Performance Tests
o Checklist- one of the most frequently used measurement
instrument.
o Performance checklist- the list of behaviors that make up a
certain type of performance (e.g. using microscope, typing a letter,
solving a mathematics performance, etc.)
Determines wether or not an individual behaves usually is a
desired way when ask to complete a task.

4. Oral Questioning
An appropriate assessment method when the objectives are:
a. To assess student’s stock knowledge.
b. To determine the student’s ability to communicate ideas
in coherent (logical and consistent) verbal sentences.

5. Observation and Self Reports

Useful supplementary (additional) assessment methods when used
in conjunction (connect) with oral questioning and performance
tests.
REVIEW OF PRINCIPLES HIGH QUALITY ASSESSMENT

High quality assessment is characteried by principles intended to guide

teachers. Teachers are expected to place these principles above their
previledges.

Clarity of learning targets

Assessment can be made precise, accurate, and dependable only if what
are to be achieved are clearly stated and feasible.

Educational measurement
Measurement in education includes the development of instruments or
protocols for obtaining information, procedures for analyzing, and
evaluating the quality of that information and strategies for
communicating the information to audiences, such as educators,
policymakers, parents, and students.

Cognitive targets

o Knowledge- refers to the acquisition of facts, concepts, and

theories.
o Comprehension- refers to the same concept as
“understanding”
It is a step higher than the mere acquisition of facts and
involves a cognition or awareness of the interrelations of facts
and concepts.
o Applications- refers to the transfer of knowledge from one
field of study to another or from one concept to another
concept in the same discipline.
o Analysis- refers to the breaking down of the concept or idea
into its components and explaining the concept as a
composition of these concepts.
o Synthesis- refers to the opposite of analysis and entails putting
together the components in order to summarize the concept.
o Evaluation and reasoning- valuing and judgement or putting
the worth of a concept or principle.

Skills, Competencies, and Abilities Targets

Skills- specific activities or tasks that a student can proficiently do

Competencies- cluster of skills
Abilities- made up of relate competencies categorized as: cognitive,
affective, psychomotor.