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High Quality Assessment Components

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26 views33 pages

High Quality Assessment Components

Uploaded by

josiahsarita59
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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High

Quality
Assessment
Components
Presented By : Group 2
Objectives:
At the end of the class discussion, students shall
be able to:

a. Define each Component of High Quality


Assessment ;

b. Cite examples under each Component of High


Quality Assessment; and

c.Realize the importance of the Components of


High Quality Assessment.
OVERVIEW
• Clear Purpose
• Clear and Appropriate Targets
 Cognitive Targets
 Skills, Competencies, and Abilities Targets
 Product, Output, and Project Targets

• Appropriate Methods
• Adequate Sampling
• Objectivity
Clear Purpose
Clear Purpose
-refers to specific goals and objectives that guide
teaching, learning, and assessment processes.

-the accessors must begin with a clear picture of


why she or he is conducting the assessment.

-the assessors might use the assessment


formatively or summatively.
Clear Purpose
This is designed to serve the information needs of
intended users, and it answers the following
questions:

 Who will use the information?


 How will they use it?
 What information, in what details are required?
Clear and
Appropriate
Targets
Clear and Appropriate
Targets
This is based on clearly articulated and
achievement targets. It is the statement of the
intended learning, and it answers the following
questions:

 Are the learning targets clear to the teachers?


 What kind of achievements are to be
assessed?
 Are these learning targets the focus of the
instruction?
Types of Targets
Cognitive Targets
Benjamin Bloom (1954) proposed a hierarchy of
educational objectives at the cognitive level.
These are:

Knowledge -acquisition of facts, concepts, and


theories.

Comprehension-understanding, involves
cognition or awareness of the interrelationships

Application -transfer of knowledge from one


Cognitive Targets
Analysis- breaking down of a concept or idea
into its components and explaining g the concept
as a composition of these concepts.

Synthesis- opposite of analysis, entails putting


together the components to summarize the
concept.

Evaluation and Reasoning - valuing and


judgment or putting the "worth" of a concept or
Skills, Competencies, and
Abilities Target
Skills- specific activities or tasks that a student
can proficiently do.

Competencies- cluster of skills.

Abilities-made up of relate competencies


categorized as:
1.Cognitive
2.Affective
Product, Output, and
Project
Target
Tangible and concrete evidence of a student's
ability.

Need to clearly specify the level of workmanship


of projects.
1. Expert
2. Skilled
3. Novice
Appropriate
Methods
Appropriate Methods
-It determines if an assessment tool is suitable
for the type of topic used as learning target.

-It helps the students to demonstrate their


learning, provide feedback on the errors they've
been making, and help provide opportunities to
better their performance with each assessment.
For teachers, it works as an excellent tool to
figure out if their teaching methodology is
working or not.
Five Categories
of Assessment
Methods
Written-Response
Instruments
Objective tests -appropriate for assessing
various levels of hierarchy of educational objectives
the

Essays- can test the students' grasp of the higher-


level cognitive skills

Checklists - list of several characteristics or activities


presented to the subjects of a study, where they will
analyze and place a mark opposite to the
characteristics.
Product Rating Scales
Used to rate products like book reports, maps, charts,
diagrams, notebooks, creative endeavors.

Need to be developed to assess various products over


the years.
Performance Test
( Checklist )
Consists of a list of behaviors that make up a certain
type of performance.

Used to determine whether an individual behaves in a


certain way when asked to complete a particular task.
Oral Questioning
Assess the students' stock knowledge and/or

Determine the students' ability to communicate ideas


in coherent verbal sentences.
Observation and Self-
Report
Useful supplementary methods when used in conjunction
with oral questioning and performance tests
Adequate
Sampling
Adequate Sampling
Sampling facilitates the assessment process when it is
not feasible to assess all students.

Sampling is used to keep the assessment process


manageable when the program has large of students.

Sampling also keeps the process manageable where


there are multiple or lengthy artifacts to review.
Adequate Sampling
Census vs. Sampling

Assessing a smaller population may yield a


more accurate measure of student learning.

Census-assessing the entire population.


Sample- assessing only part of the population.
Common Types
of Sampling
Simple Random Sampling

It is a selection of certain several students or


artifacts. This can be done through using a random
number generator, referring to random number
table or picking out of a hat.
Stratified Sampling

Stratified random sampling is a method of


sampling that involves the division of a population
into smaller sub-groups known as strata. In
stratified random sampling, or stratification, the
strata are formed based on member's shared
attributes or characteristics.
Systematic Sampling

Systematic sampling is a type of probability


sampling method in which sample members from
a larger population are selected according to a
random starting point but with a fixed, periodic
interval. You select the nth (e.g., 7th, 9th, 20th)
student or assignment from a list.
Cluster Sampling

You randomly select clusters or groups (e.g.


classes or sections), and you evaluate the
assignments of all the students in those randomly
selected clusters or groups
Objectivity
Objectivity
 State the benefits of specifying clear and
appropriate learning targets.

 Distinguish desirable qualities of good test


instruments as bases for judging the quality of
classroom assessment.

 Design a relevant standard- assessments that


can be used at any different level of learning.
Objectivity
 A good test must include these four essential
qualities.
1.Validity it is an extend to which the test used really,
measures what it is intended to measure.
2.Reliability the consistency a measurement, or the
degree to which an instrument measures the same
way each time
3.Objectivity- this is the extent to which several
independent and competent examiners agree on what
constitutes an acceptable level of performance.
4. Practicability - the test depends upon the time
required to construct an examination and to interpret
References
https://www.studocu.com/ph/document/mayondon-national-hig
h-school/intro-to-philosophy/high-quality-assessment-compone
nts/77260314

https://www.scribd.com/document/523257761/PRINCIPLES-OF-
HIGH-QUALITY-ASSESSMENT

https://www.coursehero.com/file/110920279/GROUP5-HIGH-QU
ALITY-ASSESSMENT-COMPONENTS-APPROPRIATE-METHODS-AD
EQUATE-SAMPLING-OBJECTIVITY-SEPTEMB/

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