12 Principles of High Quality Assessments (RE-UPLOADED)

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before we proceed to the discussion…

let us talk about…

AssessmentsTraditional

AssessmentsTraditional

AssessmentsTraditional

Clarify

should be clearly stated, specified and centered on what is

Students’ ability to use their knowledge

Students’ ability to demonstrate what they have learned.

Students’ ability to create.

Students’ emotional attainments

Appropriateness of

Matchthe methods of

assessment tolearning targets

Assessmentmethods

Learningtargets

Assessment

methodsshould be able to assess

all domains of learning

Benjamin

BLOOM

L.W.

Assessment

methodsshould be able to assessall hierarchy of objectives

Cognitive

Validityis the degree to whicha score-based inferenceis appropriate, reasonable

and useful

Validityhas six types that has

to be established

V

A

L

I

D

I

T

Y

V

A

L

I

D

I

T

Y

V

A

L

I

D

I

T

Y

V

A

L

I

D

I

T

Y

Concurrent

V

A

L

I

D

I

T

Y

V

A

L

I

D

I

T

Y

V

A

L

I

D

I

T

Y

Assessmentshould show consistent

and stable results

Reliabilitycan be measuredusing some methods

–

Giving the same examination after several minutes to several years

This is used to establish internal consistency usingPearson r formula

Giving the same examination within the day

Giving the same examination content but not in the same manner or form after several minutes to several years

Giving the same examination content but not in the same manner or form within the day

Establishing of reliability using KR 21 and KR 20formulas

Assessmentshould give equalopportunities for every

student.

should have no

of any kind (racial, gender, age, etc.)

discrimination

Assessment

Authenticity

Assessmentshould touch

real lifesituations

Assessmentshould emphasize

practicability

Practicality

Assessmentshould savetime, money, etc.

Assessmentshould beresourceful

CONTINUITY

Assessmentis an integral partof the teaching-learning

process, it should be

continuous

Assessmentis an integral partof the teaching-learning

process, it should be

continuous

Assessment Forms

Formative Assessment

Diagnostic Assessment

Summative Assessment

Placement Assessment

Assessment Forms

Placement Assessment

Done before instruction to assess the needs of the learners to determine their capacities and capabilities

Assessment Forms

Formative AssessmentDone during instruction to monitor students’ progress and reinforce learning

Assessment Forms

Diagnostic Assessment

Done to see the problems and learning difficulties of the students

Assessment Forms

Summative Assessment

Done after the instruction to assess students’ achievement and to see the result of the teaching-learning process

Assessmentshould not be usedto derogate the students

Assessmentconfidentialityis a given right

ClearCommunication

Assessmentresults should becommunicated toall people involved

Assessmentresults can becommunicated bypre-test and post-test

reviews

Assessmentshould have a

positiveeffect

Assessmentshould motivatestudents to learn

and do more

Assessmentshould give way

to improvethe teacher’sinstruction

end

Thank You!NAMASTE!!

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1. Duke Innovation Co-Lab, USthenounproject.com/term/competency-based-assessment/27464/

2. Aha Softthenounproject.com/term/close-list/164384/

3. James Keuningthenounproject.com/term/balance/11575/

4. Natasha Fedorovathenounproject.com/search/?q=fair&i=22202

5. Hakan Yalcinthenounproject.com/search/?q=authentic&i=150245

7. Martha Ormistonthenounproject.com/search/?q=continue&i=111860

8. Creative Stallthenounproject.com/search/?q=communication&i=110638

9. N.K. Narasimhanthenounproject.com/search/ ?q=author&i=114585

10. myfreetextures.com11. lumos.edu12. huffingtonpost.com

1. Mr. Eugene Cheng Slideshare.net/itseugene

2. Mr.Jesse DesjardinsSlideshare.net/jessedee

3. Mr. Paul BrownSlideshare.net/paulgordonbrown