Utilizing Test Results for

Quality Assurance

Estefania S. de Guzman
Philippine Normal University
Assessment
 The process of gathering, interpreting
and using information about students
 Educational decisions (grading)
 Feedback (monitoring)
 Instructional effectiveness and curricular
adequacy (evaluation)
 Policy (decision making)
Responsibilities of Teachers in the
Assessment Process: STANDARDS
 Choosing
 Developing
 Administering, Scoring and
Interpreting Results
 Using
 Grading
 Communicating
 Recognizing
Quality Assurance in a School
Context
 Quality suggests attainment of
standards/levels of performance by
the students in a particular domain.
 Domains:
 Classroom
 School
 National
Quality Assurance in a School
Context: QUALITY
 Classroom
 What do you expect the students to be
able to attain/perform/demonstrate at
the end of an instructional unit?
Quality Assurance in a School
Context: QUALITY
 School
 What is the attainment of students in our
school?
 How effective are the intervention
programs we implemented this year?
Quality Assurance in a School
Context: QUALITY
 National
 What is the overall performance of
students this year?
 How does it compare with last year?
Quality Assurance in a School
Context
 Assurance suggests
guarantee/evidence/certainty
 How do you gather evidences of students
being able to
attain/perform/demonstrate the
expected learning outcomes?
Requirements to Use Assessment
for Quality Assurance
 Clear and appropriate learning targets
 Clear procedure and criteria for
judging
 Appropriate assessment methods
 Matching learning targets and
methods
Utilization of Test Results
 Absolute performance – based on
given standards of performance
 Paper-pencil test
 What score must a student get to pass the
test?
 Mastery criterion
 What score or level must a student get to
show mastery?
Utilization of Test Results:
Absolute Performance
 Suggested Tools:
 Computation of percentage score
 Students’ skills profile
 Mastery: 75% and above
 Partial mastery: 50-70%
 Non mastery: 49% and below
Performance Based Testing
 What are the attributes of an
acceptable response to an
assessment task?
 What do I expect to see if this task is
done excellently? Acceptably? Poorly?
 Use of exemplars or anchors
Utilization of Test Results
 Relative performance – based on
the average performance of the group
Utilization of Test Results:
Relative Performance
 Suggested Tools:
 Sorting the test papers to know how a
student ranks in class
 Group statistics
 Group subtest profile
 Use of derived scores
 Percentile marks
 Standard scores
 Grouping of scores
 Use of norms
Utilization of Test Results:
Relative Performance
 Approaches
 To determine instructional gains
(curricular effectiveness)
 As a group: pretest-posttest comparison
 By item: Sensitivity to Instruction (SI)
 SI = pposttest – ppretest
Utilization of Test Results:
Relative Performance
 Sensitivity Index (SI)– proportion
of students answering the item
correctly in the posttest
 SI = pposttest – ppretest
 Proportion (p) – number of
students answering an item correctly
(f) over the number of students who
took the test (n).
 p = f/n
Utilization of Test Results:
Relative Performance
 Interpretation of SI
 The higher the SI, of the difference, the
greater is the instructional gain.
 The greater the bulk of items with
negative, or low SI, the more reasons
there are for reviewing instruction.
Utilization of Test Results:
Relative Performance
 Approaches
 To determine progress over time
 Class profile
 Individual student profile
Thank you very much.