PRINCIPLES OF HIGH –

QUALITY ASSESSMENT
Characteristics of High – Quality Assessment
1.Clear and Appropriate Learning Targets
Learning targets are categorized by Stiggins and
Conklin (1992) into five.
a.Knowledge Learning Target
b.Reasoning Learning target
c.Skill Learning Target
d.Product Learning Target
e.Affective Learning Target
 2. Appropriateness of Assessment Methods

ASSESSMENT METHODS

Targets Objective Essay Performance Oral Observation Self –

- Based Question Report

Knowledge 5 4 3 4 3 2

Reasoning 2 5 4 4 2 2

Skills 1 3 5 2 5 3

Products 1 1 5 2 4 4

Affect 1 2 4 4 4 5
3. Validity
a. How Validity is Determined

The following major sources of information can be

used to establish validity:

i. Content - related validity

ii. Criterion – related validity
iii.Construct – related validity
iv.Face validity
v. Instructional – related validity
b. Test Validity Enhancers
The following are suggestions for enhancing the validity of
classroom assessments:

i. Prepare a table of specifications (TOS).

ii. Construct appropriate test items.
iii. Formulate directions that are brief, clear, and concise.
iv. Consider the reading vocabulary of the examinees.
The test should not be made up of jargons.
v. Make the sentence structure of your test items simple.
vi. Never have an identifiable pattern of answers.
vii. Arrange the test items from easy to difficult.
viii. Provide the adequate time for student to complete the
assessment.
ix. Use different methods to assess the same thing.
x. Use the test only for intended purposes.
4. Reliability

a. How Reliability is Determined

i. Test- Retest Method or Test of Stability

ii. Parallel – Forms Method or Test of Equivalence
iii.Split – Half Method
iv.Internal – Consistency Method

b. The Concept of Error in Assessment

c. Test Reliability Enhancers

The following should be considered in enhancing the reliability of

classroom assessments:

i. Use a sufficient number of items or tasks. A longer test is

more reliable.
ii. Use independent raters or observers who can provide similar
scores to the same performances .
iii. Make sure the assessment procedures and scoring are
objective.
iv. Continue the assessment until the results
are consistent.
v. Eliminate or reduce the influence of
extraneous events or factors
vi. Assess the difficulty level of the test
vii. Use shorter assessments more frequently
rather than a few long assessments.
5. Fairness

6. Positive Consequences

7. Practicality and Efficiency

 Productive Uses Of Tests

Learning Analysis
Improvement of Curriculum
Improvement of Teacher
Improvement of Instructional Materials
Individualization
Selection
Placement
Guidance and counseling
Research
Selling and Interpreting the School to the Community
Identification of Exceptional Children
Evaluation of Learning Program
Unproductive Uses of Tests

Grading
Labeling
Threatening
Unannounced Testing
Ridiculing
Tracking
Allocating Funds
Classifications of Tests

1. Administrations
a. Individual
b. Group

2. Scoring
a. Objective
b. Subjective

3. Sort of Response being Emphasized

a. Power
b. Speed
4. Types of Response the Examinees must Make
a. Performance
b. Paper - and - pencil

5. What is Measured
a. Sample
b. Sign test

6. Nature of the Groups being Compared

a. Teacher-made test
b. Standardized test
Other types of Test
1. Mastery Tests
2. Discriminatory Tests
3. Recognition Tests
4. Recall Tests
5. Specific Recall Tests
6. Free Recall Tests
7. Maximum performance Tests
8. Typical Performance Tests
9. Written Tests
10. Oral Examinations
11. Language Tests
12. Non-language Tests
13. Structured Tests
14. Projective Tests
15. Product Tests
16. Process Tests
17. External Reports
18. Internal Reports
19. Open book Tests
20. Closed book Tests
21. Non-learning format Tests
22. Learning format Tests
23. Convergent format Tests
24. Divergent format Tests
25. Scale measurements
26. Test measurements
27. Pretests
28. Posttests
29. Sociometrics
30. Anecdotal records
Characteristics Teacher-Made Test Standardized Test

Directions for Usually, no uniform Specific instructions

administration Directions are standardize the
and scoring specified. administration and
scoring procedures.

Both content and Content is determined

Sampling content sampling are by curriculum and
determined by the subject and matter
classroom teacher. experts. It involves
intensive
investigations of
existing syllabi,
textbooks, and
programs. Sampling
of content is done
systematically.
 May be hurriedly done It uses meticulous
Construction because of time construction procedures
constraints; often no that include
test blueprints, item constructing objectives
tryouts, item analysis or and test blueprints,
revision; quality of test employing item tryouts,
may be quite poor. item analysis, and item
revisions.
Norms Only local classroom In addition to local
norms are available. norms, standardized test
typically make
available national,
school district, and
school building norms.
Purpose and use Best suited for Best suited for
measuring particular measuring broader
objectives set by the curriculum objectives
teacher and for and for intraclass,
intraclass comparisons. school, and national
comparisons.