Review of Principles of High quality Assessment

Assessment is an ongoing process that involves series of steps ; collecting, analyzing and interpreting data.

LEARNING TARGETS ARE THE OUTCOMES THE TEACHER WANTS HER STUDENTS TO ATTAIN OR ACQUIRE FROM HER TEACHING.

LEARNING TARGETS HAS 5

LEVELS

LEVEL 1. KNOWLEDGE LEVEL IDENTIFY LABEL DEFINE LIST MATCH NAME RECITE SELECT STATE

LEVEL 2. COMPREHENSION THIS

LEVEL INVOLVES AWARENESS OF THE INTERRELATIONSHIP OF FACTS AND CONCEPTS. EXPLAIN PREDICT INFER ESTIMATE PARAPHRASE CONVERT DIVERT

LEVEL 3. APPLICATION
STUDENTS ARE ABLE TO TRANSFER THE LEARNING FROM ONE FIELD TO ANOTHER BUT IN THE SAME DISCIPLINE. COMPUTE MODIFY OPERATE ORGANIZE SOLVE TRANSFER DEMONSTRATE

LEVEL 4. ANALYSIS THE

STUDENTS CAN NOW BREAK INTO PIECES THE PARTS OF AN IDEA AND EXPLAIN EACH PART OF THE CONCEPT. DIAGRAM DIFFERENTIATE DISTINGUISH SELECT SEPARATE RELATE ILLUSTRATE

LEVEL 5. SYNTHESIS THE

STUDENT CAN NOW PUT BACK TOGETHER THE COMPONENTS IN ORDER TO SUMMARIZE THE CONCEPT COMPOSE ORGANIZE CREATE DESIGN DEVISE CATEGORIZE FORMULATE SUMMARIZE

LEVEL 6. EVALUATION AND JUDGING THE STUDENTS NOW

ARE READY TO MAKE JUDGEMENTS ABOT THE VALUE OF THE CONCEPT.
APPRAISE COMPARE CONTRAST CRITIZE DEFEND JUSTIFY JUDGE VALIDATE

LEVEL 2. REASONING LEVEL REQUIRES THE STUDENT TO IDENTIFY LOGICAL ERRORS OR TO DIFFERENTIATE AMONG FACTS, OPINIONS AND CONCLUSIONS

BREAKDOWN POINT OUT OUTLINE

ILLUSTRATE DIAGRAM SUBDIVIDE

LEVEL 3. SKILLS LEVEL Skills this are specific activities or task that a students can proficeintly do. Competencies this are group of task needed for a particular task Abilities these are talents of the students that fall into the three domain.

LEVEL 04. PRODUCT,OUTPUTS AND PROJECTS TARGETS

(psychomotor domain)

PRODUCT ARE CONCERNED WITH

THE TANGIBLE AND INTANGIBLE FINISHED PRODUCT OF STUDENT ACHIEVEMENT

LEVEL 5. AFFECTS LEVEL IT

CONCERNS WITH THE VALUES OF AN INDIVIDUAL. (Affective domain)
APPRECIATE SHOW RESPECT FOR ADMIRE OBSERVE STRICTLY COMPLY WITH UTILIZEWISELY INITIATE FIND PLEASURE

II. APPROPRIATENESS OF ASSESSMENT METHOD WRITTEN RESPONSE INSTRUMENT SELECTED RESPONSE INSTRUMENT matching type, true-false, multiple choice, identification SUPPLY TYPE essay, enumeration, short answer

PRODUCT RATING SCALE

PERFORMANCE TEST (CHECKLIST) IS THE ONE OF

THE MOST FREQUENTLY USED MEASUREMENT INSTRUMENT USED BY TEACHERS. IT CONSIST OF A LIST OF BEHAVIOR THAT MAKE UP A CERTAIN TYPE OF PERFORMANCE

ORAL QUESTIONING/ORAL EXAMINATION THIS METHOD OF

ASSESSMENT IS APPROPRIATE FOR MARKING STUDENTS ACCORDING TO THE QUALITY OF THEIR ANSWER. TYPE OF ORAL QUESTIONING INDIVIDUAL ORAL QUESTIONING GROUP ORAL EXAMINATION

- IS THE MOST APPROPRIATE MEANS OF OBTAINING INFORMATION ABOUT THE MEASURABLE ASPECTS OF PERFORMANCE USING THE FIVE SENSES.

OBSERVATION

SELF-REPORTS THIS
ASSESSMENT IS A TECHNIQUE COMMONLY USED IN SOCIALEMOTIONAL ASSESSMENT.

CHECKLIST ARE
APPROPRIATE WHEN THE TEACHER IS LOOKING FOR THE PRESENCE OF SPECIFIC ELEMENTS IN THE PRODUCT OR PERFORMANCE.

PROPERTIES OF ASSESSMENT METHOD

VALIDITY DEFINED AS THE INSTRUMENTS ABILITY TO MEASURE WHAT IT PURPORTS

CONTENT VALIDITY
THE TEST ITEMS MUST MATHC THE INSTRUCTIONAL OBJECTIVES THE TEACHER WANT TO ACHIEVE BY HER STUDENTS.

INSTRUCTIONAL OBJECTIVES

TEST ITEMS

RECALL THE NAMES OF THE PROVINCES OF MINDANAO LIST THE VERB IN THE SENTENCES

LIST THE CAPITAL CITIES OF ZAMBOANGA DEL AND THEIR CAPITAL COUNT THE ACTION VERB IN THE STORY.

FACE VALIDITY
REFERS TO THE APPEARANCE OF A TEST.

CONSTRUCT VALIDITY
REFERS HOW WELL A PERFORMANCE ON A PARTICULAR SET OF TASK OR COMPONENTS CAN BE EXPLAINED IN TERMS OF SOME PSYCHOLOGICAL TRAIT.

EX. OF INSTRUCTIONAL OBJECTIVE

GIVEN 30 THREE DIGIT ADDITION PROBLEMS THE STUDENTS WILL COMPUTE AT LEAST 90 PERCENT

TWO TYPES OF CRITERION VALIDITY

CONCURRENT VALIDITY IS
THE DEGREE TO WHICH THE TEST AGREE WITH OR CORRLEATES IWHT A CRITERION WHICH IS SET UP AS AN ACCEPTABLE MEASURE.

PREDICTIVE CRITERION RELATED VALIDITY

IT EVALUATED BY RELATING THE TEST TO SOME ACTUAL ACHIEVEMENTS OF THE STUDENT OF WHICH THE TEST IS SUPPOSED TO PREDICT HIS SUCCESS.

FAIRNESS
.

The goal of assessment is diagnosing the learning process rather than the learning object

PRACTICALITY AND EFFICIENCY

TEACHER SHOULD MAKE SURE THAT SHE IS FAMILIAR WITH THE INSTRUMENT SHE IS GOING TO USED.

ETHICS IN ASSESSMENT ETHICS REFERS TO THE

QUESTION OF RIGHT AND WRONG.

THE FUNDAMENTAL RESPONSIBILITY OF THE TEACHER TO DO ALL IN HIS OR HER POWER TO ENSURE HTAT PARTICIPANT IN AN ASSESSMENT PROGRAM ARE PROTECTED FORM PHYSICAL OR PSYCHOLOGICAL HARM, DISCOMFORT DANGER THAT MAY ARISE DUE TO THE TESTING PROCEDURE.

TEST RESULTS AND ASSESSMENT RESULTS ARE CONFIDENTIAL RESULTS. AVOID DECEPTION.

CHAPTER EXERCISES

A TEACHER PLANS TO RATE THE PERFORMANCE OF STUDENTS INA GYMNASTICS CLASS UNOBTRUSIVELY. HE DOES NOT LET THE STUDENTS KNOW THAT HE IS ACTUALLY RATING THEIR GYMNASTICS ABILITIES. INSTEAD, HE TELLS THE STUDENT TO USE THE GYMNASIUM FACILITIES FOR PRACTICE AND THEN, HE WATCHES THE STUDENTS PRACTICE ON OCCASIONS THAT ARE UNANNOUNCED.

IDENTIFY THE ETHICAL ISSUES THAT MAY BE RAISED IN TERMS OF

A. POSSIBLE HARM TO THE PARTICIPANTS

B. CONFIDENTIALITY OF THE ASSESSMENT DATA C. PRESENCE OF CONCEALMENT OR DECEPTION.

Prepared by:Rafael Rico