INTRODUCTION: One of the most important tasks of college instructors and administrators is to assess how well the students

are doing in the classes they are taking. They do this using assessment tools of various types. Once they have the information from these tools, they can use the data to make improvements. Why do Assessment? Are you asking too little of your class? Are your students approaching your course as hurdlers, barely clearing required levels of performance? Or are they approaching your course like high jumpers, pushing themselves under your guidance to increasingly more challenging heights? If your student aren't high jumpers, maybe it's because you aren't asking them to high jump. By using appropriate assessment techniques, you can encourage your students to raise the height of the bar. There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments. Traditional testing methods have been limited measures of student learning, and equally importantly, of limited value for guiding student learning. These methods are often inconsistent with the increasing emphasis being placed on the ability of students to think analytically, to understand and communicate at both detailed and "big picture" levels, and to acquire lifelong skills that permit continuous adaptation to workplaces that are in constant flux. Moreover, because assessment is in many respects the glue that links the components of a course - its content, instructional methods, and skills development - changes in the structure of a course require coordinated changes in assessment. RESEARCH (CONTENT) What is Assessment? Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning. Huba and Freed, 2000
1

Key Points Assessment is an ongoing process aimed at understanding and improving student learning Multiple methods Criteria and standards Evidence Students know, can do and understand Its more than just collecting data In keeping with a learner-centered approach, assessment is a prime element in the teaching learning process. It is imperative that instructors know if they are meeting their instructional goals and their students' educational goals. Assessment is an important component of good planning. It provides a feedback loop in the planning process. All aspects of the online course must be assessed. Rubrics are effective tools to visually assess a program, process, or student success. The rubrics presented in this submission are categorized as ranking rubrics used for questions of relative quality or value. The major component of the conference presentation is the design and development of rubrics specific to distance learning courses. These rubrics are focused to student feedback, instructor feedback, and program outcomes. Rubrics can be effective assessment tools used in the teaching learning process. Participants attending this presentation will be introduced to ways in which rubrics may be designed, developed and implemented for online distance learning courses.

ASSESSMENT and EVALUATION What is the Difference? The primary objective for using the strategy or tool determines its purpose. Is the data to be gathered for assessment, evaluation or both? Assessment is classroom research to provide useful feedback for the improvement of teaching and learning. Assessment is feedback from the student to the instructor about the students learning. Evaluation uses methods and measures to judge student learning and understanding of the material for purposes of grading and reporting. Evaluation is feedback from the instructor to the student about the students learning. Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. ASSESSMENT Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks. Is there close agreement?

What is the Assessment Process? AIMS ASSESSMENT ACTION ADJUSTMENT Importance of Assessment To find out what the students know (knowledge) To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process) To find out how students feel about their work (motivation, effort) What is Student Assessment for? *To help us design and modify programs to better promote learning and student success. *To provide common definitions and benchmarks for student abilities that will enable us to act more coherently and effectively to promote student learning. *To provide feedback, guidance, and mentoring to students so as to help them better plan and execute their educational programs. *To provide improved feedback about student learning to support faculty in their work. Functions of Assessment Diagnostic: tell us what the student needs to learn Formative: tell us how well the student is doing as work progresses Summative: tell us how well the student did at the end of a unit/task What can be assessed? Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Self-efficacy -goal orientation Learning Content knowledge Ability to apply content knowledge Skills Dispositions and attitudes Performances Direct and Indirect Assessment Measures Direct methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include objective tests, essays, case studies, problem solving exercises, presentations and classroom assignments. Indirect methods include surveys, interviews and student reflection and/or self-assessment essays. It is useful to include both direct and indirect assessment measures in your assessments.
Direct Measures

Rubric Tutorial: This tutorial provides step-by-step instructions for developing various types of rubrics,specific sets of criteria that clearly
3

define for both student and teacher what a range of acceptable and unacceptable performance looks like. Rubrics can be used at every level of assessment, classroom, course, program and general education. Advanced Classroom Assessment Techniques: The Classroom Assessment Techniques (CATs) featured on this site are simple tools for assessing students critical thinking skills in any discipline. Each technique has a brief description, tips for analyzing the data, an estimate of the effort required and a reference to additional information. Formative assessment techniques, like the ones described here, reinforce classroom material and help instructors determine how well students are learning. Item Analysis: Item analysis is a process of examining class-wide or course-wide performance on individual test items. The presentation, Analyzing Test Results, will walk you through the process of organizing your data, testing for difficulty and discrimination, creating a simple test blueprint and item analysis. It also contains suggestions for using the results to improve student learning and two blank spreadsheets to help you get started. Embedded Test Questions: Embedded assessment on multiple choice tests allows faculty to measure specific course learning outcomes by incorporating assessment items into an existing unit test, mid-term exam, or final exam. A group of instructors teaching a particular course select one course learning outcome and work together to design test questions and analyze results to determine how well students achieved the outcome. Pre- and Post-Tests: This technique is effective for measuring what students learned in a course or program. Test items are based on Course Learning Outcomes or Program Objectives. Pre- and post-tests are often referred to as value-added assessment since the method compares what students knew before the course/program to what they know after. This method is particularly useful for developmental courses in that standardsbased tests or benchmarks may not be appropriate for measuring students in these courses. Profiles of Admirable Individuals: Profiles of Admirable Individuals is as a technique for faculty and students to assess their own values and express them. Indirect Measures Quick Question: Quick Question serves as a technique to assess learner focus during a classroom session. Assessing the Assignment: The purpose of this assessment is to receive student feedback about the value and perceived opportunity for usage of a specific learning assignment. Focus Groups: Focus groups are small groups that meet in order to discuss a specific topic under the guidance of trained moderator. A focus group provides a method of indirect assessment for Program Assessment. Small programs can use one focus group to gather qualitative data; larger
4

programs may want to conduct a focus group on each campus. Focus groups are versatile in that they can be used to gather information before, during or after a program of study is completed. Student Self Reflection: Students rate their own knowledge, skills and attitudes; this can provide useful indirect evidence of student learning and also helps students to develop metacognitive skills and achieve deeper learning. Sample designs are included. How should we assess? True False Item Multiple Choice Completion Short Answer Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews

Criteria In Choosing an Assessment Method It should be reliable. It should be valid. It should be simple to operate, and should not be too costly. It should be seen by students and society in general. It should benefit all students. Who should be involved in assessment? The teacher The student The students peer Administrator Parents What should we do with the information from our assessment?
5

Use it to improve the focus of our teaching (diagnosis) Use it to focus student attention of strengths and weaknesses (motivation) Use it to improve program planning (program assessment) Use it for reporting to parents Classroom Assessment Paper and pencil assessments: Ask students to respond in writing to questions or problem -Item level: Assessing lower vs. higher skills -Knowledge vs. application, analysis, synthesis, and evaluation -Authentic tasks e.g. multiple choice, T/F, matching (recognition), short answer, essay (recall) Paper and Pencil Assessment Strengths -Can cover a lot of material reasonably well -Fair -Effective in assessing declarative knowledge of content - Easier to construct and administer than performance assessments Weaknesses -Require forethought and skill -Less effective in assessing procedural knowledge and creative thinking -Construction of good higher level recognition items is difficult -Recall items that do a good job of assessing higher level thinking (essay questions) are difficult to score. Performance Assessments - assessment that elicits and evaluates actual student performances Types of Performances: Products: drawings, science experiments, term papers, poems, solution to authentic problems Behavior: time trial for running a mile, reciting a poem, acting tryouts, dancing

Performance assessments Strengths Effective for assessing higher level thinking and authentic learning -Effective for assessing skill and procedural learning -Interesting and motivating for students Weaknesses -Emphasize depth at the expense of breadth -Difficult to construct -Time consuming to administer -Hard to score fairly Performance Assessment Tools
6

Traditionally, teachers used paper and pencil tests to assess student mastery of a given concept. However, this assessment method doesnt necessarily grade the performance of the student. In a multiple-choice question, students may pick the right answer out of luck. Similarly, in a math test, a student may pick the wrong answer due to an error in calculation and not because of incomplete understanding of the concept. These drawbacks call for better assessment methods. This has given rise to the concept of performance assessment, where students are judged on task performance. Teachers use assessment tools like rubrics to grade the students performance. Once the tools are designed, teachers share them with the students. This gives students an understanding of what the evaluator will be looking for, and students can hone their skills accordingly. In this method, students are learning even while being tested. What is a performance assessment? Performance assessments are designed to judge students abilities to use specific knowledge and research skills. Most performance assessments require the student to manipulate equipment to solve a problem or make an analysis. Rich performance assessments reveal a variety of problem-solving approaches, thus providing insight into a students level of conceptual and procedural knowledge. Why use performance assessments? Student growth in knowledge of methods, procedures, and analysis skills prove somewhat difficult to evaluate, particularly with conventional multiplechoice examinations. Performance assessments, used in concert with more traditional forms of assessment, are designed to provide a more complete picture of student achievement. An example The following is a holistic scoring example with a telescope task. Your task is to set up and align the 8 telescope, find three different sky objects, and accurately describe some aspects of these objects that astronomers consider to be important. Level 3: Student completes all aspects of task quickly and efficiently and is able to answer questions about the equipment used and objects observed beyond what is
7

obvious. The tasks are: align telescope mount with north celestial pole, align finder telescope with primary telescope, center on target object, select and focus appropriate eyepiece, provide information about the target beyond the literal descriptive level, and answer questions about the target correctly. Level 2: Student completes all aspects of task and provides descriptive information about the equipment and objects observed. Level 1: Student is not able to complete all aspects of task or is not able to sufficiently provide information about the equipment used or objects observed. Level 0: No attempt or meaningful effort obvious. Assessment purposes The purpose of performance assessment is to evaluate the actual process of doing science or mathematics. Performance assessments examine students actual application of knowledge to solve problems. In some cases, the solution of the problem may imply the application of a specific procedure or combination of procedures learned in class, or a thoughtful adaptation of students knowledge. The assessment of students knowledge focuses on the performance and the result. How can we assess student learning? Traditional assessment: assess student knowledge and skills in relative isolation from real world context. Traditional assessment practices reflect what students are able to recall from memory through various means, such as, multiple choice, true/false, fill in the blank, and matching questions. Authentic assessment: assess students ability to use what theyve learning in tasks similar to those in the outside world. Occurs when the authenticity of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. Classroom Assessment Informal Assessment: teachers spontaneous, day to day observations of student performances. Examples

Verbal -Asking questions -Listening to student discussions -Conducting student conferences Nonverbal -Observing -Task performances -On-and off-task behavior -student choices -student body language Informal Assessment Strengths -Facilitates responsive teaching -Can be done during teaching -Easy to individualize Weaknesses -Requires high level of teacher skill -Is vulnerable to -Bias -Inequities Mistakes Classroom Assessment Formal assessment : assessment that is planned in advance and used to assess a predetermined content and/or skill domain. Strengths -allows the teacher to evaluate all students systematically on the important skills and concepts -helps teachers determine how well students are progressing over the entire year -provides useful information to parents and administrators. Portfolios A collection of student samples representing or demonstrating student academic growth. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other such items. Portfolios are systematic, purposeful, and meaningful collections of students work in one or more subject areas. Importance of Portfolios For Students Shows growth over time Displays students accomplishment Helps students make choices Encourages them to take responsibility for their work Demonstrates how students think Importance of Portfolios For Teachers Highlights performance-based activities over year Provides a framework for organizing students work Encourages collaboration with students, parents, and teachers Showcases an ongoing curriculum Facilitates student information for decision making Importance of Portfolios For Parents Offer insight into what their children do in school Facilitates communication between home and school Gives the parents an opportunity to react to what their child is doing in school and to their development Shows parents how to make a portfolio so they may do one at home at the same time Importance of Portfolios For Administrators
9

Provides evidence that teacher/school goals are being met Shows growth of students and teachers Provides data from various sources What do portfolios contain? Three basic models: Showcase model, consisting of work samples chosen by the student. Descriptive model, consisting of representative work of the student, with no attempt at evaluation. Evaluative model, consisting of representative products that have been evaluated by criteria. Disadvantages of Portfolio Require more time for faculty to evaluate than test or simple-sample assessment. Require students to compile their own work, usually outside of class. Do not easily demonstrate lower-level thinking, such as recall of knowledge. May threaten students who limit their learning to cramming for doing it at the last minute. Teachers and administrators have been making a move from traditional paper-and-pencil type tests to alternate forms of assessment. Teacher observation, projects, essays, and other more creative ways of evaluating student achievement have gained a larger following within the classroom. Although its use has declined, one type of assessment tool that can be used very effectively is the student portfolio. Portfolios remain quite popular in education coursework and with administrators evaluating senior teachers. Why, then, do so many classroom teachers forego the use of portfolios as assessment tools? One reason might be that the portfolio is a very subjective form of assessment. For anyone uncomfortable without a grading key or answer sheet, subjective evaluation can be a scary task. Secondly, teachers often are unsure themselves of the purpose of a portfolio and its uses in the classroom. Third, there is a question of how the portfolio can be most effectively used to assess student learning. The following suggestions will help you come to terms with those three factors and allow you to utilize student portfolios to evaluate the learning occurring in your classroom. Set a goal, or purpose, for the portfolio. Your goal should be tied to how you plan to use the portfolio. Do you want to see student improvement over the long term or a mastery of a specific set of skills? Is it important for you to see the scope of student learning over time or do you merely want to collect samples of student work to pass along to the next teacher? Are you looking for a concrete way to show parents the amount of work completed and their childs improvement over time? Take some time to think about what kind of data you want to collect and how you plan to use it.

10

Rubric It is a scoring guide that seeks to evaluate a students performance based on the sum of a full range of criteria rather than a single numerical score. It is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics are scoring criteria for Free-response Questions Scientific reports Oral or Power point presentations Reflections/Journals Essay Laboratory-based performance tests Article review or reactions Portfolios Many others Open-ended Question Assessment purposes To improve the reliability of scoring written assignments and oral presentations To convey goals and performance expectations of students in an unambiguous way To convey grading standards or point values and relate them to performance goals To engage students in critical evaluation of their own performance Teaching goals Student learning outcomes Communicating about the discipline in a variety of ways Improve writing skills The quality of reasoning and logic increases Instructor teaching outcomes Gather a variety of data about students understanding and performance Rubrics Identify the areas of the assignment being evaluated Indicate the point value for each area Indicate which standards the assignment is addressing Describe what constitutes performance that is a) above standard, b) at standard, and c) below standard (which may be further classified as developing and unacceptable) NOTE: The performance categories generally correspond to the Registrars grading scale: Above standard: A, A+ (3.8-4.0 or 92.5-100) At standard: B, B+, A- (3.0-3.7 or 82.5-92.4))
11

1. 2.

3. 4.

Developing: C, C+, B- (2.0-2.9 or 70.0-82.4) Unacceptable: below C (below 2.0 or below 70.0)

Concept Mapping It requires students to explore links between two or more related concepts. When making concept maps, they clarify in their minds the links they have made of the concepts and having visual representation of these links, they are better able to rearrange of form new links when new concepts are introduced. What is a concept map? A concept map is a diagram of nodes containing concept labels that are linked together with labeled directional lines. The concept nodes are arranged in hierarchical levels that move from general to specific concepts. Why use concept maps? Concept maps assess how well students see the big picture. They have been used for over 25 years to provide a useful and visually appealing way of illustrating students conceptual knowledge. Assessment purposes To investigate how well students understand the correct connections among concepts in a subject To document the nature and frequency of students misconceptions To capture the development of students ideas over time Teaching goals Student learning outcomes Learn terms, facts, and concepts of this subject Organize information into meaningful categories Synthesize and integrate information, ideas, and concepts Think about the big picture and see connections among concepts Think creatively about the subject Improve long-term memory skills for accessible knowledge Develop higher-level thinking skills, strategies, and habits
12

 Use graphics effectively Instructor teaching outcomes Gain insight into the way students view a scientific topic Examine the valid understandings and misconceptions students hold Assess the structural complexity of the relationships students depict Laboratory Performance In this format students and teachers know the requirements in advance and prepare them. The teacher judges the student performance within a specific time frame and setting. Students are rated on appropriate and effective use of laboratory equipment, measuring tools, and safety laboratory procedures as well as a hands-on designing of an investigation. Inventories Diagnostic Inventories: Student responses to a series of questions or statements in any field, either verbally or in writing. These responses may indicate an ability or interest in a particular field. Interest Inventories: student responses to questions designed to find out past experience and or current interest in a topic, subject or activity. Classroom Assessment Presentation : a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, Powerpoint or Corel presentations. Peer Evaluation : judgments by students about one anothers performance relative to stated criteria and program outcomes Journal Assessment This refer to students ongoing record of expressions experiences and reflections on a given topic. There are two types: one in which students write with minimal direction what he/she is thinking and or feeling and the other requires students to compete a specific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can evolve different types of reflecting writing, drawing, painting, and role playing. REFLECTIVE JOURNAL What did I learn? How do I feel about it? What happened? SYNTHESIS JOURNAL How I can Use It? What I learned? What I Did?
13

SPECULATION ABOUT EFFECTS JOURNAL What could happen because of this? What happened?

Other Assessment Tool Options Problem Solving Exercises

Pros

Cons

Direct & Formative and/or Summative

displays difficult to analytical grade due to and multiple synthetic methods and thinking well potential multiple authentic if solutions(use real-world a rubric to situations negate "con") are used displays creating the analytical case is time and consuming synthetic thinking well dependent upon student connects knowledge other from multiple knowledge areas to topic displays original synthetic thinking on the part of the student more difficult to grade, requiring a checklist or rubric for a variety of different good way to answers display highlevel difficult for thinking and some students articulation to do on the abilities spot comparable heavily between dependent on

Case Study

Direct & Formative and/or Summative

Student-Created Flowchart or Diagram Assignment

Direct & Formative and/or Summative

Standardized Cognitive Tests

14

Other Assessment Tool Options

Pros students

Cons exposure to topics on test

Direct & Formative and/or Summative

developed and requires measured controlled nationally to conditions determine the level of learning in a specific field of study Checklists

Direct & Formative and/or Summative

very useful can minimize for skills or large picture performance and s interrelatedne ss students know exactlyevaluation what is feedback is missing basically a yes/no without detail provides invaluable ability to evaluate affective growth in students must use evidence to support conclusions, not just selfopinionated assessments

Reflective self- assessment Essay

Direct and/or indirect &Summative

Student Surveys or Interviews

Indirect & Summative

prompts need a large reflection sample size and and good metacognitio return rate to n in students get accurate results

Pre-Test/Post-Test monitor faculty must Evaluations(Variation): Videotape can be used student agree to for assessment in theatre, music, art, and speech progression protocol communication
15

Other Assessment Tool Options

Pros

Cons

Direct & Formative and/or Summative

and learning more time consuming for useful for students determining where skills specific and progress knowledge throughout deficiencies the term is not exist and available where they most frequently develop easy to grade objective aligns specifically with learning outcomes reduces assessment to multiple choice answers

Multiple Choice Exam Direct & Formative and/or Summative

CONCLUSION A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions. Assessment is integrated with students day-to-day learning experiences rather than a series of an end-of-course tests. Why link assessment with instruction? Better assessment means better teaching. Better teaching means better learning . Better learning means better students. Better students mean better opportunities for a better life.

16

RECCOMENDATION Specific assessment tools, listed below, are strongly recommended to faculty and department heads for their ability to provide useful information for accountability and, more importantly, to foster dialogue to improve student learning within courses. These three assessment tools are strongly recommended because they are concise and effective direct evaluations as opposed to indirect evaluations. Direct evaluations can be both formative (the gathering of information about student learning during the progression of a course or program, usually repeatedly, to improve the learning of those students) and summative (the gathering of information at the conclusion of the course, program or undergraduate career to improve learning or to meet accountability demands.) 1. Rubrics: These are the most flexible types of direct assessments and can be used to score any product or performance such as essays, portfolios, skill performances, oral exams, debates, project/product creation, oral presentations or a students body of work over the course of a semester. Since we are talking about assessing official course learning outcomes that are stated in course documents, all faculty teaching that course must agree on a detailed scoring system that delineates criteria used to discriminate among levels and is used for scoring a common assignment, product or performance or set of assignments, products or performances. Information can be obtained from the course documents assignment and evaluation pages to help guide the creation of the rubric. Pros: Defines clear expectations. Can be used to score many kinds of assignments or exams Faculty define standards and criteria and how they will be applied Cons: Faculty must agree on how to define standards and criteria and how they will be applied 2. Common Final Exam or Common Capstone Project: These direct assessment methods integrate knowledge, concepts and skills associated with an entire sequence of study in a course. Either use the same final exam for all sections offered in a course (commercially produced/standardized test or locally developed final exam) or require a culminating final project that is similar (using the same grading rubric to evaluate). Pros: Good method to measure growth over time with regard to a course Cumulative The data is more robust if all students complete the same assessment
17

Provides an additional buffer between student learning performance and an individual instructors teaching performance Focus and breadth of assessment are important Understanding all of the variables to produce assessment results is also important May result in additional course requirements Requires coordination and agreement on standards

Cons:

3. Embedded Test Questions: Embed the same agreed upon questions that relate to the courses student learning outcomes into the final exam for all sections of the course and analyze those results and/or embed the same agreed-upon requirements into the final project/assignment for all sections of the course and analyze those results. Pros: Good method to measure growth over time with regards to a course Cumulative The data is more robust if all students complete the same assessment Provides an additional buffer between student learning performance and an individual instructors teaching performance Embedded questions can be reported as an aggregate Cons: May result in additional course requirements Requires coordination and agreement on standards If some instructors embed and others do not, the data will be difficult to compare and analyze Separate analysis of embedded set of questions is required

18

VII. REFERENCES Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass Publishers. Austin, L. B., & Shore, B. M. (1995). Using concept mapping for assessment in physics. Physics Education, 30(1): 41-45. Kulm, G., & Malcom, S. M. (1991). Science assessment in the service of reform. American Association for the Advancement of Science. Washington, D. C. Shavelson, R. J., Baxter, G. P., & Pine, J. (1991). Performance assessment in science. Applied Measurement in Education, 4(4): 347. Slater, T. F., & Ryan, J. M. (1993). Laboratory performance assessment. The Physics Teacher, 31(5): 306-309. Tobias, S., & Raphael, J. (1995). In-class examinations in college science new theory, new practice. Journal of College Science Teaching, 24(4): 240-244. Fulks, Janet, Assessing Student Learning in Community Colleges, Bakersfield College, 2004
19

The Art and Craft of College Teaching: A Guide for New Professors and Graduate Students, Robert Rotenberg, Active Learning Books, Chicago, IL, 2005. An Assessment Framework For the Community College: Measuring Student Learning and Achievement as a Means of Demonstrating Institutional Effectiveness , The League for Innovation and QuestionMark, 2004. Classroom Assessment Techniques: A Handbook for College Teachers, Thomas A. Angelo and K. Patricia Cross, Jossey-Bass, 2nd Ed http://www.ccac.edu/default.aspx?id=151006 http://www.slideshare.net/armovil/assessment-of-student-learning? from_search=2
http://www.league.org/publication/whitepapers/0804.html

https://www.google.com.ph/search? q=ASSESSMENT+TOOLS+PPT&rlz=2C1GTPM_enPH0537PH0537&aq=f&oq= assessment+tools+&aqs=chrome.0.59j57j61j60l2j0.3437j0&sourceid=chro me&ie=UTF-8

20