review of principles of high quality assessment

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 INFERESTIMATE PARAPHRASE

CONVERT DIVERT

LEVEL 3. APPLICATION – STUDENTS ARE ABLE TO TRANSFER THE LEARNING FROM ONE FIELD TO ANOTHER BUT IN THE SAME

DISCIPLINE.

COMPUTE MODIFYOPERATE 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 ORGANIZECREATE DESIGN DEVISECATEGORIZE 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 ILLUSTRATE POINT OUT DIAGRAM OUTLINE 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 STRICTLYCOMPLY WITH UTILIZEWISELY

INITIATEFIND PLEASURE

II. APPROPRIATENESS OF ASSESSMENT METHOD

WRITTEN RESPONSE INSTRUMENT

SELECTED RESPONSE INSTRUMENT – matching type, true-false, multiple choice, identificationSUPPLY 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 –

OBSERVATION - IS THE MOST APPROPRIATE MEANS OF

OBTAINING INFORMATION ABOUT THE MEASURABLE

ASPECTS OF PERFORMANCE USING THE FIVE SENSES.

SELF-REPORTS – THIS ASSESSMENT IS A

TECHNIQUE COMMONLY USED IN SOCIAL-

EMOTIONAL 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

• RECALL THE NAMES OF THE PROVINCES OF MINDANAO

• LIST THE VERB IN THE SENTENCES

TEST ITEMS

• 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.

CRITERION VALIDITY – THE TEST ITEMS IS JUDGED AGAINST A

SPECIFIC CRITERION

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 EFFICIENCYTEACHER 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: Mary Rose AmioChona M. Basa