The 12 Principles of High Quality

HIERARCHY OF OBJECTIVES
Assessment of Learning for Teachers
1. CLARITY & APPROPRIATENESS OF (BLOOM) (ANDERSON)
LEARNING TARGETS Evaluation Create
Assessment should be clearly stated and Synthesis Evaluate
specified and centered on what is truly Analysis Apply
important. Application Analyze
"Teaching emphasis should parallel Comprehension Understand
testing emphasis." Knowledge Remember
several
Learning Targets types of
Knowledge Students mastery of the content. validity
Reasoning Students ability to use their that are
knowledge. to be
Skills Students ability to demonstrate what
they have learned.
Products Students ability to create.
Affects Students emotional attainments.
established.

2. APPROPRIATE ASSESSMENT TYPES OF

ASSESSMENT METHODS VALIDITY
LEARNING TARGETS
Objective Supply Knowledge Content Validity
Objective Select Knowledge Face Validity
Essay ReasoningConcurrent Validity
Performance-based Predictive Validity
Skills, products
Oral-question Discriminant
Knowledge, reasoningValidity
Observation Knowledge, skills Validity
Construct
Self-report Affects 5.
METHOD. Assessment should utilize RELIABILITY
assessment methods suitable for a Assessment should show consistent and
particular learning target. stable results. There are methods which
can be used to measure and establish
3. BALANCE reliability.
Assessment
DOMAINS OF methods 6. FAIRNESS
LEARNING: should be Assessment should give
Cognitive able to equal opportunities for every student.
Affective assess all There should be no discrimination of any
Psychomotor domains of kind (racial, age, gender, etc.)
learning and 7. AUTHENTICITY
hierarchy of objectives. Assessment should touch real life
situations and should emphasize
practicability.
8. PRACTICALITY & EFFICIENCY
Assessment should save time, money,
etc. It should be resourceful.
4. VALIDITY 9. ASSESSMENT IS A CONTINUOUS
Assessment should be valid. There are PROCESS.
Because assessment is an integral part of
 ASSESSMENT FORMS:
RELIABILITY CAN BE MEASURED PLACEMENT Done before instruction
USING: ASSESSMENT learners to determine th
capabilities.
Test-retake or Giving the same FORMATIVE Done during instruction
Retest Method examination after ASSESSMENT to monitor students pr
several minutes to reinforce learning.
DIAGNOSTIC Done to see the problem
to several years.
SPLIT-HALF This is used to ASSESSMENT learning difficulties of t
SUMMATIVE Done after instruction t
establish internal
ASSESSMENT achievement and to se
consistency
teaching-learning proces
using Pearson r
formula.
Parallel- Giving the same
10. ETHICS IN ASSESSMENT
form/Equivalence examination
test within the day. Assessment should not be used to
Test of Stability Giving the same derogate the students. One example of
examination this is the right to confidentiality.
content but not
in the same 11. CLEAR COMMUNICATION
manner or form
after several Assessment's results should be
minutes to communicated to the learners and the
several years. people involved. Communication should
Measurement of Giving the same also be established between the teacher
stability & examination and the learners by way of pre- and post-
Equivalence content but not test reviews.
in the same
12. POSITIVITY OF CONSEQUENCE
manner or form
within the day. Assessment should have a positive
Kuder-Richardson Establishment of effect. It should motivate students to
reliability using learn and do more and should give way
KR 21 and KR 20 to improve the teacher's instruction.
formulas.
the teaching-learning process, it should
be continuous.