OBJECTIVES

Define assessment and explain its purpose. Explain the guiding principles of assessment.

ASSESSMENT Assessment is the process of gathering quantitative and qualitative data or evidence of what a student can do

ASSESSMENT Assessment is the process of gathering quantitative and qualitative data or evidence of what a student can do.

EVALUATION
Evaluation is the process of interpreting the evidence and making judgments and decisions based on the evidence.

EVALUATION
Evaluation is the process of interpreting the evidence and making judgments and decisions based on the evidence.

MEASUREMENT
is a part of the educational evaluation process whereby some tools or instruments are used to provide a quantitative description of the progress of students towards desirable educational goals.  can either be objective (as in testing) or subjective (as in perceptions)

Test or Testing
is a systematic procedure to determine the presence or absence of certain characteristics or qualities in a learner.

Purposes of Assessment
Who Needs To Assess? Policymakers Purposes of Assessment Policymakers use assessment to: Set standards Focus on goals Monitor the quality of education Reward/sanction various practices Formulate policies Direct resources including personnel and money Determine effects of tests

Purposes of Assessment
Who Needs To Assess? Administrators and school Purposes of Assessment Monitor program effectiveness planners use assessment to: Identify program strengths and weaknesses Designate program priorities Assess alternatives Plan and improve programs

Purposes of Assessment
Who Needs To Assess? Teachers and administrators Purposes of Assessment Make grouping decisions use assessment to: Perform individual diagnosis and prescription Monitor student progress Carry out curriculum evaluation and refinement Provide mastery/promotion/grading and other feedback Motivate students Determine grades

Purposes of Assessment
Who Needs To Assess? Parents and students use Purposes of Assessment Gauge student progress assessment to: Assess student strengths and weaknesses Determine school accountability Make informed educational and career decisions

Principles of Assessment
McMillan, 1997

Principle 1. Set clear and appropriate learning targets. Learning targets include: what the students should know be able to do

Principles of Assessment
Principle 1. Set clear and appropriate learning targets. Mueller (2000) distinguishes between and among four sources of learning targets.
1. Mission Statement is a brief and broad statement that serves as a focal point to initiate development as well as a check for progress. Philippine School produces students who are effective communicators, collaborators, and problem solvers.

Principles of Assessment
Principle 1. Set clear and appropriate learning targets. Mueller (2000) distinguishes between and among four sources of learning targets.
2. Goals flesh out the mission statement, but still broadly define expectations for students. Develop effective communication among students.

Principles of Assessment
Principle 1. Set clear and appropriate learning targets. Mueller (2000) distinguishes between and among four sources of learning targets.
3. Standards tend to be content-specific to one or a few grade levels and one content area. These may be written at the level of a unit. Use appropriate expressions in communicating with others.

Principles of Assessment
Principle 1. Set clear and appropriate learning targets. Mueller (2000) distinguishes between and among four sources of learning targets.
4. Objectives are the most specific statements that are typically written at the level of the lesson plan with one or more objectives for each lesson. (cognitive, psychomotor and affective domains) Use courteous expressions in talking with other people.

Principles of Assessment
Principle 1. Set clear and appropriate learning targets.
BROAD

NARROW

Principles of Assessment
Principle 2. Use appropriate assessment methods by matching targets with methods.

Hmmmpaper and pen, performance or task based? How shall I assess them?

Principles of Assessment
Principle 2. Use appropriate assessment methods by matching targets with methods.
A. OBJECTIVE TESTS

Selected response types Binary choice Multiple choice Matching type

A or B? A,B, C, or D? Column A and Column B?

Principles of Assessment
Principle 2. Use appropriate assessment methods by matching targets with methods.
A. OBJECTIVE TESTS

Simple Supply Gap-fill or completion type Short answer response type

Fill in the blanks with the correct form of the verb.

Principles of Assessment
Principle 2. Use appropriate assessment methods by matching targets with methods.
B. ESSAY
Write a paragraph about

Restricted type Extended type

Principles of Assessment
Principle 2. Use appropriate assessment methods by matching targets with methods.
C. PERFORMANCE TYPE

Product-oriented Process-oriented

Let me seeAha! Ill ask them to present a readers theater.

Principles of Assessment
Principle 2. Use appropriate assessment methods by matching targets with methods.
D. ORAL QUESTIONING

Oral examinations Interviews

Principles of Assessment
Principle 3. Establish test validity.
Validity refers to the extent to which the test measures what it is supposed to measure.
Test validity is tied to the purposes for which an assessment is used. The content of the tests should match the teacher's educational objectives and instructional emphases. The test items should represent the full range of knowledge and skills that are the primary targets of instruction.

Principles of Assessment
Principle 3. Establish test validity.
Validity refers to the extent to which the test measures what it is supposed to measure.
WAYS OF ESTABLISHING TEST VALIDITY Face validity examining the physical attributes of the test Content validity examining the extent to which the test measures the area of interest Instructional validity examining the extent to which the test measures the instructional objectives

Principles of Assessment
Principle 3. Establish test validity.
Validity refers to the extent to which the test measures what it is supposed to measure.
WAYS OF ESTABLISHING TEST VALIDITY Criterion-related validity examining the extent to which the test is related to some other valued measures Construct validity examining the extent to which a test can measure an unobservable trait or behavior. It could be determined through theoretical analysis, and statistical procedures.

Principles of Assessment
Principle 4. Ensure test reliability.
Reliability refers to the extent to which a test is dependable, stable, and consistent when administered to the same individuals on different occasions.
WAYS IN ESTABLISHING TEST RELIABILITY 1. Test-retest test of stability 2. Parallel forms test of equivalence 3. Split-half test of internal consistency 4. Kuder-Richardson test of internal consistency

Principles of Assessment
Principle 5. Ensure fairness and equity.
1. Provide all students with equal opportunity to demonstrate achievement. 2. Present the content of the assessment and the scoring criteria much ahead of time.

Principles of Assessment
Principle 5. Ensure fairness and equity.
3. The assessment procedures and scoring rubrics should be free of extraneous factors which unnecessarily confuse or inadvertently cue student responses. 4. Avoid all forms of bias in language, assessment tasks, and procedures. 5. Avoid teacher stereotypes

Principles of Assessment
Principle 6. Stress positive consequences of the test.
Tests should motivate students to learn. They should also promote and encourage effective teaching.

Principles of Assessment
Principle 7. Consider practicality and efficiency in the choice of assessment strategy.
The teacher needs to be familiar with the method. Consider the ease in administering the exam, the scoring and the interpretation of the test. Consider time requirement and cost in administering the exam.

PERFORMANCE-BASED ASSESSMENT

P-E-R-F-O-R-M-A-N-CE Hmmm.Why performance-based? What is that?

The Cognitive Shift

BEHAVIORAL

COGNITIVE

The Cognitive Shift

LEARNERS

Construct knowledge environment Active, not passive

The Cognitive Shift

SCOPE of ASSESSMENT

Integrated assessment

The Cognitive Shift

BELIEFS about KNOWING

Application of skills and knowledge.

The Cognitive Shift

EMPHASIS of INSTRUCTION

Attention to metacognition.
What shall I do next? How is this done? Why do I often have problems solving this?

The Cognitive Shift

FREQUENCY of ASSESSMENT

Authentic, real life, meaningful. On-going...

The Cognitive Shift

WHO IS ASSESSED?

Group process skills on collaborative tasks. Multi-skills

The Cognitive Shift

Are we going to make that big leap from the traditional to the nontraditional?

Balanced Assessment
Traditional Performance BALANCED Portfolio

ASSESSMENT

Balanced Assessment
TARGETS CONGRUENCE METHODS

ASSESSMENT

Balanced Assessment Program

WHAT TO ASSESS?
Domains of Learning COGNITIVE AFFECTIVE

PSYCHOMOTOR

Balanced Assessment
Traditional Paper and pen testing Performance Demonstrating the skills Portfolio Collecting evidence of learning

Cognitive

Psychomotor

Affective

Balanced Assessment
Traditional Paper and pen testing Performance Demonstrating the skills Portfolio Collecting evidence of learning

Cognitive KNOWLEDGE

Psychomotor

Affective

SKILLS

AFFECTS

Balanced Assessment Program

WHAT TO ASSESS?

Learning targets
Lesson objectives Course goals Competencies

Balanced Assessment Program

WHAT TO ASSESS? All domains of intelligence
Verbal-linguistic Logical mathematical Social interpersonal Intrapersonal Natural Existential Bodily-kinesthetic Musical Visual-spatial

Balanced Assessment Program

WHAT are the STRATEGIES? Use different types of assessment strategies.
Paper and pen test Performance assessment Portfolio assessment

Balanced Assessment Program

WHAT are the STRATEGIES? Use varied and wellconstructed tool for assessment.

Balanced Assessment Program

WHAT are the STRATEGIES? Use tools with varying levels of difficulty from easy average to difficult levels. Use a variety of test formats Assess all levels of behavior

Balanced Assessment Program

WHAT are the STRATEGIES?

Assess all levels of behavior

Cognitive 1. Knowledge 5. Synthesis

2. Comprehension 6. Evaluation 3. Application 4. Analysis

Balanced Assessment Program

WHAT are the STRATEGIES?

Assess all levels of behavior

Affective 1. Receiving 2. Responding 3. Valuing 4. Organization 5. Characterization

Balanced Assessment Program

WHAT are the STRATEGIES? Involve others in making decisions on the assessment procedures.

Balanced Assessment Program

WHAT are the STRATEGIES? Get ideas from authentic sources of information.

Balanced Assessment
TARGETS METHODS

CONGRUENCE

HOW?
ASSESSMENT