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Characteristics of High Quality Assessment

The document outlines the characteristics of high-quality assessments and discusses criteria that must be considered when designing assessments. It identifies seven key characteristics: clear learning targets; appropriate assessment methods; validity; reliability; fairness; positive consequences; and practicality. It also discusses different categories of learning targets and provides examples of appropriate assessment methods for different targets. Finally, it discusses productive and unproductive uses of assessments.

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Aubrey Gucela
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992 views22 pages

Characteristics of High Quality Assessment

The document outlines the characteristics of high-quality assessments and discusses criteria that must be considered when designing assessments. It identifies seven key characteristics: clear learning targets; appropriate assessment methods; validity; reliability; fairness; positive consequences; and practicality. It also discusses different categories of learning targets and provides examples of appropriate assessment methods for different targets. Finally, it discusses productive and unproductive uses of assessments.

Uploaded by

Aubrey Gucela
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CHARACTERISTICS OF HIGH-QUALITY

ASSESSMENT
HIGH QUALITY ASSESSMENTS PROVIDE
RESULTS THAT DEMONSTARTE AND
IMPROVE TARGETED STUDENT LEARNING.
IT CONVEYS INSTRUCTIONAL DECISION
MAKING TO ENSURE THE QUALITY OF
TEST.
THESE ARE THE CHARACTERISTICS:
1. Clear and Appropriate Learning Targets
2. Appropriateness of Assessment Methods
3. Validity
4. Reliability
5. Fairness
6. Positive Consequences
7. Practicality and Efficiency
THE FOLLOWING CRITERIA MUST BE CONSIDERED:
1. CLEAR AND APPROPRIATE LEARNING
TARGETS
*In designing good assessment, start by asking if the
learning targets are on the right level of difficulty to be
able to motivate students.
*It is a clear description of what students know and
are able to do.
FIVE CATEGORIES ON LEARNING
TARGETS:
 1. KNOWLEDGE LEARNING TARGET

It is the ability of the student to master a substantive subject


matter.
 2. REASONING LEARNING TARGET
It is the ability to use knowledge and solve problems.
 3. SKILL LEARNING TARGET
Is the ability to demonstrate achievement-related skills like
conducting experiments, playing basketball, and operating
computers.
 4. PRODUCT LEARNING TARGET
Is the ability to create achievement-related products such
as written reports, oral presentations, and art products.
 5. AFFECTIVE LEARNING TARGET
Is the attainment of affective traits such as attitudes,
values, interests, and sel-efficacy.
2. APPROPRIATENESS OF
ASSESSMENT METHODS
Once the learning targets have been
identified, match them with their
corresponding methods by
considering the strengths of various
methods in measuring different
targets.
ASSESSMENT METHODS
PERFORMANCE- ORAL SELF-
TARGETS OBJECTIVE ESSAY OBSERVATION
BASED QUESTION REPORT

Knowledge 5 4 3 4 3 2

Reasoning 2 5 4 4 2 2

Skills 1 3 5 2 5 3

Products 1 1 5 2 4 4

Affective 1 2 4 4 4 5
3. Validity
- refers to the appropriateness of score
– based inferences; or decision made-
based on the students’ test results. The
extent to which a test measures what it is
supposed to measure.
4. Reliability
- refers to the consistency of measurement;
that is, how consistent test results or other
assessment results from one measurement to
another. We can say a test is reliable when it
can be used to predict practically the same
scores when test administered twice to the
same group of students.
5. Fairness
- means the test item should not have
any biases. It should not be offensive to
any examinee group. A test can only be
good if it is fair to all the examinees.
6. POSITIVE CONSEQUENCES

These enhance the overall


quality of assessment,
particularly the effect of
assessments on the students’
motivation and study habits.
7. Practicality and Efficiency
- refers to the teacher familiarity with the
methods used, time required for the
assessment, complexity of the administration,
ease of scoring, ease of interpretation of the
test results and the materials used must be at
the lowest cost.
PRODUCTIVES USES OF TEST
1. LEARNING ANALYSIS
Test are used to identify the reasons or causes why students do not learn
and the solutions to help them learn.
2. IMPROVEMENT OF CURRICULUM
Poor performance in a test may indicate that the teacher is not explaining
the material effectively, the textbook is not clear, the students are not properly
taught, and the students do not see the meaningfulness of the materials.
The curriculum needs to be revised.
 3. IMPROVEMENT OF TEACHER
In a reliable grading system, the class average is the grade the teacher
has earned.
4. IMPROVEMENT OF INSTRUCTIONAL MATERIALS
Tests measure how effective instructional materials are in bringing about
intended changes.
5. SELECTION
When enrollment opportunity or any other opportunity limited, a test can
be used to screen those who are more qualified.
6. INDIVIDUALIZATION
Effective tests always indicate differences in students’ learning. Thses
can serve as bases for individual help.
7. PLACEMENT
Test can be used to determine to which category a student belongs.
8. GUIDANCE AND COUNSELLING
A standardized test that can help teachers and counselors guide students in
assessing future academic and career possibilities
9. RESEARCH
Test can be feedback tools to find effective methods of teaching more
about students, their interests, goals and achievements.
10. SELLING AND INTERPRETING THE SCHOOL TO THE COMMUNITY
Effective tests help the ommunity understand what the students are
learning, since test items are representative of the content of instruction.
11. IDENTIFICATION OF EXCEPTIONAL CHILDREN
Tests can reveal exceptional students in the classroom, these
students are overlooked and left unattended.
12. EVALUATION OF LEARNING PROGRAM
Tests should evaluate the effectiveness of each element in a
learning program, not just blanket the information of the total
learning environment
UNPRODUCTIVE USES OF TEST
1. GRADING
Test should not be used as the only determinants in grading a
student.
2. LABELING
It is often a serious deservice to label a student, even if the label
is positive. Negative labels may lead the students to believe the label
and act accordingly. Positive labels, may lead the students to
underachieve or avoid standing out as different or become
overconfident and not exert effort anymore.
3. THREATENING
Tests lose their validity when used as disciplinary measures.
4. UNANNOUNCED TESTING
Surprise tests are generally not recommended. More often
than not, they are the scapegoats of teachers who are unprepared.
5. RIDICULING
This means using tests to deride students.
6. TRACKING
Students are grouped according to defeciences as revealed
by tests without continuous reevaluation, thus locking them into
categories.
7. ALLOCATING FUNDS
Some schools exploit tests to solicit for funding.
SIMILARITIES and DIFFERENCES
OF FORMATIVE AND SUMMATIVE
ASSESSMENT

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