PROFESSIONAL EDUCATION VI

“ASSESSMENT OF LEARNING”
(Basic Concepts)

Prof. Yonardo Agustin Gabuyo

Basic Concepts in Assessment of Learning

Assessment
 refers to the collection of data to
describe or better understand an
issue.
measures "where we are in relation
to where we should be?" Many
consider it the same as Formative
Evaluation.
 is a process by which information is
obtained relative to some known
objective or goal.
teacher’s way of gathering information
about what students have learned , and
they use them to make important
decisions-about students’ grades, the
content of future lessons, the revision
of the structure or content of a course.
Measurement
 refers to the process by which the
attributes or dimensions of some
physical object are determine.
is a process of measuring the
individual’s intelligence, personality,
attitudes and values, achievement and
anything that can be expressed
quantitatively.
 it answer the question, “ how
much”?
Evaluation
 determines "how well did we do
what we set out to do?" Evaluation
is tied to stated goals and
objectives. Many equate this to
summative evaluation.
Evaluation
 it refers to the process of
determining the extent to which
instructional objectives are
attained.
 refers to the comparison of
data to standard for purpose of
judging worth or quality.
Test is an instrument designed
to measure any quality, ability,
skill or knowledge.
Testing is a method used to
measure the level of
performance or achievement of
the learner.
TESTING refers to the
administration, scoring and
interpretation of an instrument
(procedure) designed to elicit
information about performance in
a sample of a particular area of
behavior.
 ASSESSMENT EVALUATION
Content: timing, primary purpose

Formative: ongoing, to Summative: final, to

improve learning gauge quality
Orientation: focus of

Process-oriented: how Product-oriented: what’s

learning is going been learned

Findings: uses thereof

Diagnostic: identify areas for Judgmental: arrive at an

improvement overall grade/score
 MODES OF ASSESSMENT
A. Traditional Assessment
preparation of the instrument is time
consuming and prone to cheating.
the objective paper-and-pen test
which usually assess low level
thinking skills.
scoring is objective and
administration is easy because
students can take the test at the
same time.
B. Performance Assessment
the learner performs a
behavior to be measured in a
"real-world" context.
 The learner demonstrates the
desired behavior in a real-life
context and the locus of control
is with the student.
 B. Performance Assessment

A mode of assessment that requires

actual demonstration of skills or creation of
products of learning.
Scoring tends to be subjective without
rubrics.
Preparation of the instrument is relatively
easy and it measures behavior that cannot
be deceived.
C. Portfolio Assessment
A process of gathering multiple
indicators of students progress to
support course goals in dynamic,
ongoing and collaborative processes.
Development is time consuming and
rating tends to be subjective without
rubrics.
Measures student’s growth and
development .
 TYPES OF ASSESSMENT
PROCESSES
A. Placement Assessment

Determine the entry behavior of the

students.
Determine the student’s performance
at the beginning of instruction.
Determine the position of the
students in the instructional sequence.
Determine the mode of evaluation
beneficial for each student.
B. Diagnostic Assessment
is given at the start:
 to determine the student’s levels of
competence.
 to identify those who have already
achieve mastery of the requisite
learning.
 to help classify students into
tentative small group of instruction.
C. Formative Assessment
is given to:
 monitor learning progress of
the students.

 provide feedback to both

parents and students.
 it answer the question "Where we
are in relation to where we should
be?”
this type of assessment can be
done informally and need not use
traditional instruments such as
quizzes and tests.
D. Summative Assessment
given at the end of a unit:
to determine if the objectives
were achieved.
tends to be formal and use
traditional instruments such as
tests and quizzes.
it answer the question "How
well did we do what we set out to
do?"
determine the extent of the
student’s achievement and
competence.
provide a basis for assigning
grades.
provide the data from which
reports to parents and
transcripts can be prepared.
Principles of Quality Assessment
1.Clarity of the Learning Target
2.Appropriateness of the
Assessment Method
3. Validity
4. Reliability
5. Fairness
6. Practicality and Efficiency
 Principles of Quality Assessment

1.Clarity of the Learning Target

Learning Target. Clearly stated,
focuses on student learning objective
rather than teacher activity,
meaningful and important target.
Skill Assessed. Clearly presented,
can you "see" how students would
demonstrate the skill in the task
itself?
Performance Task - Clarity. Could
students tell exactly what they are
supposed to do and how the final
product should be done?
Rubric - Clarity. Would students
understand how they are to be
evaluated? Are the criteria
observable and clearly described?
2.Appropriateness of the
Assessment Method
 Does it work with type of task and
learning target?
 Does it allow for several levels of
performance?
 Does it assess skills as stated?
 The type of test used should much the
learning objective of the subject matter.
Two general categories of test items:
1.Objective items
 require students to select the correct
response from several alternatives or to
supply a word or short phrase to answer
a question or complete a statement.
2.Subjective or essay items
 which permit the student to organize
and present an original answer.
 Objective Test
include true-false, fill-in-the-blank,
matching type, and multiple choice
questions.
the word objective refers to the scoring
and indicates there is only one correct
answer.
Objective tests rely heavily on your skill
to read quickly and to reason out the
answer.
 measure both your ability to
remember facts and figures and
your understanding of course
materials.
 prepare yourself for high level
critical reasoning and making
fine discriminations to determine
the best answer.
a) Multiple-Choice Items
used to measure knowledge
outcomes and various types of
learning outcomes.
they are most widely used for
measuring knowledge ,
comprehension, and application
outcomes.
scoring is easy, objective, and
reliable.
 Principles of Quality Assessment
Advantages in Using Multiple-Choice Items
Multiple-choice items can provide ...
versatility in measuring all levels of
cognitive ability.
 highly reliable test scores.
 scoring efficiency and accuracy.
 objective measurement of student
achievement or ability.
Multiple-choice items can provide…
 a wide sampling of content or
objectives.
 a reduced guessing factor when
compared to true-false items.
 different response alternatives
which can provide diagnostic
feedback.
b. True-False Items
 typically used to measure the ability
to identify whether statements of fact
are correct.
 the basic format is simply a
declarative statement that the student
must judge are true or false.
item is useful for outcomes where
there are two possible alternatives.
True-False Items…..
 do not discriminate between
students of varying ability as well
as other item types.
can often include more irrelevant
clues than do other item types.
 can often lead an instructor to
favor testing of trivial knowledge.
c. Matching Type Items
 consist of a column of key words
presented on the left side of the page and a
column of options place at the right side of
the page. Students are required to match
the options associated with a given key
word(s).
 provide objective measurement of
students achievement.
 provide efficient and accurate test scores.
Matching Type Items
 if options can not be used more than
once, the items are not mutually
exclusive; getting one answer incorrect
automatically means a second question
is incorrect.
 all items should be of the same class,
and all options should be of the same
class. (e.g., a list of events to be
matched with a list of dates.
d. Short Answer Items
 requires the examinee to supply the
appropriate words, numbers, or
symbols to answer a question or
complete a statement.
 items should require a single word
answer or brief and definite statement.
 can efficiently measure lower level
of cognitive domain.
B) Essays or Subjective test
may include either short answer
questions or long general questions.
 these exams have no one specific
answer per student.
they are usually scored on an
opinion basis, although there will be
certain facts and understanding
expected in the answer.
 essay test are generally easier and
less time consuming to construct
than are most objective test items.
the main reason students fail essay
tests is not because they cannot write,
but because they fail to answer the
questions fully and specifically, their
answer is not well organized.
students with good writing skills
have an advantage over students
who have difficulty expressing
themselves through writing.
essays are more subjective in
nature due to their susceptibility to
scoring influences.
C) PERFORMANCE TEST
also known as alternative or
authentic assessment
 is designed to assess the ability of
a student to perform correctly in a
simulated situation (i.e., a situation in
which the student will be ultimately
expected to apply his/her learning).
a performance test will simulate to
some degree a real life situation to
accomplish the assessment.
 in theory, a performance test
could be constructed for any skill
and real life situation.
 most performance tests have been
developed for the assessment of
vocational, managerial, administrative,
leadership, communication,
interpersonal and physical education
skills in various simulated situations.
Advantages in Using Performance
Test Items
Performance test items:
can appropriately measure learning
objectives which focus on the ability of
the students to apply skills or
knowledge in real life situations.
usually provide a degree of test
validity not possible with standard
paper and pencil test items.
are useful for measuring learning
objectives in the psychomotor
domain.
 SUGGESTIONS FOR
WRITINGPERFORMANCE TEST
ITEMS
1.Prepare items that elicit the type of
behavior you want to measure.
2. Clearly identify and explain the
simulated situation to the student.
3. Make the simulated situation as "life-
like" as possible.
4. Provide directions which clearly
inform the students of the type of
response called for.
5. When appropriate, clearly state time
and activity limitations in the
directions.
6. Adequately train the
observer(s)/scorer(s) to ensure that
they are fair in scoring the appropriate
behaviors.
D) Oral questioning

the most commonly-used of all

forms of assessment in class.
assumes that the learner can
hear, of course, and shares a
common language with the
assessor.
the ability to communicate orally is
relevant to this type of assessment.
 The other major role for the "oral"
in summative assessment is in
language learning, where the
capacity to carry on a conversation
at an appropriate level of fluency is
relatively distinct from the ability
to read and write the
language.
 E) Observation
 refers to measurement procedures
in which child behaviors in the school or
classroom are systematically monitored,
described, classified, and analyzed,
with particular attention typically given to the
antecedent and consequent events involved
in the performance and maintenance of
such behaviors.
F) Self-reports
 Students are asked to reflect on make a
judgment about, and then report on their
own or a peer's behavior and
performance.
typical evaluation tools could
include sentence completion,
Likert scales, checklists, or
holistic scales.
responses may be used to
evaluate both performance and
attitude.
3. Validity
 is the degree to which the test
measures what is intended to
measure.
 it is the usefulness of the test
for a given purpose.
 a valid test is always reliable.
 Approaches in Validating Test
Procedure Meaning
1. Face Validity Done by examining the
physical appearance of the
test.

2. Content- Done through a careful and How well the sample of

Related Validity critical examination of the test tasks represents
objectives of the test so that the domain of tasks to
it reflects the curricular be measured.
objectives .Compare the
test tasks to the test
specifications describing
the task domain under
consideration.
3. Criterion- Establish statistically How well test
related Validity such that a set of scores performance predicts
revealed by the test is future performance
correlated with the or estimates current
scores o0btained in performance on
another external some valued
predictor or measure. measures other than
Compare the test scores the test itself (called
with another measure of criterion).
performance obtained
 at a later date (for prediction)
or another measure of
performance obtained
concurrently (for estimating
present status).

4. Construct- Establish statistically by How well test

related comparing psychological traits performance can be
Validity or factors that theoretically interpreted as a
influence scores in the test. meaningful
Establish the meaning of the measure of some
scores on the test by controlling (or characteristic or
examining) the development of the quality.
test, evaluating the relationships of
the scores with other relevant
measures, and experimentally
determining what factors influence
test performance.
Factors Affecting Content
Validity of Test Items
A. Test itself
B. The administration and scoring of a
test.
C. Personal factors influencing how
students response to the test.
D. Validity is always specific to a
particular group.
Factors Affecting Content Validity
of Test Items
A. Test Itself:
Ways that can reduce the validity of
test results
1. Unclear Directions
2. Poorly constructed test items
3. Ambiguity
4. Inappropriate level of difficulty
5. Improper arrangement of items
 6. Inadequate time limits
7. Too short test
8.Identifiable pattern of answers.
9.Test items inappropriate for the
outcomes being measured.
10.Reading vocabulary and
sentence structure to difficult.
B. The administration and scoring
of a test.
 assessment procedures must be
administered uniformly to all students.
Otherwise, scores will vary due to
factors other than differences in
student knowledge and skills.
 the test should be administered
with ease, clarity and uniformity so
that scores obtained are
comparable.
uniformity can be obtained by
setting the time limit and oral
instructions.
 insufficient time to complete the
test
 giving assistance to students
during the testing
 subjectivity in scoring essay tests
C. Personal factors influencing how
students response to the test.
students might not mentally
prepared for the test.
 students can subconsciously be
exercising what is called response
set.
D. Validity is always specific to
a particular group.

the measurement of test results

can be influence by such factors as
age, sex, ability level, educational
background and cultural
background.
Validity
 is the most important quality of a
test.
 does not refer to the test itself.
 generally addresses the question:
"Does the test measure what it is
intended to measure?"
refers to the appropriateness,
meaningfulness, and usefulness of
the specific inferences that can be
made from test scores.
 is the extent to which test scores
allow decision makers to infer how
well students have attained
program objectives.
4. Reliability
it refers to the consistency of
score obtained by the same person
when retested using the same
instrument or one that is parallel to
it.
refers to the results obtained with
an evaluation instrument and not
the instrument itself.
 an estimate of reliability always
refer to a particular type of
consistency.
 reliability is necessary but not a
sufficient condition for validity.
 reliability is primarily statistical.
Methods of Computing Reliability
Coefficient
Method Procedure Type of Reliability
Measure
1.Test-retest method Give a test twice to the Measure of Stability
same group with any
time interval between
tests.
2. Parallel Method Give parallel forms of Measure of Equivalence
(Equivalent Forms) test with close time
intervals between forms.
3. Split-Half Method Give a test once. Score Measure of Internal
equivalent halves of the Consistency
test e.g. odd and even
numbered items.
4. Kuder-Richardson Give the test once then Measure of Internal
correlate the proportion Consistency
/percentage of the
students passing and not
passing a given item.
Relationship of Reliability and
Validity
 test validity is requisite to test
reliability.
 if a test is not valid, then reliability is
moot. In other words, if a test is not valid
there is no point in discussing reliability
because test validity is required before
reliability can be considered in any
meaningful way.
Reliability
 is the degree to which test scores
are free of errors of measurement
due to things like student fatigue,
item sampling, student guessing.
 if as test is not reliable it is also
not valid.
5. Fairness
the assessment procedures do not
discriminate against a particular
group of students (for example,
students from various racial, ethnic,
or gender groups, or students with
disabilities).
6. Practicality and Efficiency
 Teacher’s familiarity with the method
 Time required
 Complexity with the administration
 Ease in scoring -the test should be
easy to score such that directions for
scoring are clear, the scoring key is
simple; provisions for answer sheets are
made.
 Cost- (economy) - the test should
be given in the cheapest way, which
means that the answer sheets must
be provided so that the test can be
given from time to time.
Development of Classroom
Assessment Tools
Steps in Planning for a Test
 Identifying test objectives
 Deciding on the type of objective test
to be prepared
 Preparing a Table of Specifications
(TOS)
 Construction the draft test items
 Try-out and validation
Identifying Test Objectives.
An objective test, if it is to be
comprehensive, must cover the
various levels of Bloom’s taxonomy.
Each objective consists of a
statement of what is to be achieved
and preferably, by how many
percent of the students.
Cognitive Domain
1. Knowledge
 recognizes students’ ability to used
rote memorization and recall certain
facts. Test questions focus on
identification and recall information.
 Sample verbs of stating specific
learning outcomes
 Cite, define, identify label, list,
match, name, recognize, reproduce,
select state.
 At the end of the topic, students
be able to identify major food
groups without error. (instructional
objective)
 Test Item:
 What are the four major food
groups?
 What are the three measures of
central tendency?
2. Comprehension
 involves students’ ability to read
course content, interpret important
information and put other’s ideas into
their own words. Test questions should
focus on the use of facts, rules and
principles.
 Sample verbs of stating specific
learning outcomes.
 Classify, convert, describe, distinguish
between, give examples, interpret,
summarize.
 At the end of the lesson, the
students be able to summarize the
main events of the story in
grammatically correct English.
(instructional objective)
 Summarize the main event in the
story in grammatically correct
English. (test item)
3. Application
 students take new concepts and apply
them to new situation. Test questions
focuses on applying facts and
principles.
 Sample verbs of stating specific
learning outcomes.
 Apply, arrange, compute, construct,
demonstrate, discover, extend, operate,
predict, relate, show, solve, use.
 At the end of the lesson, the
students be able to write a short
poem in iambic pentameter.
(instructional objective)
 Write a short poem in iambic
pentameter.
4. Analysis
students have the ability to take new
information and break it down into parts
and differentiate between them. The test
question focus on separation of a whole into
component parts.
 Sample verbs of stating specific learning
outcomes.
 Analyze, associate, determine, diagram,
differentiate, discriminate, distinguish,
estimate, point out, infer, outline, separate.
 At the end of the lesson, the
students be able to describe the
statistical tools needed in testing
the difference between two means.
(instructional objective)
What kind of statistical test would
you run to see if there is a
significant difference between pre-
test and post-test?
5. Synthesis
 students are able to take various pieces
of information and form a whole creating
a pattern where one did not previously
exist. Test question focuses on combining
new ideas to form a new whole.
Sample verbs of stating specific
learning outcomes.
Combine, compile, compose,
construct, create, design,
develop, devise, formulate,
integrate, modify, revise,
rewrite, tell, write.
 At the end of the lesson, the
student be able to compare and
contrast the two types of error.
(instructional objective)
 What is the difference between
type I and type II error?
6. Evaluation
involves students’ ability to
look at someone else’s ideas or
principles and the worth of the
work and the value of the
conclusion.
 Sample verbs of stating specific
learning outcomes.
 Appraise, assess, compare,
conclude, contrast, criticize,
evaluate, judge, justify, support.
 At the end of the lesson, the
students be able to conclude the
relationship between two means.
Example: What should the
researcher conclude about the
relationship in the population?
Preparing Table of Specification
A table of specification
 is a useful guide in determining the type
of test items that you need to construct. If
properly prepared, s table of specifications
will help you limit the coverage of the test
and identify the necessary skills or cognitive
level required to answer the test item
correctly.
Gronlund (1990) lists several
examples of how a table of
specifications should be prepared.
Format of a Table of Specifications
Specific Objectives these refer to the
intended learning outcomes stated as
specific instructional objectives covering
a particular test topic.
Cognitive Level this pertains to the
intellectual skill or ability to
correctly answer a test item using
Bloom’s taxonomy of educational
objectives. We sometimes refer to
this as the cognitive demand of a
test item. Thus entries in this
column could be knowledge,
comprehension, application,
analysis, synthesis and evaluation.
Type of Test Item this identifies the
type or kind of test a test items belongs
to. Examples of entries in this column
could be “multiple choice, true or false,
or even essay.
Item Number this simply
identifies the question number as it
appears in the test.
Total Number of Points this
summarizes the score given to a
particular test item.
(1) Sample of Table of specifications

Specific objectives Cognitive Type of test Item Total

level number Points
Solve easy, Analysis Multiple 1 and 4
moderately choice 2 points
difficult and
difficult
problems
applying the
principles of
percentage
composition.
(2) Sample of Table of specifications

Content Number of Number of Number of

Class Items Items
Sessions
1.Subtraction Concepts 4 5 1- 5
2. Subtraction as the Inverse 4 5 6-10
of Addition
3. Subtraction without 8 10 11- 20
Regrouping
4. Subtraction with Regrouping 5 6 21- 26
5.Subtraction Involving Zeros 8 10 27- 36
6.Mental Computation through 4 5 37- 41
Estimation
7. Problem Solving 7 9 42- 50
TOTAL 40 50 1- 50
(3) Sample of Table of specifications
Content Class K C Ap An Sy Ev
Session
1.Conversion of Unit 3 1 1 1 1 1 1
2. Speed and Velocity 3 1 1 2 1 1
3.Acceleration 2 1 1 1 1
4. Free Falling Bodies 1 1 1
5. Projectile Motion 1 1 1

6. Force 1 1 1
7. Vector 2 2 1 1

8.Work,Energy, & Power 3 1 1 2 1 1

9.Conservation of Energy 2 2 1 1
10.Conversation of 2 1 2 1
Momentum
TOTAL 20 4 6 8 8 7 7
Points to Remember in preparing a
table of Specifications

1)Define and limit the subject matter

coverage of the test depending on the
length of the test.
2) Decide on the point distribution per
subtopic.
3) Decide on the type of test you will
construct per subtopic.
4) Make certain that the type of test is
appropriate to the degree
of difficulty of the topic.
5) State the specific instructional
objectives in terms of the specific
types of performance students are
expected to demonstrate at the end
of instruction.
6) Be careful in identifying the
necessary intellectual skill
needed to correctly answer the
test item. Use Bloom’s taxonomy
as reference.
Suggestions for Constructing
Short-Answer Items
1)Word the item so that the
required answer is both brief and
specific.
2)Do not take statements directly
from textbooks to use as a basis for
short-answer items.
3)A direct question is generally more
desirable than an incomplete
statement.
4) If the answer is to be expressed in
numerical units, indicate the type
of answer wanted.
5) Blanks for answer should be
equal in length and in column
to the right of the question.
6) When completion items are
used, do not include too many
blanks.
Example for:
1) Poor: An animal that eats the flesh of
other animals is (carnivorous)
Better: An animal that eats the flesh of
other animals is classified as
(carnivorous)
2) Poor: Chlorine is a (halogen).
Better: Chlorine belongs to a group of elements that
combine with metals to form salt. It is therefore called
a (halogen)
Development of Classroom Assessment Tools
Suggestions for Constructing Short-Answer Items

3) Poor: John Glenn made his first

orbital flight around the earth
in (1962).
Better: In what year did John Glenn
make his first orbital flight
around the earth? (1962)
Selecting the Test Format

Selective Test – a test where there are

choices for the answer like multiple choice,
true or false and matching
type.
Supply Test – a test where there are no
choices for the answer like short answer,
completion and extended-response essay.
Construction and Tryouts
 Item Writing

 Content Validation

 Item Tryout

 Item Analysis
Item Analysis
refers to the process of
examining the student’s
response to each item in the
test.
There are two characteristics of an
item. These are desirable and
undesirable characteristics. An
item that has desirable
characteristics can be retained for
subsequent use and that with
undesirable characteristics is either
be revised or rejected.
Use of Item Analysis
 Item analysis data provide a basis
for efficient class discussion of the
test results.
 Item analysis data provide a basis
for remedial work.
 Item analysis data provide a basis
for general improvement of
classroom instruction.
Use of Item Analysis
Item analysis data provide a basis
for increased skills in test
construction.

Item analysis procedures provide a

basis for constructing test bank.
Three criteria in determining the desirability and
undesirability of an item.
a) difficulty of an item
b) discriminating power of an item
c) measures of attractiveness
Difficulty index
refers to the proportion of the
number of students in the upper and
lower groups who answered an item
correctly.
Development of Classroom Assessment Tools
Level of Difficulty of an Item
Index Range Difficulty Level

0.00-0.20 Very Difficult

0.21-0.40 Difficult
0.41-0.60 Moderately Difficult
0.61-0.80 Easy
0.81-1.00 Very Easy
Development of Classroom Assessment Tools

Discrimination Index
refers to the proportion of the
students in the upper group
who got an item correctly minus
the proportion of the students in
the lower group who got the an
item right.
Development of Classroom Assessment
Tools
Level of Discrimination
Index Range Discrimination Level
Below – 0.10 Questionable Item

0.11-0.20 Not discriminating

0.21-0.30 Moderately
discriminating
0.31-0.40 Discriminating

0.41-1.00 Very Discriminating

 Types of Discrimination Index
Positive Discrimination Index
more students from the upper
group got the item correctly than in
the lower group.
Negative discrimination Index
More students from the lower
group got the item correctly than in
the upper group.
Zero Discrimination Index
The number of students from the
upper group and lower group are
equal
MEASURES OF ATTRACTIVENESS
To measure the attractiveness of
the incorrect option (distractors) in a
multiple-choice tests, count the
number of students who selected the
incorrect option in both the upper
and lower groups. The incorrect
options should attract less of the
upper group than the lower group.
Rubrics
a systematic guideline to evaluate
students’ performance through the use
of a detailed description of performance
standard.
 used to get consistent scores across
all students
it provides students with
feedbacks regarding their weakness
and strength, thus enabling them
to develop their skills.
allows students to be more aware
of the expectations for
performance and consequently
improve their performance.
Holistic Rubric vs Analytic Rubric

Holistic Rubric is more global and

does little to separate the task in
any given product, but rather views
the final product as a set of all
interrelated tasks contributing to
the whole.
 Provide a single score based on
an overall impression of a
students’ performance on task.
 May be difficult to provide one
over all score.
Advantage: quick scoring,
provide overview of students
achievement.
Disadvantage: does not provide
detailed information about the
student performance in specific
areas of the content and skills.
Use a holistic rubric when:
 You want a quick snapshot of
achievement.
 A single dimension is
adequate to define quality.
Example of Holistic Rubrics
Analytic Rubric
breaks down the objective or final
product into component part each
part is scored independently.
provide specific feedback along
several dimension.
Analytic Rubric
Advantage: more detailed feedback,
scoring more consistent across
students and graders.
Disadvantage: time consuming to
score
Use an analytic rubric when:
 you want to see relative strengths
and weaknesses.
 you want detailed feedback.
 you want to assess complicated
skills or performance.
 you wants students to self-assess
their understanding or performance.
Example of Analytic Writing Rubric
Example of Analytic Writing Rubric
 Utilization of Assessment Data

Norm-Referenced Interpretation
result is interpreted by comparing a
student with another student where
some will really pass.
designed to measure the performance
of the students compared to other
students. Individual score is compared
to others.
usually expressed in term of
percentile, grade equivalent or stanine.
 Norm-referenced grading is a system
typically used to evaluate students
based on the performance of those
around them. IQ tests and SAT exams
would be two examples of this system,
as well as grading “on the curve.
Norm-referenced grading is more
common in schools that emphasize
class rank rather than understanding
of skills or facts.
 Utilization of Assessment Data
Criterion-Reference Interpretation
result is interpreted by comparing
student based on a predefined standard
where all or none may pass.

designed to measure the

performance of students compared to a
pre-determined criterion or standard,
usually expressed in terms of
percentage.
Criterion-referenced evaluation
should be used to evaluate student
performance in classrooms.
it is referenced to criteria based on
learning outcomes described in the
provincial curriculum.
the criteria reflect a student's
performance based on specific
learning activities.
a student's performance is
compared to established criteria
rather than to the performance of
other students.
evaluation referenced to
prescribed curriculum requires that
criteria are established based on
the learning outcomes listed under
the curriculum.