Principles of High Quality

Classroom Assessment
Principles of High Quality Classroom
Assessment

Principle 1:

Clarity and Appropriateness of Learning

Targets
Learning targets should be
clearly stated, specific, and
center on what is truly
important.
 Learning Targets
Knowledge Student mastery of substantive subject matter
Student ability to use knowledge to reason and
Reasoning
solve problems
Student ability to demonstrate achievement-
Skills
related skills
Student ability to create achievement-related
Products
products
Affective/ Student attainment of affective states such as
Disposition attitudes, values, interests and self-efficacy.
Principles of High Quality Classroom
Assessment

Principle 2:

Appropriateness of Methods
Learning targets are measured
by appropriate assessment
methods.
Assessment Method
ObjectiveObjective Performance Oral
Essay Observation Self-Report
Supply Selection Based Questioning
Multiple
choice Attitude
SHORT Restricted Presentations Oral Informal
Matching Survey
ANSWER response papers examinations Formal
type Socio-metric
True/False
Projects
Athletics Devices
COMPLETION Extended Conferences
Demonstration Questionnaires
TEST Response Interviews
Exhibitions Inventories
Portfolios
Learning Targets and their Appropriate Assessment Methods
Assessment Methods
Targets Performance Oral Self-
Objective Essay Observation
Based Questioning 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
Affect 1 2 4 4 4 5
Modes of Assessment
Mode Description Examples Advantages Disadvantages
Scoring is objective Preparation of the
The paper-and pen-
Standardized Administration is easy instrument is time
test used in assessing
Traditional and teacher - because students can consuming
knowledge and
made tests take the test at the same Prone to guessing
thinking skills
time and cheating
Performance A mode of Scoring tends to be
assessment Practical Test Preparation of the Subjective without
instrument is relatively easy
that requires actual Oral and
Aural Test Measures behavior that can rubrics
demonstration
not be deceived as they are Administration is
of skills or creation of Projects, etc demonstrated and observed
Time consuming
products of learning
Modes of Assessment
Mode Description Examples Advantages Disadvantages
Portfolio A process of Working Measures Development is
gathering multiple Portfolios students growth time consuming
indicators of student Show and development
Progress to support Portfolios Intelligence-fair Rating tends to
course goals in be subjective
dynamic, ongoing Documentary without rubrics
and collaborative Portfolios
process.
Principles of High Quality Classroom
Assessment

Principle 3:

Balance
 A balanced assessment sets
Principle 3: targets in all domains of learning
Balance or domains of intelligence.
 A balanced assessment makes
Principle 3: use of both traditional and
Balance alternative assessments.
Principles of High Quality Classroom
Assessment

Principle 4:

Validity
 The degree to which the
Validity assessment instrument measures
what it intends to measure.
 Refers to the usefulness of the
Validity instrument for a given purpose.
 The most important criterion of a
Validity good assessment instrument.
 Ways in Establishing Validity

Face Validity
• done by examining the physical
appearance of the instrument to make it
readable and understandable.
 Ways in Establishing Validity
Content Validity

•done through a careful and critical

examination of the objectives of
assessment to reflect the curricular
objectives.
 Ways in Establishing Validity
Criterion-related Validity

•set of scores revealed by the measuring

instrument is correlated with the scores
obtained in another external predictor or
measure.
Criterion-related Validity
CONCURRENT VALIDITY
- describes the present
status of the individual by
correlating the sets of
scores obtained from two
measures given at a close
interval
PREDICTIVE VALIDITY
- describes the future
performance of an
individual by correlating
the sets of scores
obtained from two
measures given at a
longer time interval.
Ways in Establishing Validity

Construct Validity

•established statistically by comparing

psychological traits or factors that
theoretically influence scores in a test.
Construct Validity
CONVERGENT VALIDITY DIVERGENT VALIDITY
— is established if the - is established if an
instrument defines another instrument can describe only
similar trait other than what the intended trait and not
it is intended to measure. the other traits.
E.g. Critical Thinking Test may be E.g. Critical Thinking Test may not
correlated with Creative Thinking be correlated with Reading
Test. Comprehension Test traits.
Principles of High Quality Classroom
Assessment

Principle 5:

Reliability
 Refers to the consistency of scores obtained
Reliability by the same person when retested using the
same or equivalent instrument.
 Type of
Statistical
Method Reliability Procedure
Measurement
Measurement
Give a test twice to
the same learners
with any time
Test- Measure of
interval between Pearson r
Retest Stability
tests from several
minutes to several
years.
 Type of
Statistical
Method Reliability Procedure
Measurement
Measurement

Give parallel forms

Equivalent Measure of of tests with close
Pearson r
Forms Equivalence time interval
between forms.
 Type of
Statistical
Method Reliability Procedure
Measurement
Measurement

Give parallel forms

Test-retest
Measure of of tests with
with
Stability and increased time Pearson r
Equivalent
Equivalence interval between
Forms
forms.
 Type of
Statistical
Method Reliability Procedure
Measurement
Measurement
Give the test once Kuder-Richard-
then correlate the son Formula 20
Measure of proportion/ and 21
Kuder-
Internal percentage of the
Richardson
Consistency students passing and
not passing a given
item.
 Type of
Statistical
Method Reliability Procedure
Measurement
Measurement

Give a test once to

obtain Scores for
Measure of Pearson r &
equivalent halves of
Split Half Internal Spearman
the test e.g. odd-
Consistency Brown Formula
and even-numbered
items.
Principles of High Quality Classroom
Assessment

Principle 6:

Fairness
 A fair assessment provides all
Fairness students with an equal opportunity
to demonstrate achievement.
The key to fairness are as follows:
 Students have knowledge of learning targets
and assessment.
 Students are given equal opportunity to
learn.
 Students possess the pre-requisite knowledge
and skills.
The key to fairness are as follows:
 Students are free from teacher stereotypes.
 Students are free from biased assessment
tasks and procedures Fairness
Principles of High Quality Classroom
Assessment

Principle 7:

Practicality and Efficiency

Practicality Familiarity with the
and
Efficiency methods
 The factors to consider Practicality and
Efficiency:

Teacher The teacher should know the

Familiarity
with the
strengths and weaknesses of the
Method. method and how to use it.
 The factors to consider Practicality and
Efficiency:
Time includes construction and use of
the instrument and the interpretation
Time of results.
Required. It is desirable to use the shortest
assessment time possible that provides
valid and reliable results.
 The factors to consider Practicality and
Efficiency:

Directions and procedures for

Complexity administrations are clear and
of the that little time and effort is
Administration needed.
 The factors to consider Practicality and
Efficiency:

Use scoring procedures

appropriate to a method and
Ease of
Scoring
purpose. The easier the
procedure, the more reliable the
assessment is.
 The factors to consider Practicality and
Efficiency:

Interpretation is easier if there is

Ease of
Interpretation
a plan on how to use the results
prior to assessment.
 The factors to consider Practicality and
Efficiency:

Other things being equal, the

Cost less expense used to gather
information, the better.
Principles of High Quality Classroom
Assessment

Principle 8:

Continuity
 Assessment takes place in all phases
Continuity of instruction. It could be done
before, during and after instruction.
Activities Occurring Prior to Instruction
Understanding students' cultural backgrounds,
interests, skills, and abilities as they apply across
a range of learning domains and/or subject areas
Understanding students' motivations and their
interests in specific class content
Activities Occurring Prior to Instruction
Clarifying and articulating the performance
outcomes expected of pupils
Planning instruction for individuals or groups of
students
Activities Occurring During to Instruction
 Monitoring pupil progress toward instructional
goals
 Identifying gains and difficulties pupils are
experiencing in learning and performing
 Adjusting instruction
Activities Occurring During to Instruction
 Giving contingent, specific, and credible praise
and feedback
 Motivating students to learn
 Judging the extent of pupil attainment of
instructional outcomes
Activities Occurring After the
Appropriate Instructional Segment
Describing the extent to which each student has
attained both short- and long-term instructional
goals
Communicating strengths and weaknesses based
on assessment results to students, and parents or
guardians
Activities Occurring After the Appropriate
Instructional Segment
Recording and reporting assessment results for
school-level analysis, evaluation, and decision-
making
Analyzing assessment information gathered
before and during instruction to understand each
students' progress to date and to inform future
instructional planning
Activities Occurring After the Appropriate
Instructional Segment
Evaluating the effectiveness of instruction
Evaluating the effectiveness of the
curriculum and materials in use
Principles of High Quality Classroom
Assessment

Principle 9:

Authenticity
Features of Authentic Assessment (Burke,
1999)
 Meaningful performance task
 Clear standards and public criteria
 Quality products and performance
Features of Authentic Assessment (Burke,
1999)
 Positive interaction between the assesse
and assessor
 Emphasis on meta-cognition and self-
evaluation
 Learning that transfer
 Criteria of Authentic Achievement (Burke,
1999)
Disciplined Inquiry — requires in-depth
understanding of the problem and a move beyond
knowledge produced by others to a formulation of
new ideas.
Integration of Knowledge —considers things as a
whole rather than fragments of knowledge
Value Beyond Evaluation — what students do have
some value beyond the classroom
Principles of High Quality Classroom
Assessment

Principle 10:

Communication
 Principle 10: Communication
 Assessment targets and standards should be
communicated.
 Assessment results should be communicated to
important users.
 Assessment results should be communicated to
students through direct interaction or regular
ongoing feedback on their progress.
Principles of High Quality Classroom
Assessment

Principle 11:

Positive Consequences
 Principle 11: Positive Consequences
 Assessment should have a positive consequence
to students; that is, it should motivate them to
learn.
 Assessment should have a positive consequence
to teachers; that is, it should help them improve
the effectiveness of their instruction
Principles of High Quality Classroom
Assessment

Principle 12:

Ethics
 Principle 12: Ethics
 Teachers should free the students from harmful
consequences of misuse or overuse of various
assessment procedures such as embarrassing
students and violating students' right to
confidentiality.
 Principle 12: Ethics
 Teachers should be guided by laws and policies
that affect their classroom assessment.
 Administrators and teachers should understand
that it is inappropriate to use standardized
student achievement to measure teaching
effectiveness.