Module 2: Principles of Assessment

Objectives:

At the end of this module the students shall be able to:

 identify the appropriate assessment method to be use to measure a given or desired criteria
discuss the significance and functions of measurement; and
 enumerate the principles and properties of a high quality assessment.

Discussion:

Principles of Assessment

1. Address learning targets/curriculum goals.

Learning targets are based on instructional objectives, which in turn, are geared toward the
aims of educational institution. Learning targets should be expressed in cognitive, psychomotor and
affective domains.

2. Provide efficient feedback on instruction.

Assessment provides feedback on the kind of instruction a teacher made. If the feedback is
satisfactory and acceptable, the teacher can proceed to the next instructional objective. If the result
is unsatisfactory or unacceptable, the teacher has to reteach the same lesson using different
strategies and materials.

The Goal-Oriented Instructional Model

If test result is satisfactory, PROCEED

Specification
Pre-Assessment Instruction Evaluation
of Objective
If test result if not
satisfactory,
RETEACH

3. Use a variety of assessment methods.

Learning outcomes are classified into knowledge, skills and attitudes. The following are some
appropriate assessment methods to be used for each learning objectives:

 Written-response test is best used to measure knowledge.

o Objective test includes multiple choice, true-false, matching type and short answer test.
This measuring instrument is appropriate for assessing the various levels of hierarchy
of educational objectives.
o Essays are instrument that is appropriate in assessing student’s grasp of the higher level
cognitive skills particularly in the area of application, analysis, synthesis or evaluation.
  Product Rating Scales are appropriate in rating products, outputs or projects like book
reports, making graphs or diagrams and other creative endeavors. A scoring rubric can be
used to assess students’ projects and outputs.
 Performance tests are appropriate in assessing students’ performance of certain skills. Same
measuring instrument used for performance test are performance checklist and scoring
rubrics.

Example of a Performance Checklist in Solving a Mathematics Problem

Behaviors Observed Not Observed

1. Identifies the given information.
2. Identifies what is being asked.
3. Uses variables to replace the unknown.
4. Formulates the equation.
5. Performs algebraic operations.
6. Obtains an answer.
7. Checks if the answer is correct.

 Oral questioning is an appropriate assessment method if the objectives are (1) to assess the
student’s stock knowledge and (2) to determine the student’s ability to communicate ideas
in coherent verbal sentences.

4. Ensure that measurements are valid, reliable and fair.

Assessment is valid when it reflects the purpose of the test. It is reliable when such process
yields consistent results. Assessment is said to be fair when it is free from bias.
The following are some factors to be considered for an instrument to be fair:

 Students need to know exactly what the learning targets are and what method of
assessment will be used.
 An assessment has to be viewed as an opportunity to learn rather than an opportunity to
weed out poor and slow learners.
 Assessment should be free from teacher-stereotyping.

5. Keep record of assessment.

Results of assessment should be recorded to document achievements made by the students.
Records of assessments can be used in making a decision or for future reference.

6. Interpret/communicate results of assessment meaningfully.

The ultimate value of an assessment results in its interpretability. When a test score is given an
appropriate meaning, the student can make a decision correctly.

Practicality of Assessment
Below are some factors to be considered for the practicality of an assessment:
 The teacher should be familiar with the instrument.
 Implementation must not require too much time.
 Measuring instrument must not be too complex.
Ethics in Assessment
These are some factors to be considered for an assessment to be ethical:
 Assessment must not exposed students/participants to possible emotional or physical harm.
 Confidentiality of data acquired from assessment must be maintained and safeguarded.
 Minimize or remove the presence of concealment or deception.
Name Date

Course/Year Score Rating

Activity No. 2

A. Discuss the following principles of assessment.

1. Appropriateness of assessment methods.

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2. Scorability of a test.
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3. Validity of a test.
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4. Reliability of a test.
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5. Ethics of assessment.
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