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The 12 Principles of High Quality

HIERARCHY OF OBJECTIVES
Assessment of Learning for Teachers
1. CLARITY & APPROPRIATENESS OF (BLOOM) (ANDERSON)
LEARNING TARGETS Evaluation Create
Assessment should be clearly stated and Synthesis Evaluate
specified and centered on what is truly Analysis Apply
important. Application Analyze
"Teaching emphasis should parallel Comprehension Understand
testing emphasis." Knowledge Remember
several
Learning Targets types of
Knowledge Students mastery of the content. validity
Reasoning Students ability to use their that are
knowledge. to be
Skills Students ability to demonstrate what
they have learned.
Products Students ability to create.
Affects Students emotional attainments.
established.

2. APPROPRIATE ASSESSMENT TYPES OF


ASSESSMENT METHODS VALIDITY
LEARNING TARGETS
Objective Supply Knowledge Content Validity
Objective Select Knowledge Face Validity
Essay ReasoningConcurrent Validity
Performance-based Predictive Validity
Skills, products
Oral-question Discriminant
Knowledge, reasoningValidity
Observation Knowledge, skills Validity
Construct
Self-report Affects 5.
METHOD. Assessment should utilize RELIABILITY
assessment methods suitable for a Assessment should show consistent and
particular learning target. stable results. There are methods which
can be used to measure and establish
3. BALANCE reliability.
Assessment
DOMAINS OF methods 6. FAIRNESS
LEARNING: should be Assessment should give
Cognitive able to equal opportunities for every student.
Affective assess all There should be no discrimination of any
Psychomotor domains of kind (racial, age, gender, etc.)
learning and 7. AUTHENTICITY
hierarchy of objectives. Assessment should touch real life
situations and should emphasize
practicability.
8. PRACTICALITY & EFFICIENCY
Assessment should save time, money,
etc. It should be resourceful.
4. VALIDITY 9. ASSESSMENT IS A CONTINUOUS
Assessment should be valid. There are PROCESS.
Because assessment is an integral part of
the teaching-learning process, it should
be continuous. 10. ETHICS IN ASSESSMENT

ASSESSMENT FORMS: Assessment should not be used to


PLACEMENT Done before instructionderogate
to assessthe
thestudents. One example of
ASSESSMENT learners to determine their
thiscapacities
is the rightand
to confidentiality.
capabilities.
FORMATIVE Done during instruction11. CLEAR COMMUNICATION
ASSESSMENT to monitor students
to reinforce learning. Assessment's results should be
DIAGNOSTIC CAN BE MEASURED
Done to see the problemscommunicated to the learners and the
RELIABILITY
ASSESSMENT learning difficulties people involved. Communication should
USING:
SUMMATIVE also
Done after instruction to be established
assess students between the teacher
and the learners by way of pre- and post-
ASSESSMENT
Test-retake or achievement
Giving the same and to see the
test reviews.
Retest Method teaching-learning
examination after process.
several minutes 12. POSITIVITY OF CONSEQUENCE
to several years.
SPLIT-HALF This is used to Assessment should have a positive
establish internal effect. It should motivate students to
consistency learn and do more and should give way
using Pearson r to improve the teacher's instruction.
formula.
Parallel- Giving the same
form/Equivalence examination
test within the day.
Test of Stability Giving the same
examination
content but not
in the same
manner or form
after several
minutes to
several years.
Measurement of Giving the same
stability & examination
Equivalence content but not
in the same
manner or form
within the day.
Kuder-Richardson Establishment of
reliability using
KR 21 and KR 20
formulas.

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