Basic Concepts
and-paper objective test which includes
TEST
An instrument designed to measure any
characteristics, quality, ability, knowledge or
skill.
It comprised of items in the area it is designed
to measure.
Basic Concepts
MEASUREMENT
A process of quantifying the degree to which
someone/something possesses a given trait,
i.e., quality, characteristics, or feature.
ASSESSMENT
A process of gathering and organizing
quantitative or qualitative data into an
interpretable form to have a basis for
judgement or decision-making.
It is a prerequisite to evaluation. It provides the
information which enables evaluation to take
place.
EVALUATION
A process of systematic interpretation, analysis,
appraisal or judgement of the worth of
organized data as basis for decision making.
It involves judgment about the desirability of
changes in students.
TRADITIONAL ASSESSMENT
It refers to the use of pen-and-paper objective
test.
ALTERNATIVE ASSESSMENT
It refers to the use of methods other than pen-
performance tests, projects, portfolios, journals,
and the likes.
AUTHENTIC ASSESSMENT
It refers to the use of an assessment method
that simulate true-to-life situations. This could
be objective tests that reflect real-life situations
or alternative methods that are parallel to what
we experience in real life.
PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning
(before and during instruction)
a. Placement
-done prior to instruction
-to assess the needs of the learners to
have basis in planning for a relevant
instruction
b. Formative
-done during instruction (quiz)
-to continuously monitor the student’s
level of attainment of the learning objectives
c. Diagnostic
-done before/during instruction
-helps formulate a plan for detailed
remedial instruction
2. Assessment OF Learning
-This is done after
instruction(summative assessment)
 -to determine what students know and
can do and the level of their proficiency
or competency
3. Assessment AS Learning
-This is done for teachers to understand
and perform well their role of assessing
FOR and OF learning.
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.
Principle 2: Appropriateness of Methods
Learning targets are measured by appropriate
assessment methods .
Learning Targets and their Appropriate
Assessment Methods
Note: Higher Numbers indicate better matches
(5=high, 1=low)
Principle 3: Balance
A balanced assessment sets targets in all
domains of learning or domains of intelligence.
A balanced assessment makes use of both
traditional and alternative assessments.
Principle 4: Validity
It is the degree to which the assessment
instrument measures what it intends to
measure.
It is also refers to the usefulness of the
instrument for a given purpose.
It is the most important criterion of a good
assessment instrument.
Ways in Establishing Validity
1. Face Validity-is done by examining the
physical appearance of the instrument
to make it readable and
understandable.
2. Content Validity-is done through a
careful and critical examination of the
objectives of assessment to reflect the
curricular objectives.
3. Criterion-related Validity-is established
statistically such that a set of scores
revealed by the measuring instrument
is correlated with the scores obtained in
another external predictor or measure.
2 Purposes of Criterion-related
Validity
a. Concurrent Validity-describes the
present status of the individual by
correlating the sets of scores
obtained from two measures given
at a close interval.
b. 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.
 4. Construct Validity-is established statistically
by comparing psychological traits or factors that
theoretically influence scores in a test.
a. Convergent Validity-is established if
the instrument defines another similar trait
other than what is intended to measure.
Ex: Critical thinking test may be correlated with
creative thinking test.
b. Divergent Validity-is established if an
instrument can describe only the intended trait
and not the other traits.
Ex: Critical thinking may not be correlated with
Reading Comprehension test.
Principle 5: Reliability
It refers to the consistency of scores obtained
by the same person when retested using the
same or equivalent instrument.
Principle 6: Fairness
A fair assessment provides all students with an
equal opportunity to demonstrate
achievement.
Principle 7: Practicality and Efficiency
When assessing learning, the information
obtained should be worth the resources and
time required to obtain it.
Principle 8: Continuity
Assessment takes place in all phases of
instruction. It could be done before, during and
after instruction.
Principle 9: Authenticity
 Features
 Meaningful performance task
 Clear standards and public criteria
 Quality products and performance
 Positive interaction between the
assessee and assessor
 Emphasis on meta-cognition and self-
evaluation
 Learning that transfers
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.
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.
Principle 12: Ethics
Teachers should free the students from harmful
consequences or misuse or overuse of various
assessment procedures such as embarrassing
students and violating students’ right to
confidentiality
Administrators and teachers should understand
that it is inappropriate to use standardized
student achievement to measure teaching
effectiveness,
PERFORMANCE-BASED ASSESSMENT –
It is a process of gathering information
about student’s learning through actual
demonstration of essential and observable skills
and creation of products that are grounded in
real world contexts and constraints
METHODS OF PERFORMANCE-BASED
ASSESSMENT
1. Written-open ended
-a written prompt is provided.
Format: Essays, open-ended test
2. Behavior-based
-utilized direct observations of
behaviours in situations or simulated contexts
3. Interview-based
-examinees respond in one-to-one
conference setting with the examiner to
demonstrate mastery of the skills
4. Product-based
-examinees create a work sample or a
product utilizing the skills/abilities
5. Portfolio-based
-collections of works that are
systematically gathered to serve many
purposes.
Types of Performance-Based Assessment
a. Demonstration-type-this is a task that
requires no product.
b. Creation-type-this is a task that
requires tangible products.
7 Criteria in Selecting a Good Performance
Assessment Task
1. GENERABILITY-the likelihood that the
student’s performance on the task will
generalize the comparable tasks.
2. AUTHENTICITY-the task is similar to
what the students might encounter in
the real world as opposed to
encountering only in the school.
3. MULTIPLE FOCI-the task measures
multiple instructional outcomes.
4. TEACHABILITY-the task allows one to
master the skill that one should be
proficient in.
5. FEASIBILITY-the task is realistically
implementable in relation to its cost,
space, time and equipment
requirements.
6. SCORABILITY-the task can be reliably
and accurately evaluated.
7. FAIRNESS-the task is fair to all students
regardless of their social status or
gender.
PORTFOLIO ASSESSMENT- is also an alternative
to pen-and-paper objective test. It is a
purposeful, ongoing, dynamic and collaborative
process of gathering multiple indicators of the
learner’s growth and development. It is also
performance-based but more authentic than
any other performance-based task.
PRINCIPLES UNDERLYING PORTFOLIO
ASSESSMENT
1. CONTENT PRINCIPLE suggests that
portfolios should reflect the subject
matter that is important for the
students to learn.
2. LEARNING PRINCIPLE suggests that
portfolios should enable the students to
become active and thoughtful learners.
3. EQUITY PRINCIPLE explains that
portfolios should allow students to
 demonstrate their learning styles and Nominal Measurement
multiple intelligences.
Keyword: Attributes are only named; weakest
RUBRIC
Ordinal Measurement
Is a measuring instrument used in rating
performance-based tasks. It is the “key to Keyword: Attributes can be ordered
corrections” for assessment tasks designed to
Is the distance from 0 to 1 the same as 3 to 4?
measure the attainment of learning
competencies that require demonstration of Interval Measurement
skills or creation of products of learning.
Keyword: Distance is meaningful
SIMILARITY OF RUBRIC WITH OTHER SCORING
INSTRUMENTS When distance between attributes has
meaning, for example, temperature (in
Rubric is a modified checklist and rating scale. Fahrenheit) -- distance from 30-40 is same as
distance from 70-80
1. Checklist
• Note that ratios don’t make any sense --
-presents the observed characteristics of a
80 degrees is not twice as hot as 40
desirable performance or product.
degrees (although the attribute values
-the rater checks the trait/s that has/have been are).
observed in one’s performance or product.
Ratio Measurement
2. Rating Scale
Keyword: Has an absolute zero that is
-measures the extent or degree to which a trait meaningful
has been satisfied by one’s work or
Frequency Distribution
performance.
• A table that shows classes or intervals
-offers an overall description of the different
of data with a count of the number of
levels of quality of a work or a performance
entries in each class.
What Is Level of Measurement
• The frequency, f, of a class is the
The relationship of the values that are assigned number of data entries in the class.
to the attributes for a variable
• Constructing a Frequency Distribution
Why Is Level of Measurement Important?
1. Decide on the number of classes.
• Helps you decide what statistical
 Usually between 5 and 20;
analysis is appropriate on the values
otherwise, it may be difficult to
that were assigned
detect any patterns.
• Helps you decide how to interpret the
2. Find the class width.
data from that variable
  Determine the range of the
data.

 Divide the range by the number

of classes.

 Round up to the next

convenient number.

• Constructing a Frequency Distribution

3. Find the class limits.

 You can use the minimum data

entry as the lower limit of the
first class.

 Find the remaining lower limits

(add the class width to the
lower limit of the preceding
class).

 Find the upper limit of the first

class. Remember that classes
cannot overlap.

 Find the remaining upper class

limits.

• Constructing a Frequency Distribution

4. Make a tally mark for each data entry

in the row of the appropriate class.

5. Count the tally marks to find the total

frequency f for each class.