The 12 Principles of High Quality

Assessment of Learning for Teachers

1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS
Assessment should be clearly stated and specified and centered on what is truly important.
"Teaching emphasis should parallel testing emphasis."

LEARNING TARGETS

Knowledge Students mastery of the content.

Reasoning Students ability to use their knowledge.
Skills Students ability to demonstrate what they
have learned.
Products Students ability to create.
Affects Students emotional attainments.

2. APPROPRIATE ASSESSMENT METHODS

Assessment should utilize assessment methods suitable for a particular learning target.

ASSESSMENT METHODS LEARNING TARGETS

Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, products
Oral-question Knowledge, reasoning
Observation Knowledge, skills
Self-report Affects

3. BALANCE
Assessment methods should be able to assess all domains of learning and hierarchy of objectives.

DOMAINS OF LEARNING:
Cognitive
Affective
Psychomotor

HIERARCHY OF OBJECTIVES
(BLOOM) (ANDERSON)
 Evaluation Create
Synthesis Evaluate
Analysis Apply
Application Analyze
Comprehension Understand
Knowledge Remember

4. VALIDITY
Assessment should be valid. There are several types of validity that are to be established.

TYPES OF VALIDITY

Content Validity
Face Validity
Concurrent Validity
Predictive Validity
Discriminant Validity
Construct Validity

5. RELIABILITY
Assessment should show consistent and stable results. There are methods which can be used to
measure and establish reliability.

RELIABILITY CAN BE MEASURED USING:

Test-retake or Retest Method Giving the same examination after several

minutes to several years.
SPLIT-HALF This is used to establish internal consistency
using Pearson r formula.
Parallel-form/Equivalence test Giving the same examination 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 stability & Equivalence Giving the same examination content but not
in the same manner or form within the day.
Kuder-Richardson Establishment of reliability using KR 21 and
KR 20 formulas.

6. FAIRNESS
Assessment should give equal opportunities for every student. There should be no discrimination of
any kind (racial, age, gender, etc.)
7. AUTHENTICITY
Assessment should touch real life situations and should emphasize practicability.

8. PRACTICALITY & EFFICIENCY

Assessment should save time, money, etc. It should be resourceful.

9. ASSESSMENT IS A CONTINUOUS PROCESS.

Because assessment is an integral part of the teaching-learning process, it should be continuous.

ASSESSMENT FORMS:

PLACEMENT ASSESSMENT Done before instruction to assess

the needs of the learners to determine their
capacities and capabilities.

FORMATIVE ASSESSMENT Done during instruction

to monitor students progress and
to reinforce learning.

DIAGNOSTIC ASSESSMENT Done to see the problems and

learning difficulties of the students.

SUMMATIVE ASSESSMENT Done after instruction to assess

students achievement and to see
the result of the teaching-learning process.

10. ETHICS IN ASSESSMENT

Assessment should not be used to derogate the students. One example of this is the right to
confidentiality.

11. CLEAR COMMUNICATION

Assessment's results should be communicated to the learners and the people involved.
Communication should also be established between the teacher and the learners by way of pre- and
post-test reviews.

12. POSITIVITY OF CONSEQUENCE

Assessment should have a positive effect. It should motivate students to learn and do more and
should give way to improve the teacher's instruction.