PRINCIPLES OF HIGH

QUALITY CLASSROOM
ASSESSMENT
PRINCIPLE 1: Clear and Appropriate
Learning Targets
 Evaluation should be based on clearly stated objectives (Gronlund, 1981).
 An objective is defined as the statement of the expected behaviours that the
students should display after instruction of teaching.
 The question of what to evaluate in terms of pupil growth and progress should
be given foremost priority (Oriondo and Antonio)
 If an objective is stated as,”after the discussion, the pupils should be able to
enumerate the cities and municipalities of Negros Occidental with 75 percent
prifficiency”, then this clearly stated objective will be the focus of classroom
evaluation.
 The content of the test should be similar with the content which the teacher
has taught. With this in mind, the teacher manifests adherence to the
principle of clarity of learning.
 The level of performance must be the basis for evaluating whether the teaching
and learning process is successful or not.

The expected behaviours are somehow related to either of the following,

but not limited to: 1)knowledge; 2)reasoning;3) skills; 4)products; or
5)affects.

1. Knowledge
- refers to the cognitive activities which include memorizing, recalling
of facts, synthesizing of related facts and principles, and evaluating the
outcomes of the relationships of concepts and principles.

2. Reasoning
-is a behaviour which refers to the cognitive activities which require the
use if logical presentation, justification and rationalization of the existence of
facts, concepts, theories and principles.
3. Skills
-in Merriam Webster’s Collegiate Dictionary (2003), the word skill is defined as
the ability to use one’s knowledge effectively and readily in the execution or
performance of a specific task.
-this is the ability to perform kinaesthetic activity in an easy, precise, and
harmonious way within the constant changing circumstances.
- this requires three elements in the skill :1) Sensing;2) precision(accuracy)
and, 3) timing.

4. Products
- refers to psychomotor activities that show the end result of using the abilities
to manipulate, supply, and operate facts, concepts and principles in real-life
situations.

5. Affects
-the tern “affects” refers to the activities that show values, morals, ethics,
ideals, and standards in life.
- Santrock (2004) states that affects refer to the emotional responses to the
tasks, which involve the participation of students.
Learning target should be clearly stated, specific, centers on what is truly
important.

Learning Targets
(Mc Millan, 2007; Stiggings, 2007)
Knowledge Student mastery of substantive subject matter
Reasoning Student ability to use knowledge to reason and solve
problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affective/ Student attainment of affective states such as attitudes,
Disposition values, interest, and self-efficacy.
PRINCIPLE 2: Appropriate Methods

 Evaluation procedures and techniques should be selected

in terms of the clearly stated objectives(Gronlund, 1981).
 The clearer the objectives are in the teacher’s mind; the
greater the chance of making a wise decision to choose
appropriate assessment procedures and techniques in
assessing student’s learning.
 Assessment Methods
1.Objective Test
– Objective tests are those that require one and only one correct answer and
no other possible answers.
Types of Objective test item formats
1. supply type
2. Matching type
3. alternate-response type
4. Labelling
5. Enumeration
6. Multiple-choice
2. Subjective Tests
-subjective tests are evaluated by giving an opinion
about the issue, concept, ideas and the like.
- the use of rubrics is one method to ensure the
objectivity of scoring. By so doing, the teacher can ascertain
test reliability.

4. Performance Tests
-this test is appropriate when the teacher wants to
determine whether students have acquired the necessary
skills to do the task in learning activities.
5. Oral Reasoning
- this type of test is used to determine students’ critical-thinking and
other meta-cognitive processes in oral presentation.

6. Observation
- observation is one effective means of learning… how students respond
to classroom environment (Reed and Bergemann,2001).
-this assessment method can be done by the teacher, co-student, or
even parents.

7. Self-Reports
-self-reports contain personal accounts of the student’s participation
and involvement in the teaching and learning process.
-Teachers who practice this method for classroom assessment, comply
with the requirement that “evaluation should allow students to evaluate
themselves”
 PRINCIPLE 2: Appropriate Methods
Assessment methods

Objective Objective Essay Performance Oral Observation Self-

Supply Selection Based Question Report

Short Multiple Restricted Presentations Oral Informal Attitude

Answer Choice Papers Examinations Formal Survey
Completion Matching Response Projects Conferences Sociometric
Test True/False Extended Athletics Interviews Devices
Demonstrations Questionnaires
Response Exhibitions Inventories
Portfolios
 Learning Targets and their Appropriate Assessment Methods

Assessment Methods
Targets
Objective Essay Performance Oral Observation Self-
Based Question 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
Affects 1 2 4 4 4 5
Modes of Assessment
Mode Description Example Advantages Disadvantages

The paper- and  Standardize  Scoring is objective • Preparation of the

Traditional pen- test used in and teacher-  Administration is instrument is time
assessing made test easy because consuming
knowledge and students can take • Prone to guessing
thinking skills the test at the same and cheating
time
A mode of  Practical Test  Preparation of the • Scoring tends to
Performance assessment that  Oral and Aural instrument is be subjective
requires actual Test relatively easy without rubrics
demonstration of  Projects, etc. • Measures behaviour • Administration is
skills or creation that cannot be time consuming
of products of deceived
learning
A process of  Working • Measures students • Development is
Portfolio gathering multiple Portfolios growth and time consuming
indicators of  Show development • Rating tends to be
student progress Portfolios • Intelligence-fair subjective
to support course  Documentary without rubrics
goals in dynamic, Portfolios
ongoing and
collaborative
process.
Principle 3: Balanced
• A balanced assessment sets targets in all domains of learning (cognitive,
affective, and psychomotor) or domains of intelligence (verbal-linguistic,
logical-mathematical, bodily-kinaesthetic, visual-spatial, musical-rhythmic,
intrapersonal-social, intrapersonal-introspection, physical world-natural-
existential-spiritual).
• A balance assessment makes use of both traditional and alternative
assessment.
Principle 4: Validity
A. Validity – 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.

According to Oriondo and Antonio (1989), validity refers to the extent to

which the test serves its purpose or efficiency with which it measures what it
intends to measure. Evaluation should utilize appropriate and efficient
assessment instruments. Validity is the degree to which assessment instruments
can gather accurate data. The teacher must construct assessment instruments
that can evaluate the content and behaviors which he wants to assess. The
contents and behaviors, as subjects of assessment, are clearly stated in the
instructional objectives in the teacher’s lesson plan.
Ways in Establishing Validity :

1. Face Validity – is done by examining the physical appearance of the

instrument
Face validity pertains to whether the test “looks valid” to the
examinees who take it (Catane, 2000).

2. Content Validity – is done through a careful and critical examination of

the objectives of assessment so that it reflects the curricular objectives.
Oriondo and Antonio (1989) stress that content validity is related to how
adequately the content of the test samples the domains about which
inferences can be made.
 3. Criterion-related Validity – is established statistically such that a set of scores
are revealed by the measuring instruments is correlated with the scores obtained in
another external predictor or measure. It has two purposes.
a. Concurrent validity – describes the present status of the individual by
correlating the sets of scores obtained from two measures given
concurrently.
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.
This type of validity involves the systematic examination of the test content to
determine whether it covers a representative sample of the behaviour domain to be
measured (Catane, 2000).
a. Convergent Validity – is established is the instrument defines another similar
trait other than what it is intended to measure. e.g. Critical Thinking Test may
be correlated with Creative Thinking Test.
b. Divergent Validity – is established if an instrument can described only the
intended trait and not the other traits. e.g. Critical Thinking Test may not be
correlated with Reading Comprehension Test.
Principle 5: Reliability
Reliability – it refers to the consistency of scores obtained by the same person
when retested using the same instrument/ its parallel or when compared with
other students who took the same test.
Method Type of Procedure Statistical
Reliability Measure
Measure

1. Test-Retest Measure of Give a test twice to the same Pearson r

stability group with any time interval
between tests from several
minutes to several years.
2. Equivalent Measure of Give parallel forms of test with Pearson r
Forms equivalence close time interval between
forms.
3. Test-retest with Measure of Give parallel forms of test with Pearson r
Equivalent stability and increased time interval between
Forms equivalence forms
4. Split Half Measure of Give a test once. Score equivalent Pearson r &
Internal halves of the test e.g. odd- and Spearman
Consistency even- numbered items. Brown
Formula
5. Kuder- Measure of Give the test once then correlate Kuder-
Richardson Internal the proportion/percentage of the Richardson
Consistency students passing and not passing a Formula 20
given time. and 21
Principle 6: Fairness
A fair assessment provides all 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
• Students are free from teacher stereotypes
• Students are free from biased assessment tasked and procedures
Principle 7: Practicality and Efficiency
When assessing learning, the information obtained should be worth the resources
and time required to obtain it. The factors to consider are as follows:
• Teacher Familiarity with the Method. The teacher should know the strengths and
weaknesses of the method and how to use them.
• Time Required. Time includes construction and use of the instrument and the
interpretation of results. Other things being equal,, it is desirable to use the
shortest assessment time possible that provides valid and reliable results.
• Complexity of the Administration. Directions and procedures for administrations
and procedures are clear and that little time and effort is needed.
• Ease of Scoring. Use scoring procedures appropriate to your method and purpose.
The easier the procedure, the more reliable the assessment is.
• Ease of Interpretation. Interpretation is easier if there was a plan on how to use
the results prior to assessment.
• Cost. Other things being equal, the less expense used to gather the information,
the better.
Principle 8: Assessment should be a
continuous process
• Assessment takes place in all phases of instruction. It could be done before, during
and after instruction.
Activities occurring Prior to construction
• 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;
• Clarifying and articulating the performance outcomes expected of pupils; and
• Planning instruction for individuals or groups of students.
Activities occurring During Instruction
• Monitoring pupil progress toward instructional goals;
• Identifying gains and difficulties pupils are experiencing in learning and performing;
• Adjusting instruction;
• Giving contingent, specific, and credible praise and feedback;
• Motivating students to learn; and
• Judging the extent of pupil attainment of instructional outcomes.
Activities occurring After The Appropriate Instructional Segment
(e.g. lessons, class, semester, grade)
• 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;
• 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;
• Evaluating the effectiveness of instruction; and
• Evaluating the effectiveness of the curriculum and materials in use.
Principle 9 : Authenticity
Features of Authentic Assessment
• Meaningful performance task
• Clear standards and public criteria
• Quality products and performance
• Positive interaction between the assesse and the assessor
• Emphasis on meta-cognition and self-evaluation
• Learning that transfers
Criteria of Authentic Achievement (Burke, 1999)
1. Disciplined Inquiry – requires in-depth understanding of the problem and a
move beyond knowledge produced by others to a formulation of new ideas.
2. Integration of Knowledge – considers things as a whole rather than fragments
of knowledge.
3. Value Beyond Evaluation – what students do have some value beyond the classroom
Principle 10 : Communication
• Assessment target and standards should be communicated.
• Assessment results should be communicated to its important users.
• Assessing results should be communicated to students through direct
interaction or regular ongoing feedback on their progress.
Principle 11: Positive Consequences
• On students. It is a common scenario that students display phobia toward tests The
teachers usually observe students expressing their feelings of dismay when the
administration of a test is announced. Most probably, this is the result of the punitive
effect of evaluation. Students develop fear because evaluation is rigidly based on
testing results alone.
• On teachers. Teachers usually cram when evaluation, is announced especially when the
evaluation is directed toward their instructional performance. If teachers fully
internalize assessment and evaluation, they are given an opportunity to look inward or
to introspect and examine their own performance.
• Assessment should have a positive consequences to students, that is, it should motivate them to
learn.
• Assessment should have a positive consequence on teachers, that is, it should help them improve
the effectiveness of their instruction.
Principle12: Ethics

 Gathering Data. In gathering the data, the ethical standard should be

considered. The teacher should remember that there is information about
students life that needs to be held confidential.
 Recording Data. The teachers should be extra careful when recording
information about students lives. There are standard forms used to record
student information.
 Reporting Data. The teachers should realize that there are standard forms
used to report students scholastic data.
• Teachers should free the students from harmful consequence of misuse or overuse of various
assessment such as embarrassing students and violating students right to confidentiality.
• 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