PRINCIPLES OF HIGH QUALITY ASSESSMENT

1. CLARITY OF LEARNING TARGET

- Assessment can be made precise, accurate, and dependable only if what are to be achieved are
clearly stated and feasible.

A. COGNITIVE TARGETS (Benjamin Bloom’s hierarchy of educational objectives)

1. Knowledge – The acquisition of facts, concepts and theories.

2. Comprehension – Refers to the same concept as understanding involves cognition or awareness
of interrelationship.
3. Application – Transfer of knowledge from one field to another, from one concept to another in
the same discipline.
4. Analysis – Breaking down concept or idea into it components and explaining the concepts as
composition of these concepts.
5. Synthesis – Opposite analysis, entails putting together the components in order to summarize
the concept.
6. Evaluation – Valuing and judgment or putting the “worth” of a concept or principle.

B. Skills, Competencies and Abilities Targets

a. Skills – refer to specific activities or tasks that a student can proficiently do.
i. Example: skills in coloring, language skills
b. Competencies – are skills in cluster. Related competencies characterize a student’s ability.
i. Example: Birthday card making
c. Abilities – are talents or skills to do something
i. Categories of Ability
1. Cognitive – refers to things like memory, the ability to learn new
information, speech, and understanding of written material.
2. Psychomotor - the relationship between cognitive functions and physical
movement. It is demonstrated by physical skills such as movement,
coordination, manipulation, dexterity, grace, strength and speed.
3. Affective – concerned with emotional aspect of a human being.
C. Products, Outputs and Projects Target
- These are tangible and concrete evidence of a student’s ability.
- Level of workmanship of a project must be clearly specified as:
a. Expert – A person who has a comprehensive and authoritative knowledge or skill in a
particular area; specialist.
b. Skilled – A person who has the knowledge and ability to perform a certain activity or task
well; possess expertise over something.
c. Novice – A person who is new or inexperienced in a field or situation; neophyte.

2. APPROPRIATENESS OF ASSESSMENT METHODS

- Assessment methods are strategies, techniques, tools and instrument for collecting information to
determine the extent to which the student demonstrate the desired learning outcomes.
- Learning targets are very essential to assessment, if learning targets are clearly stated, assessment can
be precise and accurate.
 LEARNING TARGET
Cognitive Target
Skills, competencies and abilities target
Output, product and project target
APPROPRIATE ASSESSMENT METHOD
- Written response instrument
- Oral questioning
- Performance tests
- Observation and self-report
- Product rating scale

A.WRITTEN RESPONSE INSTRUMENT

- Written assessments are activities in which the student selects or composes a response to a
prompt. In most cases, the prompt consists of printed materials. However, it may also be an object, an
event or an experience.
- The student does the writing at a specified time and within a fixed amount of time, thus can be
standardized.

1. OBJECTIVE TEST
- are appropriate for assessing the various levels of hierarchy of educational objectives
(Bloom’s Taxonomy). Examples are;
1.1. Multiple Choices
- This gives several choices, and the student is asked to select the most
correct one.
1.2 True or False
- Student choose whether each of the several statements are true or
false
1.3 Matching type
- Matching items are presented in group as a series of stems or
prompts that must be matched by the student to one of a group of
possible answer options

2. ESSAYS
- Essays are lengthy written response that can be scored in terms of content and/or
conventions.
- Essay when properly planned, can test the student grasp of the higher level cognitive
skills particularly in the areas of application analysis, synthesis and judgment.
- However when essay question is not sufficiently PRECISE and when the parameters are
not properly DEFINED, there is a tendency for the students to write irrelevant and
unnecessary things just to fill in blank spaces, that leads to difficulty and frustration of
both teacher and students.
For example;
(POOR) Write an essay about the first EDSA revolution
(BETTER) Write an essay about the first EDSA revolution giving focus on the main
characters of the revolution nd their respective roles.

3. CHECKLISTS
- This question lists items and directs the learner to check those that apply to the
situation
ADVANTAGES AND DISADVANTAGES OF WRITTEN RESPONSE METHODS
SELECTED RESPONSE
(e.g. multiple choice, true/false,
matching)
- Easier to score
ADVANTAGES - can be answered quickly
- covers a broader range of
curriculum in a shorter time
- Constraints students to single
DISADVANTAGES appropriate answer
- Encourages students to learn by
recognition
- Subject to guessing correct answer
CONSTRUCTED RESPONSE
(e.g. short answer, essay)
- allows student to demonstrate complex, in-depth
understanding
- less likelihood of guessing correct answer
- Motivates students to learn in a way that stresses
the organization of information, principles, and
application
- More time consuming to score
- More time-consuming to answer

B. PRODUCT RATING SCALE

- Allow teachers to indicate the degree or frequency of the attitude, skills, and products displayed by
the learner.

C. PERFORMANCE TEST
- It is used to determine whether or not an individual behaves in a certain (usually desired) way when
asked to complete a particular task. Also known as alternative or authentic assessment
- Is a form of testing that requires students to perform a task rather than select an answer from a
ready-made list.
- Checklist is the most frequently used measurement instrument. It consists of a list of behaviors that
makes up a certain type of performance.
D. ORAL QUESTIONING
- Oral questioning is simply an oral exam. It’s most useful as an assessment method when questions
are open-ended, the assessment needs to address the student’s unique ministry situation, and there
is no value in getting the student to write it all down.
- TYPES OF ORAL QUESTIONING
o Basic Oral Questioning - Can be conducted in a group setting in which questions are asked of
an entire classroom or staff.
o Oral Examinations - An oral examination is similar in process to basic oral questioning but is
typically administered in a one-on-one setting in which the respondent is required to answer
each question.
o Oral Boards - An oral board usually consists of three to five administrators delivering
questions to an individual to gauge her knowledge of equipments, systems, operational
procedures and theoretical concepts related to the topic at hand.
E. Observation and Self Report
- Are useful supplementary assessment methods when used in conjunction with oral questioning and
performance tests.