• A test is an instrument designed to measure a characteristic, quality, ability, knowledge, or skill by measuring items in a specific area (e.g., questionnaire, rubric etc).

Measurement

• Measurement is the process of quantifying the degree to which something possesses a given trait, quality, characteristic, or feature.
• Measurement assigns numbers to the results using a predetermined procedure or set of criteria
• Awarding points for a particular aspect of an essay or performance is part of measurement

Assessment

• Assessment is a pre-requisite to evaluation, stemming from the Latin word "assidere" meaning "to sit beside."
• Defined as both a product and a process

Assessment as a Product

• Refers to the instrument designed to elicit a predetermined behavior, performance, or product from a student.

Assessment as a Process

• Involves collecting, interpreting, and using qualitative and quantitative information to assist teacher decisions.
• A pre-requisite to evaluation, providing information that enables evaluation to take place.

Evaluation

• Evaluation is the process of making judgements about the quality of a performance, product, skill, or behavior.
• Evaluation involves using some basis to judge worth or value including judgement of standards.
• Evaluation involves judgment about the desirability or changes in the students.

Purposes of Assessment

• Assessment is categorized by its purpose: for learning, of learning, and as learning.

Assessment FOR Learning

• Includes placement, diagnostic, and formative assessments.
• Placement assessment is done PRIOR to instruction to assess learner needs and place students in specific learning groups.
• Diagnostic assessment is done BEFORE instruction to diagnose what students already know and persistent difficulties.
• Assesses underlying causes of learning problems and helps create remedial instruction.
• Formative assessment is done DURING instruction to ensure learning is taking place.
• Teachers monitor learning and provide feedback to improve teaching as well as improve learning by students.
• The results are communicated to the students for them to know their strengths and weaknesses and the progress of their learning.

Assessment OF Learning

• Summative assessment is done AFTER instruction.
• Used to evaluate student learning at the end of an instructional period including units, terms, achievement tests, chapter tests etc.
• Results reveal whether instructions have achieved curriculum outcomes.
• Provides data for grades and informs students, parents, and stakeholders for decision-making
• Can pave the way for educational reforms.

Assessment AS Learning

• Associated with self-assessment, where the assessment itself is a form of learning for the students.
• Uses scoring rubrics
• Involves reflection through papers and journals.
• Students set targets, actively monitor, and evaluate their own learning.
• Students become self-directed and independent learners.

Traditional Assessment

• Traditional assessments include paper-and-pencil tests

Selected-Response Tests

• Alternate Response, Multiple Choice, and Matching Type tests

Constructed-Response Tests

• Constructed Response types include Short Answer, Essay and Problem Solving tests
• Decontextualized assessment focuses on declarative knowledge in artificial situations.

Authentic Assessment

• Also called performance, alternative, or non-traditional assessment, involving application of knowledge.
• Can be in the form of a product or performance.

Product Examples

• Product output, Visual displays and reflective journals.

Performance Examples

• Performance tasks, experiments, oral presentations, and dramatizations.
• Contextualized assessment requires real-life tasks and utilizes HOTS
• Assesses knowledge and skill in a context that approximates the real world.
• Authentic assessment complements traditional assessment.

Portfolio Assessment

• Portfolios are a systematic, organized, and purposeful collection of student work

Portfolio Collection Criteria

• Should include student participation, defined selection criteria, rubrics to judge merit, and evidence of self-reflection.

Classes of Evidence in Portfolios

Artifacts

• Classroom work/academic products produce in the student e.g,. student papers and homework.

Reproductions

• Documentation of student's work outside the classroom including special projects and student reflections on interviews.

Attestations

• Documentations by teachers or other responsible people including teacher's evaluative notes.

Productions

• Documents that the student prepares himself/herself e.g., goal statements, reflections, and captions.

Types of Portfolios

• There are assessment, working, showcase portfolios.

Assessment

• Documenting what a student has learned based on learning outcomes.

Working, Growth or Development Portfolio

• Student's works that show progress meeting learning targets over a time

Display, Showcase or Best Work Portfolio

• Showcase a students most outstanding works

Scoring Rubric

• Scoring rubrics as a scoring guide is used to assess performance against a criteria including descriptions of levels of performance quality.
• Objective tests are scored by counting correct answers
• Essays, products, and performances are scored reliably with rubrics.
• A scoring rubric requires both coherent sets of criteria and descriptions of the levels of performance for those criteria.

Types of Rubrics

Holistic Rubric

• Holistic rubrics describe the overall quality of work in the same context.

Analytic Rubric

• Analytical rubrics describes the quality of performance based on multiple dimensions.

Principle 1 of High-Quality Classroom Assessment

• Learning targets should be clearly stated and center on what is important.

Principle 2 of High-Quality Classroom Assessment

• Use appropriate methods of assessment

Types of Paper-and-Pencil Tests

• Selected- Response and Constructed Response

True-False or Alternate Response Tests

• Declarative statements that must be labelled true or false, right or wrong, etc.

Multiple Choice Tests

• Offer students more than two options per item, including a stem and options.

Guidelines for Alternate-Response Tests

• Avoid giving hints, using words like "always" or "never", Avoid long sentences, trick statements, and verbatim copying.
• Avoid disproportionate true/false statements. Avoid double negatives.

Multiple-Choice Tests

• Offers the students with more than two options per item to choose from. Each item in a multiple-choice test consists of two parts (a) the stem and (b) the options. In the set of options, there is a "correct" or "best" option while all the others are considered "distracters".

Rules for Multiple Choice Items

• Don't use modifiers like "often" or "usually" and avoid complex arrangements/ awkward wording.
• Make distractors plausible and attractive, and ensure all choices are grammatically consistent with the stem.
• Don't reveal the answers and avoid synonyms.
• Minimize the use of "None of the above" or "All of the above".

Matching Type tests

• Use two parallel columns: premises and responses.

Constructed-Response tests

• Type or Supply Type

Completion Type Tests

• Consists of incomplete statements that are also called supply tests.
• Avoid overmutilated and open-ended sentences and use the blanks near the end of the sentences.

Essay Tests

• Students demonstrate reasoning ability
• Restricted vs. Extended Essay

Restricted Essay

• Has a definite answer

Extended Essay

• Is open-ended

How to Improve Essays

• Specify how to respond and decide on the grading system.
• Grade blind if possible.

Balanced Assessment

• Incorporates all learning domains.

Principle 4: Validity

• In assessment, this is the degree to which instrument measures what it is intended to measure.
• Refers to usefulness and important indicator.

Ways to check instrument Validity

• Face, Content & Criterion-related validity.

Face Validity

• Based on physical appearance.

Content Validity

• Examines assessment objectives so it reflects curricular objectives.

Criterion-Related Validity

• Established statistically so that a set of scores matches other measures.
  • Concurrent- Describe present status by relating the sets of scores obtained from two measures given concurrently.
  • Predictive- Describes f individual by correlating from two measures given over a longer time
  • For an individual, correlating sets of scores from two measures over a longer period of time.

Principle 5: Reliability

• Refers to the of scores obtained by same person when retested with the same test or compared with others who took the same test.

Type of instrument Reliability

• Test-rest, equivalent forms, Split half & Kuder-Richardson
  • test-retest Measure of stability (test given twice to same group)
  • equivalent forms Measure of equivalence (give parallel forms of close tests)
  • Test-Retest with Equivalent formsMeasure (give parallel forms of close tests with increased time)
  • Split Half- measure of internal consistency (score halves of tests)
  • Kuder- Richardson- measure of internal consistency (proportion of students passing and not passing a given item)

Item Analysis

• Item analysis examine the student's response to each item with it having a desirable or undesirable characteristics.
• Desirable = Retain
• Undesirable = Revise or Reject
• Two criteria for determine desirability with difficulty or its discrimination

Item difficulty

• Is the # of students able to answer correctly is being divided by the total students.

Level of difficulty

• Can show from easy to difficulty, etc.

Discrimination Index

• to which the item discriminates between high and low performers.

Formula

• Discrimination Index= DO-DL

If Positive Discrimination:

• Higher group is greater than lower group.

Negative Discrimination

• Less than or equal, zero