Assessment & Evaluation
Types of Assessment, Validity, Reliability & Test Construction
Types of Assessment
Formative Assessment
Purpose: To monitor and improve learning during instruction.
When: During the learning process (ongoing).
- Quizzes and short tests
- Class discussions
- Homework assignments
- Exit tickets
- Observations
Focus: Assessment FOR Learning
Summative Assessment
Purpose: To evaluate learning at the end of instruction.
When: At the end of a unit, semester, or course.
- Final examinations
- Standardized tests
- Final projects
- Term papers
- Portfolio assessment
Focus: Assessment OF Learning
Diagnostic Assessment
Purpose: To identify students' strengths and weaknesses before instruction.
When: Before a lesson or unit begins.
- Pre-tests
- Placement tests
- Skills assessments
- Learning readiness tests
Focus: Assessment FOR Placement
Authentic/Performance Assessment
Purpose: To evaluate real-world application of skills.
When: When assessing practical skills and competencies.
- Demonstrations
- Role-playing
- Portfolios
- Real-life projects
Focus: Assessment AS Learning
Validity and Reliability
Validity
Does the test measure what it's supposed to measure?
Content Validity
Test covers all relevant content areas
Criterion Validity
Test correlates with other measures
Construct Validity
Test measures the theoretical concept
Face Validity
Test appears to measure what it claims
Reliability
Does the test produce consistent results?
Test-Retest Reliability
Same results when test is repeated
Split-Half Reliability
Two halves of test give similar results
Inter-Rater Reliability
Different graders give similar scores
Parallel Forms
Equivalent test versions give same results
Key Relationship
A test can be reliable but not valid. However, a test cannot be valid without being reliable.
Example: A scale that always reads 5 lbs heavy is reliable (consistent) but not valid (inaccurate).
Test Construction
Types of Test Items
Objective Items
Have one correct answer; easy to score.
- Multiple Choice
- True or False
- Matching Type
- Fill in the Blank
Subjective Items
Allow for varied responses; require judgment.
- Essay (Restricted/Extended)
- Short Answer
- Problem Solving
- Performance Tasks
Guidelines for Writing Test Items
Multiple Choice
- Stem should present a clear problem
- All options should be plausible
- Avoid "all of the above" and "none of the above"
- Options should be similar in length
- Avoid negatively worded stems
True or False
- Avoid absolute terms (always, never)
- One concept per item
- Avoid double negatives
- Balance true and false items
Essay
- Define clear expectations and criteria
- Use specific action verbs (compare, analyze)
- Prepare a scoring rubric
- Allow adequate time
Table of Specifications (TOS)
A blueprint that ensures content validity by aligning test items with learning objectives.
| Topics | % Weight | Remember | Understand | Apply | Total |
|---|---|---|---|---|---|
| Topic A | 40% | 8 | 8 | 4 | 20 |
| Topic B | 30% | 6 | 6 | 3 | 15 |
| Topic C | 30% | 6 | 6 | 3 | 15 |
| Total | 100% | 20 | 20 | 10 | 50 |
Grading Systems
Norm-Referenced
Compares student performance to other students.
- Uses bell curve distribution
- Competitive approach
- Used for ranking and selection
Example: Top 10% gets A, next 20% gets B
Criterion-Referenced
Compares student performance to set standards.
- Uses fixed criteria
- Mastery approach
- All can achieve if standards are met
Example: 90-100 = Outstanding
DepEd K-12 Grading System
Components:
- Written Works: 25-30%
- Performance Tasks: 45-50%
- Quarterly Assessment: 20-25%
Descriptors:
- 90-100: Outstanding (O)
- 85-89: Very Satisfactory (VS)
- 80-84: Satisfactory (S)
- 75-79: Fairly Satisfactory (FS)
- Below 75: Did Not Meet Expectations
Rubrics
A scoring guide that describes levels of performance for a task.
Holistic Rubric
Single overall score for entire performance.
- Quick to use
- Overall impression
- Less detailed feedback
Analytic Rubric
Separate scores for each criterion.
- More detailed
- Identifies specific strengths/weaknesses
- Takes more time