The 12

Principles of
High Quality
Assessment
of Learning
for Teachers

Dr. MARITES F. PASCUAL

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.
Students’ ability to use their
Reasoning
knowledge.
Students’ ability to demonstrate
Skills
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 Giving the same examination after several
Method minutes to several years.

SPLIT-HALF This is used to establish internal consistency

using Pearson r formula.

Parallel-form/Equivalence Giving the same examination within the day.

test

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 Giving the same examination content but not in
& Equivalence 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
Done before instruction to assess
PLACEMENT
the needs of the learners to determine their
ASSESSMENT
capacities and capabilities.
Done during instruction
FORMATIVE
to monitor students’ progress and
ASSESSMENT
to reinforce learning.

DIAGNOSTIC
Done to see the problems and
ASSESSMENT
learning difficulties of the students.
Done after instruction to assess
SUMMATIVE
students’ achievement and to see
ASSESSMENT
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.