Ensuring quality
assessment
instruments
Greater accountability,
pressures and emphasis
on both raising standards
and widening the social
goals of schooling are
expected from us.
Objectives :
 To explicate the assessment
standards for teachers and
administrators
 To determine the focus of
assessment pertinent to
planning and test
construction
Objectives :
 To rationalize how to
stimulate critical thinking in
constructing a test
 To describe the purposes and
qualities of the different forms
of objective-type assessment
1. James Bond was relaxing
in his hotel room in Paris
when he heard a knock
at his door. Bond opened
the door and saw a
beautiful woman whom
he had never seen in his
whole life.
She said that she was so
sorry for mistakenly
thinking it was her room.
She was about to leave
the room when Bond took
out his pistol and asked
the woman to stop.
What made James Bond
suspicious of the woman?
2. Who is the thief?
3. A Japanese ship was en
route back to the shore from
the Atlantic Ocean. Seeking
the silent waves, the captain
decided to take a shower. He
put his Rolex and
diamond studded
gold bracelet on the
shelf and went for a
shower.
When he got back, he
realized that both the watch
and bracelet were missing.
He immediately called the
four crew members and
asked them what they
were doing for the past
few minutes.
Britisher (Cook) : “I was in the cold
room to select the meat for the lunch.”
Srilankan (Worker) : “I was at the top
of the ship correcting the flag which was
upside down.”
Indian (Engineer): “I was in generator
room checking the generator.”
French (House keeping Crew): “I was
sleeping after the night shift.”
After listening to all of them , the
captain realizes that one of them
is telling a lie and must be the
thief.
Can you guess who is the thief
and why ???
Srilankan (Worker) : “I was at the top of the ship
correcting the flag which was upside down.”
The type of test to be used
can make or break the
learning achievement of
the students.
National
CompetencyDomain 4: Curriculum
Based Teacher Standards
(NCBTS)
Better
Teaching = Learning
Formative
Summative
Assessments
Check progress of learning
Monitor students’ needs and
weaknesses
Evaluate current instructional
activities
Formative
Summative
Assessments
Determine degree & extent of
achievement
Deciding future teaching and
learning actions
Formative
Summative
Assessments
Normreferenced
Criterionreferenced
Checking progress and
achievement based on class
performance
One’s performance compared
with others’
Assessments
Normreferenced
Criterionreferenced
Checking progress and
achievement based on mastery
of competencies
One’s performance compared
with learning objectives
Assessments
Normreferenced
Criterionreferenced
Objectives
& Learning
Outcomes
Types
Reliability
Test
Cohesive
-ness
Validity
Language
bases that
determine the
approach and
technique of
wise choice
responsivetesting of
suitability
of assessment
ness
and
vocabulary
tool / form
relevance
of
and grammar
the to
directions
the
and items to
comprehension
the
learning
level of the
objectives
students
dependability
of test results
abhorring
guessing
Objectives
& Learning
Outcomes
Types
Reliability
Test
suitability to
the purposes
of testing
Cohesive
-ness
Validity
Language
Objective Tests
- Assessment outcomes can be directly
evaluated against learning outcomes
- Assessor has no bias over results
Types of Test
- Assessment outcomes are evaluated
against learning outcomes via rubrics
- Assessor may influence the results
Subjective Tests
Objective Tests
Multiple-Choice
Identification
Matching-Type
Dichotomous (T/F)
Enumeration
Key-List
Fill-in the Blanks
- Invites
Definitejudging
- Analytical
Versatile
Highly
analytical
scenarios
-- Logically
Relatively
easy to
Tests thepractical
recall
- Evaluative
Checks
Covers
how
all
based
prepare
power
Can
enfold
ofstudents’
students
almost
-- Tests
the
cognitive
students
on
criteriacompare
skills
of
all
certain
subject
- mastery
Measures
of
skills
in
logically
characteristics
- important
Examines
terminologies
matters
grouping and
- generalizations
Tests
students’
decisionsimple
ability
- deductive
Can be students
Allows
done byor
making
critical
to
judge
thinking
skills
of
statements
reasoning
simple
to
make decisions
students
skills
relationships
completion
on
dilemmas
Objective Tests
Combination of two or
more test types in one
test to measure
complex thinking
skills of students
Cite a specific
experience that you
think that your
assessment procedure
was successful in
addressing students’
learning issues.
After the break…
Sharing of Best
Practices