Assessment of Student Learning
Course Description:
The course focuses on the development and utilization of
assessment tools to improve the teaching-learning process. It allows the students to go
through the standard steps in test construction, both traditional and alterative forms of
assessment.
Course Objectives: After completing this module, the students are expected to:
1. show understanding of the basic concepts and principles of high quality
assessment
2. match the different learning targets and their appropriate assessment techniques
3. identify the role of assessment in making instructional decisions
4. construct classroom assessment tools in measuring cognitive, psychomotor and
affective skills
5. demonstrate skills in utilizing and reporting tests results
Topics:
1. Basic Concepts in Assessment
Measurement
Assessment
Evaluation
Tests
Non-test
Testing
Objectives
2. Roles of Assessment in Making Instructional Decisions
Placement purposes
Formative purposes
Diagnostic purposes
Summative purposes
3. Principles of High Quality Assessment
Clarity of learning targets
Appropriateness of assessment methods
Validity
Reliability
Fairness
Positive consequences
Practicality and efficiency
Ethics
4. Development of Classroom Assessment Tools for Measuring Knowledge and
Simple Understanding
Types of Knowledge
Assessing Recall Knowledge
Completion and Short Answer Items
Matching items
Binary-choice items
Multiple choice
Assessing Simple Understanding
Assessing comprehension
Assessing application
5. Development of Classroom Assessment Tools for Measuring Deep Understanding
and Reasoning
Reasoning Skills
Assessing reasoning and deep understanding
Short-answer and selected response
Binary-choice
Multiple choice
Interpretive exercises
Essay items
6. Item Analysis
Difficulty index
Discrimination index
Analysis of distracters
7. Development of Performance-based Assessment
Performance-based, alternative and authentic assessment
Learning Targets for performance-based assessments
Constructing performance-based assessment
Criteria for performance-based assessment
Scoring criteria, rubrics and procedures
Rating scales
Rubrics
8. Organizing Assessment Data
Frequency distribution
Histogram
Frequency polygon
9. Measures of Central Tendency
Mean
Median
Mode
10. Measures of Variability
Range
Semi-interquartile range
Percentile
Standard deviation
11. Interpreting Assessment Data
Criterion-referenced interpretation
Norm-referenced interpretation
Grade norms
Age norms
Percentile norms
Standard score norms
z-scores
T scores
Assessment Requirements
1. Written outputs (activities and exams)
40%
2. Portfolio of Testing Instruments
60%
Required entries
1. Table of Specification for a Periodical test
2. Tryout form of the test
3. Tryout of the results
4. Refined form of the test
5. Reflective journals
6. Report of Assessment Data
References
Kubiszyn, T. & Borich, G. (2000). Educational Testing and Measurement. Classroom
Application and Practice. New York: John Wiley & Sons, Inc.
McMIllan, J. (1997). Classroom Assessment and Practice for Effective Instruction,
Bosto: Allyn and Bacon.
Popham, J. (1999). Classroom Assessment : what teachers need to know (2nd edition).
Boston: Allyn and Bacon.
Linn, R. (2000). Measurement and Assessment in Teaching (8th edition). Prentice Hall.
Gredler, M. (1999). Classroom Assessment and Learning. New York: Longman.
Stiggins, R. (2001). Student-involved Classroom Assessment. New Jersey: Merill
Prentice Hall.