Learning Targets and Assessment

UNIT III:
DESIGNING AND
DEVELOPING ASSESSMENTS
Features of Properly 2
Accomplished Tests
1. Validity
2. Reliability
3. Practicality and Efficiency
4. Fairness.
1. VALIDITY 3
 The word "valid" is derived from the Latin

validus, meaning strong. In view of
assessment, it is deemed valid if it
measures what it is supposed to. Validity
claims as factual to measure. Your
assessment is valid if it measures your
learner’s actual knowledge and
performance.
Ways to Establish Validity Description
Face Validity Validity that relies on the physical attributes of a test
When the test is presented well, administered well, free of
errors
Content Validity The extent an evaluation procedure adequately represents

content of the assessment domain being tested
Predictive Validity A measure should predict a future criterion

Example is an entrance exam predicting the grades of the
students after the first semester
Construct Validity The components or factors of the test should contain items
that are correlate ed
Concurrent Validity Two or more measures of the same characteristics are

present for each examinee
Convergent Validity Components or factors of a test are hypothesized to

accomplish a positive correlation
Divergent Validity Components or factors of a test are hypothesized to effect

a negative correlation
2. RELIABILITY 5
 The reliability of an assessment method

refers to its consistency. It is also a
term synonymous with dependability
or stability. It is the extent to which an
assessment tool produces a stable and
consistent result.
Types of Reliability What it is? How do you establish it?
You have a test, and you need to administer it one

Test-Retest A measure to determine time to a group of examinees. Administer it again at
the stability of test results another time to the same group of examinees.
A measure of equivalence or There are two versions of a test. The items need to
Parallel Forms comparative analysis exactly measure the same skill. Administer one form
at one time and the other form to another time to the
“same” group of participants.
This procedure is used to determine the consistency of

Inter-Rater multiple raters when using rating scales and rubrics to
judge performance samples, essays, portfolios, etc.
A measure of agreement
The reliability here refers to the similar or consistent
ratings provided by more than one rater when they use
an
assessment instrument
A measure of how You correlate the performance on each item with the
Internal Consistency consistently each item overall performance across participants
measures the same
underlying construct
3. Practicality and Efficiency 7
 Practical test is a test that is developed and

administered within the available time and with
available resources. In other Moreover, a test
should be easy to design, to administer, to mark and
to interpret as to results. Efficiency, in this context,
refers to the development, administration and
grading of assessment with the least effort and
resources.
4. Fairness. 8
The fairness of a test refers to freedom from any biases. Your students
must know exactly what the learning targets are and what method of
assessment will be used. They have to be informed how their progress
will be evaluated in order to make strategies and perform optimally.
Other aspects of fairness include:
1. Opportunity to learn further;
2. Pre-requisite knowledge and skills;
3. Avoidance of student stereotyping
4. Avoidance of bias in assessment procedures; and
5. Accommodating special needs and requirements
Learning Target and Assessment
Method Match
Learning targets provide students with a roadmap along which
points to their destination and what to expect upon reaching it.
Learning targets should comply with the standards prescribed

by a program or level and should align with the instructional or
learning objectives of a subject or course.
Types of Learning
Targets
Types of Learning Targets Description Examples
Knowledge targets Refers to factual information, procedural knowledge You can identify and describe the elements of design
and conceptual understanding that strengthen each in a work of art.
discipline.
Reasoning targets Specify the thought processes students are to learn to do You can evaluate the quality of your work in order to
well within a range of subjects. improve it.
Skill targets Use of a variety knowledge and/or reasoning to perform You can use an air brush to create different effects.
or demonstrate physical skills
Product targets Use of knowledge, reasoning and skills in creating a You can create a still life oil painting.
fixed or tangible product
Disposition Targets Refer to attitudes, motivations, and interests that affect You question the validity of various positions
students’ approaches to learning. including your own.
Types of Assessment Methods
1. Written Response
Selected Response
Short Written Response
Extended Response/Essay
2. Performance Assessment
3. Observation/Conversation
4. Collection of existing work in portfolios
Variety of Assessment Strategies
12
Selected Constructed Performance Observations/

Response Response Assessment Conversations
• Multiple • Diagram • Presentation • Oral

Choice • Fill-in-the- • Movement questioning
• True-False blank (words, • Science lab • Observation
• Matching phrases) • Athletic skill • Interview
• Essay • Dramatization • Conference
• Short answer • Enactment • Process
(sentences, • Project description
paragraphs) • Debate • Checklist
• Web • Model • Rating scale
• Concept Map • Exhibition • Journal
• Flowchart • Recital sharing
• Graph • Performance • Thinking aloud
• Table Task a process
• Matrix • Student self-
• Illustration assessment
• Peer review
Adapted from the work of Dr. Robert Marzano

Preparing A Table of Specifications (ToS)
13
14
Preparing A Table of Specifications (ToS)
✘ Table of specification is a chart that provides graphic

representations of the content of a course or curriculum
elements and the educational objectives.
✘ Table of specifications is a two –way chart which describes the

topics to be covered in a test and the number of items or
points which will be associated with each topic
15
Preparing A Table of Specifications

Benefits of ToS:
-Help in Assessment Plan
-Ensure content coverage
-Clarify learning outcomes
-Evaluation of the program
-Matching methods of instruction
Designed based on:

1. Course learning outcomes/objectives
2. Topics covered in class
3. Amount of time spent on those topics
4. Methods of instruction
5. Assessment plan
16
17
Preparing A Table of Specifications

Steps in making ToS:
1. Determine the objectives to be assessed by the test.
2. List down the topics to be covered for inclusion in the test.
3. Specify the number of days/hours spent for teaching a particular
topic.
4. Determine the number of the allocation of test items for each of the
topics covered. This formula can be applied
5. Distribute the number of items to the objectives to be tested.

END OF SLIDE

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UNIT III:

 The word "valid" is derived from the Latin

Content Validity The extent an evaluation procedure adequately represents

Predictive Validity A measure should predict a future criterion

Concurrent Validity Two or more measures of the same characteristics are

Convergent Validity Components or factors of a test are hypothesized to

Divergent Validity Components or factors of a test are hypothesized to effect

 The reliability of an assessment method

You have a test, and you need to administer it one

This procedure is used to determine the consistency of

 Practical test is a test that is developed and

Learning targets should comply with the standards prescribed

Selected Constructed Performance Observations/

• Multiple • Diagram • Presentation • Oral

Adapted from the work of Dr. Robert Marzano

Preparing A Table of Specifications (ToS)

✘ Table of specification is a chart that provides graphic

✘ Table of specifications is a two –way chart which describes the

Preparing A Table of Specifications

Designed based on:

Preparing A Table of Specifications

5. Distribute the number of items to the objectives to be tested.

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