PROFESSIONAL EDUCATION VI

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Title: PROFESSIONAL EDUCATION VI

1

PROFESSIONAL EDUCATION VI
ASSESSMENT OF LEARNING(Basic Concepts)
Prof. Yonardo Agustin Gabuyo

2
Basic Concepts in Assessment of Learning

Assessment
? refers to the collection of data to describe or
better understand an issue.
?measures "where we are in relation to where we
should be?" Many consider it the same as
Formative Evaluation.

? is a process by which information is obtained
relative to some known objective or goal.
?teachers way of gathering information about
what students have learned , and they use them to
make important decisions-about students grades,
the content of future lessons, the revision of
the structure or content of a course.

4
Measurement
? refers to the process by which the attributes
or dimensions of some physical object are
determine. ?is a process of measuring the
individuals intelligence, personality, attitudes
and values, achievement and anything that can be
expressed quantitatively. ? it answer the
question, how much?
5
Evaluation
? determines "how well did we do what we set out
to do?" Evaluation is tied to stated goals and
objectives. Many equate this to summative
evaluation.
6
Evaluation
? it refers to the process of determining the
extent to which instructional objectives are
attained. ? refers to the comparison of data to
standard for purpose of judging worth or
quality.
7
Test is an instrument designed to measure any
quality, ability, skill or knowledge. Testing is
a method used to measure the level of performance
or achievement of the learner.
8
TESTING refers to the administration, scoring and
interpretation of an instrument (procedure)
designed to elicit information about performance
in a sample of a particular area of behavior.
9
ASSESSMENT EVALUATION
Content timing, primary purpose Content timing, primary purpose
Formative ongoing, to improve learning Summative final, to gauge quality
Orientation focus of Orientation focus of
Process-oriented how learning is going Product-oriented whats been learned
Findings uses thereof Findings uses thereof
Diagnostic identify areas for improvement Judgmental arrive at an overall grade/score
10
MODES OF ASSESSMENT
A. Traditional Assessment ?preparation of the
instrument is time consuming and prone to
cheating. ?the objective paper-and-pen test which
usually assess low level thinking
skills. ?scoring is objective and administration
is easy because students can take the test at the
same time.
11
B. Performance Assessment ?the learner performs
a behavior to be measured in a "real-world"
context.
12

? The learner demonstrates the desired behavior
in a real-life context and the locus of control
is with the student.

13
B. Performance Assessment
?A mode of assessment that requires actual
demonstration of skills or creation of products
of learning. ?Scoring tends to be subjective
without rubrics. ?Preparation of the instrument
is relatively easy and it measures behavior that
cannot be deceived.
14
C. Portfolio Assessment
?A process of gathering multiple indicators of
students progress to support course goals in
dynamic, ongoing and collaborative
processes. ?Development is time consuming and
rating tends to be subjective without
rubrics. ?Measures students growth and
development .
15
TYPES OF ASSESSMENT PROCESSES

?Determine the entry behavior of the students.
?Determine the students performance at the
beginning of instruction.

A. Placement Assessment
16
?Determine the position of the students in the
instructional sequence. ?Determine the mode of
evaluation beneficial for each student.
17
B. Diagnostic Assessment is given at the start
? to determine the students levels of
competence. ? to identify those who have already
achieve mastery of the requisite learning. ? to
help classify students into tentative small
group of instruction.
18
C. Formative Assessment is given to ? monitor
learning progress of the students. ? provide
feedback to both parents and students.
19

? it answer the question "Where we are in
relation to where we should be?
?this type of assessment can be done informally
and need not use traditional instruments such as
quizzes and tests.

D. Summative Assessment
given at the end of a unit
to determine if the objectives were achieved.
tends to be formal and use traditional
instruments such as tests and quizzes.

?it answer the question "How well did we do what
we set out to do?"
?determine the extent of the students
achievement and competence.
?provide a basis for assigning grades.

?provide the data from which reports to parents
and transcripts can be prepared.

Principles of Quality Assessment
1.Clarity of the Learning Target
2.Appropriateness of the Assessment Method
3. Validity
4. Reliability
5. Fairness
6. Practicality and Efficiency

24
Principles of Quality Assessment
1.Clarity of the Learning Target
Learning Target. Clearly stated, focuses on
student learning objective rather than teacher
activity, meaningful and important target. Skill
Assessed. Clearly presented, can you "see" how
students would demonstrate the skill in the task
itself?
25

Performance Task - Clarity. Could students tell
exactly what they are supposed to do and how the
final product should be done?
Rubric - Clarity. Would students understand how
they are to be evaluated? Are the criteria
observable and clearly described?

26
2.Appropriateness of the Assessment Method
? Does it work with type of task and learning
target? ? Does it allow for several levels of
performance? ? Does it assess skills as
stated? ? The type of test used should much the
learning objective of the subject matter.
27
Two general categories of test items 1.Objective
items ? require students to select the correct
response from several alternatives or to supply a
word or short phrase to answer a question or
complete a statement. 2.Subjective or essay
items ? which permit the student to organize and
present an original answer.
28

Objective Test
?include true-false, fill-in-the-blank, matching
type, and multiple choice questions.
the word objective refers to the scoring and
indicates there is only one correct answer.
Objective tests rely heavily on your skill to
read quickly and to reason out the answer.

? measure both your ability to remember facts and
figures and your understanding of course
materials.
? prepare yourself for high level critical
reasoning and making fine discriminations to
determine the best answer.

a) Multiple-Choice Items
?used to measure knowledge outcomes and various
types of learning outcomes.
?they are most widely used for measuring
knowledge , comprehension, and application
outcomes.
?scoring is easy, objective, and reliable.

31
Principles of Quality Assessment
Advantages in Using Multiple-Choice Items

Multiple-choice items can provide ...
versatility in measuring all levels of cognitive
ability.
? highly reliable test scores.
? scoring efficiency and accuracy.
? objective measurement of student achievement or
ability.

Multiple-choice items can provide
? a wide sampling of content or objectives.
? a reduced guessing factor when compared to
true-false items.
? different response alternatives which can
provide diagnostic feedback.

b. True-False Items
? typically used to measure the ability to
identify whether statements of fact are correct.
? the basic format is simply a declarative
statement that the student must judge are true or
false.
?item is useful for outcomes where there are two
possible alternatives.

True-False Items..
? do not discriminate between students of varying
ability as well as other item types.
can often include more irrelevant clues than do
other item types.
? can often lead an instructor to favor testing
of trivial knowledge.

c. Matching Type Items
? consist of a column of key words presented on
the left side of the page and a column of options
place at the right side of the page. Students are
required to match the options associated with a
given key word(s).
? provide objective measurement of students
achievement.
? provide efficient and accurate test scores.

Matching Type Items
? if options can not be used more than once, the
items are not mutually exclusive getting one
answer incorrect automatically means a second
question is incorrect.
? all items should be of the same class, and all
options should be of the same class. (e.g., a
list of events to be matched with a list of dates.

d. Short Answer Items
? requires the examinee to supply the
appropriate words, numbers, or symbols to answer
a question or complete a statement.
? items should require a single word answer or
brief and definite statement.
? can efficiently measure lower level of
cognitive domain.

B) Essays or Subjective test
may include either short answer questions or long
general questions. ? these exams have no one
specific answer per student.
they are usually scored on an opinion basis,
although there will be certain facts and
understanding expected in the answer.

? essay test are generally easier and less time
consuming to construct than are most objective
test items.
?the main reason students fail essay tests is not
because they cannot write, but because they fail
to answer the questions fully and specifically,
their answer is not well organized.

students with good writing skills have an
advantage over students who have difficulty
expressing themselves through writing.
?essays are more subjective in nature due to
their susceptibility to scoring influences.

41
C) PERFORMANCE TEST ?also known as alternative
or authentic assessment ? is designed to assess
the ability of a student to perform correctly in
a simulated situation (i.e., a situation in which
the student will be ultimately expected to apply
his/her learning).
42

?a performance test will simulate to some degree
a real life situation to accomplish the
assessment.
? in theory, a performance test could be
constructed for any skill and real life
situation.

43
? most performance tests have been developed for
the assessment of vocational, managerial,
administrative, leadership, communication,
interpersonal and physical education skills in
various simulated situations.
44

Advantages in Using Performance Test Items
Performance test items
?can appropriately measure learning objectives
which focus on the ability of the students to
apply skills or knowledge in real life
situations.

?usually provide a degree of test validity not
possible with standard paper and pencil test
items.
?are useful for measuring learning objectives in
the psychomotor domain.

46
SUGGESTIONS FOR WRITINGPERFORMANCE TEST ITEMS
1.Prepare items that elicit the type of behavior
you want to measure. 2. Clearly identify and
explain the simulated situation to the student.
3. Make the simulated situation as "life-like"
as possible.
47

4. Provide directions which clearly inform the
students of the type of response called for.
5. When appropriate, clearly state time and
activity limitations in the directions.
6. Adequately train the observer(s)/scorer(s) to
ensure that they are fair in scoring the
appropriate behaviors.

D) Oral questioning
the most commonly-used of all forms of assessment
in class.
assumes that the learner can hear, of course, and
shares a common language with the assessor.

49
?the ability to communicate orally is relevant to
this type of assessment.
50

? The other major role for the "oral" in
summative assessment is in language learning,
where the capacity to carry on a conversation at
an appropriate level of fluency is relatively
distinct from the ability to read and write the
language.

51
E) Observation
? refers to measurement procedures in which child
behaviors in the school or classroom are
systematically monitored, described, classified,
and analyzed, with particular attention typically
given to the antecedent and consequent events
involved in the performance and maintenance of
such behaviors.
52
F) Self-reports ? Students are asked to reflect
on make a judgment about, and then report on
their own or a peer's behavior and performance.
53

?typical evaluation tools could include sentence
completion, Likert scales, checklists, or
holistic scales.
?responses may be used to evaluate both
performance and attitude.

54
3. Validity ? is the degree to which the test
measures what is intended to measure. ? it is
the usefulness of the test for a given purpose.
? a valid test is always reliable.

55
Approaches in Validating Test
Procedure Meaning
1. Face Validity Done by examining the physical appearance of the test.
2. Content-Related Validity Done through a careful and critical examination of the objectives of the test so that it reflects the curricular objectives .Compare the test tasks to the test specifications describing the task domain under consideration. How well the sample of test tasks represents the domain of tasks to be measured.
56
3. Criterion-related Validity Establish statistically such that a set of scores revealed by the test is correlated with the scores o0btained in another external predictor or measure. Compare the test scores with another measure of performance obtained How well test performance predicts future performance or estimates current performance on some valued measures other than the test itself (called criterion).
57
at a later date (for prediction) or another measure of performance obtained concurrently (for estimating present status).
4. Construct-related Validity Establish statistically by comparing psychological traits or factors that theoretically influence scores in the test. Establish the meaning of the scores on the test by controlling (or examining) the development of the test, evaluating the relationships of the scores with other relevant measures, and experimentally determining what factors influence test performance. How well test performance can be interpreted as a meaningful measure of some characteristic or quality.
58

Factors Affecting Content Validity of Test Items
A. Test itself
B. The administration and scoring of a test.
C. Personal factors influencing how students
response to the test.
D. Validity is always specific to a particular
group.

59
Factors Affecting Content Validity of Test
Items A. Test Itself Ways that can reduce the
validity of test results 1. Unclear Directions 2.
Poorly constructed test items 3. Ambiguity 4.
Inappropriate level of difficulty 5. Improper
arrangement of items
60
6. Inadequate time limits 7. Too short
test 8.Identifiable pattern of answers. 9.Test
items inappropriate for the outcomes being
measured. 10.Reading vocabulary and sentence
structure to difficult.

61

B. The administration and scoring of a test.
? assessment procedures must be administered
uniformly to all students. Otherwise, scores will
vary due to factors other than differences in
student knowledge and skills.

? the test should be administered with ease,
clarity and uniformity so that scores obtained
are comparable.
?uniformity can be obtained by setting the time
limit and oral instructions.

63
? insufficient time to complete the test ? giving
assistance to students during the testing ?
subjectivity in scoring essay tests
64
C. Personal factors influencing how students
response to the test. ?students might not
mentally prepared for the test. ? students can
subconsciously be exercising what is called
response set.
65
D. Validity is always specific to a particular
group. ?the measurement of test results can be
influence by such factors as age, sex, ability
level, educational background and cultural
background.
66

Validity
? is the most important quality of a test.
? does not refer to the test itself.
? generally addresses the question "Does the
test measure what it is intended to measure?"

?refers to the appropriateness, meaningfulness,
and usefulness of the specific inferences that
can be made from test scores.
? is the extent to which test scores allow
decision makers to infer how well students have
attained program objectives.

68
4. Reliability ?it refers to the consistency of
score obtained by the same person when retested
using the same instrument or one that is parallel
to it. ?refers to the results obtained with an
evaluation instrument and not the instrument
itself.
69

? an estimate of reliability always refer to a
particular type of consistency.
? reliability is necessary but not a sufficient
condition for validity.
? reliability is primarily statistical.

70
Methods of Computing Reliability Coefficient
Method Procedure Type of Reliability Measure
1.Test-retest method Give a test twice to the same group with any time interval between tests. Measure of Stability
2. Parallel Method (Equivalent Forms) Give parallel forms of test with close time intervals between forms. Measure of Equivalence
3. Split-Half Method Give a test once. Score equivalent halves of the test e.g. odd and even numbered items. Measure of Internal Consistency
4. Kuder-Richardson Give the test once then correlate the proportion /percentage of the students passing and not passing a given item. Measure of Internal Consistency
71
Relationship of Reliability and Validity ? test
validity is requisite to test reliability. ? if
a test is not valid, then reliability is moot. In
other words, if a test is not valid there is no
point in discussing reliability because test
validity is required before reliability can be
considered in any meaningful way.
72

Reliability
? is the degree to which test scores are free of
errors of measurement due to things like student
fatigue, item sampling, student guessing.
? if as test is not reliable it is also not valid.

5. Fairness
?the assessment procedures do not discriminate
against a particular group of students (for
example, students from various racial, ethnic, or
gender groups, or students with disabilities).

6. Practicality and Efficiency
? Teachers familiarity with the method
? Time required
? Complexity with the administration
? Ease in scoring -the test should be easy to
score such that directions for scoring are clear,
the scoring key is simple provisions for answer
sheets are made.

? Cost- (economy) - the test should be given in
the cheapest way, which means that the answer
sheets must be provided so that the test can be
given from time to time.

76
Development of Classroom Assessment Tools
Steps in Planning for a Test ? Identifying test
objectives ? Deciding on the type of objective
test to be prepared
77
? Preparing a Table of Specifications (TOS) ?
Construction the draft test items ? Try-out and
validation
78
Identifying Test Objectives. An objective test,
if it is to be comprehensive, must cover the
various levels of Blooms taxonomy. Each
objective consists of a statement of what is to
be achieved and preferably, by how many percent
of the students.
79
Cognitive Domain

1. Knowledge
? recognizes students ability to used rote
memorization and recall certain facts. Test
questions focus on identification and recall
information.
? Sample verbs of stating specific learning
outcomes
? Cite, define, identify label, list, match,
name, recognize, reproduce, select state.

? At the end of the topic, students be able to
identify major food groups without error.
(instructional objective)
? Test Item
? What are the four major food groups?
? What are the three measures of central
tendency?

2. Comprehension
? involves students ability to read course
content, interpret important information and put
others ideas into their own words. Test
questions should focus on the use of facts, rules
and principles.
? Sample verbs of stating specific learning
outcomes.
? Classify, convert, describe, distinguish
between, give examples, interpret, summarize.

? At the end of the lesson, the students be able
to summarize the main events of the story in
grammatically correct English. (instructional
objective)
? Summarize the main event in the story in
grammatically correct English. (test item)

3. Application
? students take new concepts and apply them to
new situation. Test questions focuses on applying
facts and principles.
? Sample verbs of stating specific learning
outcomes.
? Apply, arrange, compute, construct,
demonstrate, discover, extend, operate, predict,
relate, show, solve, use.

? At the end of the lesson, the students be able
to write a short poem in iambic pentameter.
(instructional objective)
? Write a short poem in iambic pentameter.

4. Analysis
?students have the ability to take new
information and break it down into parts and
differentiate between them. The test question
focus on separation of a whole into component
parts.
? Sample verbs of stating specific learning
outcomes.
? Analyze, associate, determine, diagram,
differentiate, discriminate, distinguish,
estimate, point out, infer, outline, separate.

? At the end of the lesson, the students be able
to describe the statistical tools needed in
testing the difference between two means.
(instructional objective)
What kind of statistical test would you run to
see if there is a significant difference between
pre-test and post-test?

5. Synthesis
? students are able to take various pieces of
information and form a whole creating a pattern
where one did not previously exist. Test question
focuses on combining new ideas to form a new
whole.

?Sample verbs of stating specific learning
outcomes.
?Combine, compile, compose, construct, create,
design, develop, devise, formulate, integrate,
modify, revise, rewrite, tell, write.

? At the end of the lesson, the student be able
to compare and contrast the two types of error.
(instructional objective)
? What is the difference between type I and type
II error?

6. Evaluation
?involves students ability to look at someone
elses ideas or principles and the worth of the
work and the value of the conclusion.

? Sample verbs of stating specific learning
outcomes.
? Appraise, assess, compare, conclude, contrast,
criticize, evaluate, judge, justify, support.
? At the end of the lesson, the students be able
to conclude the relationship between two means.

?Example What should the researcher conclude
about the relationship in the population?

93
Preparing Table of Specification A table of
specification ? is a useful guide in determining
the type of test items that you need to
construct. If properly prepared, s table of
specifications will help you limit the coverage
of the test and identify the necessary skills or
cognitive level required to answer the test item
correctly.
94

Gronlund (1990) lists several examples of how a
table of specifications should be prepared.

95
Format of a Table of Specifications Specific
Objectives these refer to the intended learning
outcomes stated as specific instructional
objectives covering a particular test topic.
96

Cognitive Level this pertains to the
intellectual skill or ability to correctly answer
a test item using Blooms taxonomy of educational
objectives. We sometimes refer to this as the
cognitive demand of a test item. Thus entries in
this column could be knowledge, comprehension,
application, analysis, synthesis and evaluation.

97
?Type of Test Item this identifies the type or
kind of test a test items belongs to. Examples of
entries in this column could be multiple choice,
true or false, or even essay.
98

?Item Number this simply identifies the question
number as it appears in the test.
?Total Number of Points this summarizes the
score given to a particular test item.

99
(1) Sample of Table of specifications
Specific objectives Cognitive level Type of test Item number Total Points
Solve easy, moderately difficult and difficult problems applying the principles of percentage composition. Analysis Multiple choice 1 and 2 4 points
100
(2) Sample of Table of specifications
Content Number of Class Sessions Number of Items Number of Items
1.Subtraction Concepts 4 5 1- 5
2. Subtraction as the Inverse of Addition 4 5 6-10
3. Subtraction without Regrouping 8 10 11- 20
4. Subtraction with Regrouping 5 6 21- 26
5.Subtraction Involving Zeros 8 10 27- 36
6.Mental Computation through Estimation 4 5 37- 41
7. Problem Solving 7 9 42- 50
TOTAL 40 50 1- 50
101
(3) Sample of Table of specifications
Content Class Session K C Ap An Sy Ev
1.Conversion of Unit 3 1 1 1 1 1 1
2. Speed and Velocity 3 1 1 2 1 1
3.Acceleration 2 1 1 1 1
4. Free Falling Bodies 1 1 1
5. Projectile Motion 1 1 1
6. Force 1 1 1
7. Vector 2 2 1 1
8.Work,Energy, Power 3 1 1 2 1 1
9.Conservation of Energy 2 2 1 1
10.Conversation of Momentum 2 1 2 1
TOTAL 20 4 6 8 8 7 7
102
Points to Remember in preparing a table of
Specifications
1)Define and limit the subject matter coverage of
the test depending on the length of the test. 2)
Decide on the point distribution per subtopic. 3)
Decide on the type of test you will construct
per subtopic.
103

4) Make certain that the type of test is
appropriate to the degree
of difficulty of the topic.
5) State the specific instructional objectives in
terms of the specific types of performance
students are expected to demonstrate at the end
of instruction.

104
6) Be careful in identifying the necessary
intellectual skill needed to correctly answer the
test item. Use Blooms taxonomy as reference.
105
Suggestions for Constructing Short-Answer Items
1)Word the item so that the required answer is
both brief and specific. 2)Do not take statements
directly from textbooks to use as a basis for
short-answer items.
106

3)A direct question is generally more desirable
than an incomplete statement.
4) If the answer is to be expressed in numerical
units, indicate the type of answer wanted.

107
5) Blanks for answer should be equal in length
and in column to the right of the question. 6)
When completion items are used, do not include
too many blanks.
108

Example for
1) Poor An animal that eats the flesh of other
animals is (carnivorous)
Better An animal that eats the flesh of other
animals is classified as (carnivorous)
2) Poor Chlorine is a (halogen).
Better Chlorine belongs to a group of elements
that combine with metals to form salt. It is
therefore called a (halogen)

109
Development of Classroom Assessment Tools
Suggestions for Constructing Short-Answer Items
3) Poor John Glenn made his first orbital flight
around the earth in (1962). Better In what
year did John Glenn make his first orbital flight
around the earth? (1962)
110
Selecting the Test Format Selective Test a
test where there are choices for the answer like
multiple choice, true or false and matching
type. Supply Test a test where there are no
choices for the answer like short answer,
completion and extended-response essay.
111
Construction and Tryouts ? Item Writing
? Content Validation ? Item Tryout ? Item
Analysis
112

Item Analysis
?refers to the process of examining the students
response to each item in the test.

113

There are two characteristics of an item. These
are desirable and undesirable characteristics. An
item that has desirable characteristics can be
retained for subsequent use and that with
undesirable characteristics is either be revised
or rejected.

114
Use of Item Analysis

? Item analysis data provide a basis for
efficient class discussion of the test results.
? Item analysis data provide a basis for remedial
work.
? Item analysis data provide a basis for general
improvement of classroom instruction.

115

Use of Item Analysis
?Item analysis data provide a basis for increased
skills in test construction.
?Item analysis procedures provide a basis for
constructing test bank.

116
Three criteria in determining the desirability
and undesirability of an item. a) difficulty of
an item b) discriminating power of an item c)
measures of attractiveness Difficulty
index ?refers to the proportion of the number of
students in the upper and lower groups who
answered an item correctly.
117
Development of Classroom Assessment Tools
Level of Difficulty of an Item
Index Range Difficulty Level
0.00-0.20 Very Difficult
0.21-0.40 Difficult
0.41-0.60 Moderately Difficult
0.61-0.80 Easy
0.81-1.00 Very Easy
118
Development of Classroom Assessment Tools
Discrimination Index ?refers to the proportion
of the students in the upper group who got an
item correctly minus the proportion of the
students in the lower group who got the an item
right.
119
Development of Classroom Assessment Tools
Level of Discrimination
Index Range Discrimination Level
Below 0.10 Questionable Item
0.11-0.20 Not discriminating
0.21-0.30 Moderately discriminating
0.31-0.40 Discriminating
0.41-1.00 Very Discriminating
120
Types of Discrimination Index

Positive Discrimination Index
more students from the upper group got the item
correctly than in the lower group.
Negative discrimination Index
More students from the lower group got the item
correctly than in the upper group.

121

Zero Discrimination Index
The number of students from the upper group and
lower group are equal

122
MEASURES OF ATTRACTIVENESS
To measure the attractiveness of the incorrect
option (distractors) in a multiple-choice tests,
count the number of students who selected the
incorrect option in both the upper and lower
groups. The incorrect options should attract less
of the upper group than the lower group.
123
Rubrics ?a systematic guideline to evaluate
students performance through the use of a
detailed description of performance standard. ?
used to get consistent scores across all
students
124

?it provides students with feedbacks regarding
their weakness and strength, thus enabling them
to develop their skills.
?allows students to be more aware of the
expectations for performance and consequently
improve their performance.

125
Holistic Rubric vs Analytic Rubric

Holistic Rubric is more global and does little
to separate the task in any given product, but
rather views the final product as a set of all
interrelated tasks contributing to the whole.

126

? Provide a single score based on an overall
impression of a students performance on task.
? May be difficult to provide one over all score.
Advantage quick scoring, provide overview of
students achievement.

127

Disadvantage does not provide detailed
information about the student performance in
specific areas of the content and skills.

128

Use a holistic rubric when
? You want a quick snapshot of achievement.
? A single dimension is adequate to define
quality.

129
Example of Holistic Rubrics
130

Analytic Rubric
?breaks down the objective or final product into
component part each part is scored independently.
?provide specific feedback along several
dimension.

131

Analytic Rubric
Advantage more detailed feedback, scoring more
consistent across students and graders.
Disadvantage time consuming to score

132

Use an analytic rubric when
? you want to see relative strengths and
weaknesses.
? you want detailed feedback.
? you want to assess complicated skills or
performance.
? you wants students to self-assess their
understanding or performance.

133
Example of Analytic Writing Rubric
134
Example of Analytic Writing Rubric
135
Utilization of Assessment Data

Norm-Referenced Interpretation
result is interpreted by comparing a student with
another student where some will really pass.
designed to measure the performance of the
students compared to other students. Individual
score is compared to others.
?usually expressed in term of percentile, grade
equivalent or stanine.

136

? Norm-referenced grading is a system typically
used to evaluate students based on the
performance of those around them. IQ tests and
SAT exams would be two examples of this system,
as well as grading on the curve.
?Norm-referenced grading is more common in
schools that emphasize class rank rather than
understanding of skills or facts.

137
Utilization of Assessment Data
Criterion-Reference Interpretation ?result is
interpreted by comparing student based on a
predefined standard where all or none may
pass. ?designed to measure the performance of
students compared to a pre-determined criterion
or standard, usually expressed in terms of
percentage.
138

?Criterion-referenced evaluation should be used
to evaluate student performance in classrooms.
it is referenced to criteria based on learning
outcomes described in the provincial curriculum.
the criteria reflect a student's performance
based on specific learning activities.

139

?a student's performance is compared to
established criteria rather than to the
performance of other students.
?evaluation referenced to prescribed curriculum
requires that criteria are established based on
the learning outcomes listed under the
curriculum.

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