The 12 Principles of High Quality Assessment of Learning for Teachers

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.
Reasoning	Students’ ability to use their knowledge.
Skills	Students’ ability to demonstrate 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 Method	Giving the same examination after several minutes to several years.
SPLIT-HALF	This is used to establish internal consistency using Pearson r formula.
Parallel-form/Equivalence test	Giving the same examination within the day.
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 & Equivalence	Giving the same examination content but not in 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:
PLACEMENT ASSESSMENT	Done before instruction to assess the needs of the learners to determine their capacities and capabilities.
FORMATIVE ASSESSMENT	Done during instruction to monitor students’ progress and to reinforce learning.
DIAGNOSTIC ASSESSMENT	Done to see the problems and learning difficulties of the students.
SUMMATIVE ASSESSMENT	Done after instruction to assess students’   achievement and to see 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.