Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region V (Bicol)
TIWI COMMUNITY COLLEGE
Tiwi, Albay
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Course Outline: Prof Ed 7 (Assessment of Learning I)

Chapter 1: Basic Concepts in Assessment

 Introduction to Assessment
o Definition and importance
o Role in teaching and learning
 Terminologies
o Assessment, evaluation, measurement, test, testing
o Types of assessment (formative, summative, diagnostic, placement, traditional,
portfolio, performance-based)
 Purposes of Assessment
 Principles of Assessment
 Types of Assessment Procedures
o Nature (maximum performance, typical performance)
o Format (fixed-choice, complex-performance)
o Role in classroom instruction (placement, formative, diagnostic, summative)
o Methods of interpreting results (norm-referenced, criterion-referenced)
 Other Types of Tests
o Non-standardized vs. standardized
o Objective vs. subjective
o Supply vs. fixed-response
o Individual vs. group
o Mastery vs. survey
o Speed vs. power
 Modes of Assessment
o Traditional
o Alternative
o Performance-based
o Portfolio
 Guidelines for Effective Student Assessment

Chapter 2: Instructional Goals, Objectives, and Learning Outcomes

 Introduction
o Importance in instructional and assessment process
 Purposes of Goals and Objectives
 Definitions
o Goals vs. objectives
o Instructional objectives
o General vs. specific objectives
 Components of Instructional Objectives
o Audience, behavior, condition, criterion
 Types of Educational Objectives
o Behavioral (specific)
o Expressive (general)
 Types of Learning Outcomes
 o Observable vs. unobservable outcomes
o Knowledge, understanding, application, thinking skills, general skills, attitudes,
interests, appreciations, adjustments
 Taxonomy of Educational Objectives
o Bloom’s Taxonomy (1956)
 Knowledge, comprehension, application, analysis, synthesis, evaluation
o Anderson & Krathwohl’s Revised Taxonomy (2001)
 Remembering, understanding, applying, analyzing, evaluating, creating
 Domains of Learning
o Cognitive Domain
o Affective Domain
 Levels: receiving, responding, valuing, organization, characterization by
value set
o Psychomotor Domain
 Levels: perception, set, guided response, mechanism, complex overt
response, adaptation, origination
 Other versions: Dave’s psychomotor levels, Harrow’s psychomotor
categories
 Criteria for Selecting Objectives
 Writing Clear Instructional Objectives
 Matching Test Items to Objectives

Chapter 3: Development of Classroom Assessment Tools

 Introduction
 General Principles of Testing
 Principles of High-Quality Assessment
o Clarity of learning target
o Appropriateness
o Validity, reliability, fairness, objectivity, comprehensiveness, ease in scoring and
administering, practicality, efficiency
 Steps in Developing Assessment Tools
o Examine objectives
o Create table of specification (TOS)
o Construct test items
o Assemble test items
o Check items
o Write directions
o Make answer key
o Analyze and improve
 Table of Specification
o Purpose
o Steps and formats
 Types of Classroom Assessment Tools
o Objective tests
 Multiple-choice
 Matching type
 True/false
 Completion tests
o Subjective tests
o Performance assessments
o Portfolio assessments
o Oral questioning
o Observation techniques
o Self-reports
Chapter 4: Validity and Reliability of Assessment Tools
 Validity
o Definition and importance
o Types of validity
 Content validity
 Criterion-related validity
 Predictive validity
 Concurrent validity
 Construct validity
 Reliability
o Definition and importance
o Types of reliability
 Test-retest reliability
 Equivalent forms reliability
 Split-half reliability
 Internal consistency reliability
 Factors Affecting Reliability
 Relationship Between Validity and Reliability

Chapter 5: Item Analysis

 Purpose of Item Analysis
 Item Difficulty
o Computing item difficulty index
o Interpretation of difficulty indices
 Item Discrimination
o Definition and importance
o Computing item discrimination index
o Interpretation of discrimination indices
 Distracter Analysis
o Role of distracters in multiple-choice items
o Evaluating the effectiveness of distracters
 Improving Test Items Based on Item Analysis Results

Chapter 6: Grading and Reporting

 Functions and Purposes of Grading
 Principles of Effective Grading
 Types of Grading Systems
o Norm-referenced grading
o Criterion-referenced grading
 Methods of Reporting Student Performance
o Numerical grades
o Letter grades
o Pass/fail
o Descriptive grading
o Portfolio-based assessment reporting
 Issues in Grading and Reporting

Chapter 7: Assessment for Diverse Learners

 Assessing Learners with Special Needs
o Principles and considerations
 Modifying Assessment Procedures
 Accommodations and Alternative Assessments
  Cultural and Linguistic Diversity in Assessment

Chapter 8: Current Trends and Issues in Assessment

 Authentic Assessment
o Definition and examples
o Benefits and challenges
 Performance-Based Assessment
 Portfolio Assessment
 Assessment in Online and Blended Learning Environments
 Issues of Bias and Fairness in Assessment
 Ethical Considerations in Assessment

Chapter 9: The Role of Technology in Assessment

 Computer-Based Testing
 Online Assessment Platforms
 Automated Scoring Systems
 Using Technology for Data Analysis and Interpretation
 Limitations and Challenges of Technology-Based Assessment

Chapter 10: Planning and Implementing Assessment Programs

 Steps in Planning an Assessment Program
 Aligning Assessment with Curriculum Standards
 Developing Assessment Policies
 Evaluating the Effectiveness of Assessment Programs
 Professional Development for Assessment Literacy

Prepared by:

JOEM C. PERINA
Instructor