Tampos, Honey Mae S. Mrs.
Ortiz
BSED 3-B 8:00 – 9:30 am T/F
EDUC 8
The 12 Principles of High Quality Assessment
1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS
Objectives should specify what they want to achieve. What do the students need to learn? You
should be able to measure whether you are meeting the objectives or not. The objective should be
central to the goals of the teaching learning process. enable students to find out their level of
competency/ knowledge / understanding at the beginning of a course.
2. APPROPRIATE ASSESSMENT METHODS
Using appropriate assessment methods is important for teachers to effectively evaluate how well
students understand their lessons and to ensure that instruction is at an age-appropriate level both
developmentally and academically. Furthermore, teachers needs to use appropriate assessment
methods to be able to identify strengths and weaknesses in individual students to provide them
with specialized help, such as gifted or special needs programs.
3. BALANCE
Balanced assessment systems provide accurate and timely information about student achievement
and learning to individual students, teachers, school and district administrators. More importantly,
they encourage and support learning by helping students and teachers see that their continued
efforts will result in success.
4. VALIDITY
Student self-efficacy can also impact validity of an assessment. If students have low self-efficacy, or
beliefs about their abilities in the particular area they are being tested in, they will typically
perform lower. Their own doubts hinder their ability to accurately demonstrate knowledge and
comprehension.
5. RELIABILITY
Test developers convey reliability of assessment instruments in various ways. They are responsible
for reporting evidence of reliability. Test users and consumers must use this evidence in deciding
the suitability of various assessment instruments. While no one approach is preferred, educators
should be familiar with all of the approaches in order to judge the usefulness of instruments.
6. FAIRNESS
A fair and just assessment tasks provide all students with an equal opportunity to demonstrate the
extent of their learning. Achieving fairness throughout your assessment of students involves
considerations a timing and complexity of the task. a fair assessment must take into consideration
issues surrounding access, equity and diversity. Assessment practices need to be as free as possible
from gender, racial, cultural or other potential bias and provisions need to be made for students
with disabilities and/or special needs.
7. AUTHENTICITY
Many teachers are dissatisfied with only using traditional testing methods. They believe these
methods do not test many skills and abilities students need to be successful. These educators assert
that students must be prepared to do more than memorize information and use algorithms to solve
simple problems. They believe students should practice higher-order thinking skills, and criticize
tests they feel do not measure these skills.
8. PRACTICALITY & EFFICIENCY
Assessment is practical and efficient if first, the teacher has the competence to administer it. It also
should be implementable and does not require too much time or resources. It shouldn’t be too
complicated which may cause difficulty in scoring and misinterpretation of the results. This may
also cause the assessment to be inefficient since it would require a lot of time for feedback which is
actually very important in drawing out significant conclusions.
9. ASSESSMENT IS A CONTINUOUS PROCESS
The continuous process of assessing one's own mastery of content and skills, and discerning and
pursuing next steps to move forward toward a goal. The goal may exist only as an objective in a
teacher's lesson or unit plan at first, but as students focus on their work, see and monitor their
progress, and understand both what they are learning and how they learn, they become full
participants in formative assessment and true learners.
10. ETHICS IN ASSESSMENT
Student evaluations should “be ethical, fair, useful, feasible, and accurate”.
Every profession has distinct ethical obligations to the public. These obligations include
professional competency, integrity, honesty, confidentiality, objectivity, public safety, and fairness,
all of which are intended to preserve and safeguard public confidence.
11. CLEAR COMMUNICATION
Being able to communicate effectively is the most important of all life skills.
Communication is simply the act of transferring information from one place to another.
12. POSITIVITY OF CONSEQUENCE
In the classroom, consequences are a response to a child's behavior or action. Consequences are
either positive or negative.
