Written Report in Prasle

COLEGIO DE MONTALBAN
Kasiglahan Village, Rodriguez, Philippines
PRINCIPLES OF
HIGH-QUALITY
ASSESSMENT
PRASLE 1 - BTLED ICT 2C
Martin Esguerra
Jeric Lagonoy
Florence Morales
Nico Jay Navarro
Alexandra Padua
Gabriel Sanoria
Mrs. Sheila Dilidili
Instructor
CONTENTS OF THE REPORT:
1. High-Quality Assessment
2. Characteristics of a High-Quality Assessment
3. Clarity of Learning Targets
4. Learning Target
5. Characteristics of Learning Target
6. Five Criteria for selecting Learning Targets
7. Three broad Domains of Learning
8. What learning target should be:
9. 5 Categories of Assessment Methods
Objective
 Understand high-quality assessment, characteristics of learning targets, and key

assessment methods.
 Know the importance of clear learning targets and appropriate assessments in
student learning.
 Apply criteria to select learning targets and create a basic high-quality assessment.
Before the reporter starts the discussion, they will conduct an icebreaker to energize the
students and get them ready for the discussion.
HIGH-QUALITY ASSESSMENT
It provides results that demonstrate and improve targeted student learning.
What are the characteristics of a high-quality assessment?
 Clarity of learning targets
 Appropriateness of assessment method
Clarity of learning targets
The learning targets must be a clear description of what students should know and able
to do.
Learning Target
 A statement of student performance for a relatively restricted type of learning

outcome that will be achieved in a single lesson or a few days
 It contains both a description of what students should know, understand, and be

able to do at the end of instruction and something about the criteria for judging
the level of performance demonstrated.
Characteristics of Learning Targets
 Should be congruent with standards prescribed by program or level and aligned

with instructional or learning objectives of a subject or course.
 It should be meaningful for the learners, they must be clear and specific
 It should specify both content and criteria of learning
Five Criteria for Selecting Learning Targets
1. Establish the right number of learning targets
2. Establish comprehensive learning targets
3. Establish learning targets that reflect school goals and 21st century skills
4. Establish learning targets that are challenging yet feasible
5. Establish learning targets that are consistent with current principles of learning and
motivation
Three Broad Domains of Learning
1. Cognitive (Knowledge Based) -
 This domain involves the development of knowledge and intellectual skills.

 This answers the question “What do I want learners to know?”
2. Psychomotor (Skills Based) -
 This domain focuses on physical and mechanical skills

 This involves coordination of the brain and muscular activity
3. Affective (Values, Attitudes and Interests) -
 This domain emphasizes emotional knowledge

 This tackles the question “What actions do I want learners to think or care
about?”
LEARNING TARGETS SHOULD BE:
1. KNOWLEDGE LEARNING TARGET -

 The facts and concepts we want students to know.
 Either rote learned or retrieved using reference materials.
2. Reasoning Learning Target -
 The ability of the student to use their knowledge to reason and solve
problems.
3. Skills Learning Target -
 The ability of the student to demonstrate achievement-related skills like
conducting experiments, playing basketball, and operating computers.
4. Products Learning target -
 The ability of the student to create achievement-related products such as
written reports, oral presentations, and art products.
5. Affective Learning Target -
 The attainment of affective traits such as attitudes, values, interest and self-
efficacy. Students’ attitudes about school and learning.
5 CATEGORIES OF ASSESSMENT METHODS
1. WRITTEN RESPONSE INSTRUMENTS
• Objective tests are appropriate for assessing the various levels of hierarchy of
educational objectives.
• Multiple choice tests are constructed to test higher order thinking skills.
• Essays can test the students grasp of the higher-level cognitive skills particularly in
the areas of application analysis, synthesis and judgment.
2. PRODUCT RATING SCALES
• Products that are frequently rated in education are book reports, maps, charts,
diagrams, notebooks, essays and creative endeavors of all sorts.
• To develop a product rating scale for the various products in education, the teacher
must possess prototype products over his/her years of experience
3. PERFORMANCE TESTS
• It is used to determine whether or not an individual behaves in a certain (usually

desired) way when asked to complete a particular task.
• Checklist is the most frequently used measurement instrument. It consists of a list

of behaviors that makes up a certain type of performance.
Performance Checklist in Solving a mathematics problem
 identifies the given information
 identifies what is being asked
 uses variables to replace the unknown
 formulates the equation
 performs algebraic operations
 obtains an answer
 checks if the answer makes sense

4. ORAL QUESTIONING
- It is an appropriate assessment method when the objectives are:
• to assess the students’ stock knowledge
• to determine the students’ ability
• to communicate ideas in coherent verbal sentences.
5. OBSERVATION AND SELF REPORTS
• A tally sheet is a device often used by teachers to record the frequency of student
behaviors, activities or remarks.
• A self-checklist is a list of several characteristics or activities presented to the

subjects of a study, it is often employed by teachers when they want to diagnose
or appraise the performance of students from the point of view of the students
themselves.
• Observation and Self Reports are useful supplementary assessment methods when
used in conjunction with oral questioning and performance test.
After the discussion, the reporter will hold a 10-item quiz. Students will answer the quiz
on ½ crosswise sheet of yellow paper.

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COLEGIO DE MONTALBAN

Kasiglahan Village, Rodriguez, Philippines

Nico Jay Navarro

CONTENTS OF THE REPORT:

2. Characteristics of a High-Quality Assessment

3. Clarity of Learning Targets

5. Characteristics of Learning Target

6. Five Criteria for selecting Learning Targets

7. Three broad Domains of Learning

8. What learning target should be:

9. 5 Categories of Assessment Methods

 Understand high-quality assessment, characteristics of learning targets, and key

It provides results that demonstrate and improve targeted student learning.

What are the characteristics of a high-quality assessment?

 Clarity of learning targets

 Appropriateness of assessment method

Clarity of learning targets

 A statement of student performance for a relatively restricted type of learning

 It contains both a description of what students should know, understand, and be

Characteristics of Learning Targets

 Should be congruent with standards prescribed by program or level and aligned

 It should specify both content and criteria of learning

Five Criteria for Selecting Learning Targets

1. Establish the right number of learning targets

2. Establish comprehensive learning targets

4. Establish learning targets that are challenging yet feasible

Three Broad Domains of Learning

1. Cognitive (Knowledge Based) -

 This domain involves the development of knowledge and intellectual skills.

2. Psychomotor (Skills Based) -

 This domain focuses on physical and mechanical skills

3. Affective (Values, Attitudes and Interests) -

 This domain emphasizes emotional knowledge

1. KNOWLEDGE LEARNING TARGET -

5 CATEGORIES OF ASSESSMENT METHODS

1. WRITTEN RESPONSE INSTRUMENTS

2. PRODUCT RATING SCALES

• It is used to determine whether or not an individual behaves in a certain (usually

• Checklist is the most frequently used measurement instrument. It consists of a list

Performance Checklist in Solving a mathematics problem

 identifies the given information

 identifies what is being asked

 uses variables to replace the unknown

 formulates the equation

 performs algebraic operations

 checks if the answer makes sense

- It is an appropriate assessment method when the objectives are:

• to assess the students’ stock knowledge

• to determine the students’ ability

• to communicate ideas in coherent verbal sentences.

5. OBSERVATION AND SELF REPORTS

• A self-checklist is a list of several characteristics or activities presented to the

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