City University of Pasay
College of Education
Assessment of Learning
Module 4: Principles of Assessment
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I. Objectives:
1. Enumerate the general principles of assessment
2. Enumerate the specific principles of assessment
3. Explain the implications of the implications of the 9 nine principles of assessment to
the process of learning
II. Introduction/Overview
In the previous module, we have discussed the process of developing institutional
objectives. The objectives must be specific measurable and observable. Teachers must then
develop test items that should match with the instructional objectives appropriately and
accurately. In the following module we will learn the principles in crafting assessment tools to
make sure we achieved what we wanted to achieve.
III. Lesson Proper
A. General Principles of Assessment and Testing
Garcia (2008) listed five basic principles that should guide teachers in assessing the
learning progress of the student in developing their assessment tools.
1. Measure all instructional objectives.
When a teacher constructs test items to measure the learning progress of the
students, they should match all the learning objectives posed during instruction.
That is why the first step in constructing a test is to revisit all the instructional
objectives
2. Cover all the learning tasks.
The teacher should construct a test that contains a wide range of sampling of
.items. The results should be representative of the total performance in the areas
measured
3. Use appropriate test items
4. Make test valid and reliable
The test must be valid- it measures what it is supposed to be measured. The test
is reliable – when the test is given the second time, it will give the same or
consistent results.
5. Use test to improve learning
The test scores should be utilized by the teacher to improve learning by
addressing the items that have not been learned or mastered by the students.
B. Specific Principles of Assessment
Principle 1 - Assessment should be valid. Validity ensures that assessment tasks
and associated criteria effectively measure student attainment of the intended
learning outcomes at the appropriate level
.Principle 2 - Assessment should be reliable and consistent There is a need for
assessment to be reliable and this requires clear and consistent processes for
the setting, marking, grading and moderation of assignments
.Principle 3 - Information about assessment should be explicit, accessible and
transparent. Clear, accurate, consistent and timely information on assessment
tasks and procedures should be made available to students, staff and other
external assessors or examiners.
Principle 4 - Assessment should be inclusive and equitable As far as is possible
without compromising academic standards, inclusive and equitable assessment
should ensure that tasks and procedures do not disadvantage any group or
individual.
Principle 5 - Assessment should be an integral part of program design and
should relate directly to the program aims and learning outcomes Assessment
tasks should primarily reflect the nature of the discipline or subject but should
also ensure that students have the opportunity to develop a range of generic
skills and capabilities.
Principle 6 - The amount of assessed work should be manageable The
scheduling of assignments and the amount of assessed work required should
provide a reliable and valid profile of achievement without overloading staff or
students.
Principle 7 - Formative and summative assessment should be included in each
program. Formative and summative assessment should be incorporated into
programs to ensure that the purposes of assessment are adequately addressed.
Many programs may also wish to include diagnostic assessment
. Principle 8 - Timely feedback that promotes learning and facilitates
improvement should be an integral part of the assessment process Students are
entitled to feedback on submitted formative assessment tasks, and on
summative tasks, where appropriate. The nature, extent and timing of feedback
for each assessment task should be made clear to students in advance.
. Principle 9 - Staff development policy and strategy should include assessment
All those involved in the assessment of students must be competent to undertake
their roles and responsibilities.
