Educational Assessment

Teaching and Assessment Themes

Assessment can be exciting, engaging, and meaningful to students if we use themes. By using the

themes, within a year, we can come up with varied assessment designs. Without a list of themes, we

might be repeating a theme many times in a year. Explore how you can use the following themes in

your formative and summative assessment.

Arts Animals Being Sick Body Books/
Parts
Magazines

Functions

Boy-Girl Things Cars Colors Community Computer
What boys like Software
What girls do Family Interest
Mother, Father Games
Country/Cultures Dress Electronics Brother/ Sister Health
Traveling,Language Gadgets Grandparents
Flags,National Feelings Cellphones Cousins Movies
Dress, Landmarks Embarrassing Food Sci-fi
Friends Cooking, Horror
Natural Wonders Happy, sad Party Favorites Adventure
Hobbies Restaurants Cartoons
House moment Play Vegetables,
Kitchen Memories Ice Cream Self
Garden School Dreams
Living Room Classmate Favorites
Favorite Subject Likes
Music Nature Pets Teacher
Instrument Mountains Dogs Projects
Likes and dislikes Desert Birds Laboratory
Trees Cats Experiments
Sea Fish

Science Singers Social Issues Shoes Stories
Peace, Violence
Sports Superheroes Bullying TV Programs Vacation
Football Climate Change Local Leisure
Favorites Work Toys International Place to go
Famous players Men’s Work 21st century toys News
Women’s work Traditional toys
Values
Respect, Family, Zoo
Community Meek animals
Nationalism Ferocious
animals

50 | P a g e

Activity No._____________

Rationale: This exercise will help us to be mindful of the appropriateness of
assessment in view of child’s development.

Instruction: Provide two examples of assessment activities for each level. Work in
pair.

Early Childhood K-12 Educational Assessment
Education Developmental Process
Kindergarten
Age Assessment Activities
Primary Education
1.
Grade 1 2.
1.
Grade 2 2.
1.
Grade 3 2.
1.
Grade 4 2.
1.
Grade 5 2.
1.
2.
1.

Grade 6 2.
1.

Junior High School 2.
1.

Grade 7 2
1.

2

Grade 8 1.

2.

Grade 9 1.

2.

Grade 10 1.

2.

Senior High School 1.

2.

Grade 11 1.

2.

Grade 12 1.

2.

In a sentence, write your insight about this exercise.

51 | P a g e

Module 2 How Do We Plan an Assessment?
Topic 4 Measuring an Assessment

One fundamental area in planning an assessment is to assign a value to
students’ work (assessment). This section will help us understand the basics in
assigning a numerical, symbolic, or qualitative value to students’ achievement.

The measure of assessment is about giving a value to students’ performance
through numbers (1, 2, 3, 5%), letters (A, B, C) or operational descriptors (pass, fail,
good, excellent).

Take note that the measure of assessment is one way of giving an objective
feedback about the students’ performance. That is why it is very important to
establish a clear understanding of this element to students and parents.

1. Assigning Scores
Every school has its own specific guideline and policies with regards the

measures of assessment. However, as a new teacher, we have to look into the
connections of these policies and guidelines having in mind the complex process of
assessment.

Using numbers or symbols as measures of students’ strength or weakness is a
part of the decisions which teachers do to describe the academic and human
development students. Hence, we have to take it seriously. We cannot take for
granted the impact of this to child’s self-esteem, sense of self, and potentials when
we commit mistake in our judgment.

Function of Scoring
1. Enhance students’ learning.
2. Give objective feedback to students about their learning and performance.
3. Report to parents
4. Evaluate teaching and learning process.
5. Administrative and guidance uses.

52 | P a g e

How to assign scores
1. Scores reflect the ILO and PI.
2. Assign higher score to Higher-Order-Thinking.
3. Students and teachers should have a common understanding of scores.
4. Use one standard in scoring so as not confuse the students. Do not mix-up
standards.
5. Scoring process is easy to explain to students and parents. Avoid
complexities.
6. Scoring should be easy to interpret.
7. Scoring should be meaningful both to students and parents.
8. Scoring should be fair. Being fair is explained by principles 1-7.

What are the basic rules in giving a score?
1. Use the school’s accepted and unified standard in scoring.
2. Inform and discuss about the scoring procedures and agree on it.
3. Explain to the students why they got the mark by using evidences.
4. Double-check the accuracy of scoring.
5. Check personal biases in-favor or against the students.
6. Check subjective interpretation of assessment results.

2. Developing Scoring Rubrics
Scoring Rubrics are set of rules specifying the criteria used to find out what the

students know and are able to do. It is also a set of expectations, skills, or criterion
which the students need to accomplish at given assessment or task. It is a helping
tool in determining grades and creating a judgment on students’ performance.

The Purpose of Scoring Rubrics
1. To score qualitative and performance assessments.
2. To communicate to students the difference between high-quality and lower-
quality work.
3. To help students reflect on and understand their works.
4. To assign grades to student assignments and exams.
5. To structure an objective and specific feedback.
6. To lessen teacher’s subjectivity.
7. To establish consistency in scoring.

Examples of Assessments Where Scoring Rubrics is Used
We use rubrics in all formative assessments.
1. Project exhibits/ Gallery Walk
2. Research paper
3. Essay
4. Video
5. Portfolio
6. Group oral presentation
7. Group projects
8. Individual projects
9. Oral exam
10. Poster-making

53 | P a g e

Types of Scoring Rubrics

1. Holistic Rubric. This provides a general description of students’
performance.

WORK EFFECTIVELY IN TEAMS

Exemplary Satisfactory Developing Unsatisfactory
0
3 21
TOTAL SCORE
Collected a great /9
deal of information
that are related to
the topic.

Performed all
duties.

Listened and
allowed others to
participate.

Other Remarks:

2. Analytic Rubric. This provides a detailed description of students’
performance.

WORK EFFECTIVELY IN TEAMS

Exemplary Satisfactory Developing Unsatisfactory
3 0
21
Collected a great Did not collect
deal of information Collected basic Collected very little enough information.
that are related to
the topic. information mostly information. But Did not perform at
Performed all duties. all.
related to the topic. some related to the Always did the
Listened and allowed talking. Never
others to participate. topic allowed others to
talk.
Other Remarks Performed nearly all Performed very little. TOTAL SCORE

duties.

Talked too much but Did most of the

also listens. talking. Rarely

allowed others to

talk.

/9

54 | P a g e

Basic Parts of Scoring Rubrics

1. Dimension is the criteria; the content objective; performance indicators.
2. Descriptors is a qualitative definition of what the students have achieved.

This also describe the characteristics of students’ work. This spells out the
expectation for a task.
3. Scale is the level of competency.
4. Scores are numerical weight of students’ achievement.

Dimension Descriptor Scale

Score

WORK EFFECTIVELY IN TEAMS

Exemplary Satisfactory Developing Unsatisfactory
3 0
21
Collected a great Did not collect
deal of information Collected basic Collected very little enough information.
that are related to
the topic. information mostly information. But Did not perform at
Performed all duties. all.
related to the topic. some related to the Always did the
Listened and allowed talking. Never
others to participate. topic allowed others to
talk.
Other Remarks Performed nearly all Performed very little. TOTAL SCORE

duties.

Talked too much but Did most of the

also listens. talking. Rarely

allowed others to

talk.

/9

Steps in Developing a Rubric

1. Determine the intended learning outcomes and performance indicators.
2. Each rubric item should focus on a different skill.
3. Identify the difference between good work and weaker work.
4. Write clear descriptions of the variables. It should be appropriate to

students’ learning level.
5. Students and teacher have a common understanding of the rubric content.
6. Keep it short and simple.
7. Focus on how students develop and express their learning
8. Evaluate only measureable criteria.
9. Ideally, the entire rubric should fit on one sheet of paper
10.Reevaluate the rubric: Was it sufficiently detailed? Is the rubric design

responsive to students’ level?

Assignment No. _________

A. Develop a rubric for your formative assessment.
B. Write the rationale for scoring and grading.

55 | P a g e

3. Grading

Grading is the process of judging the overall quality of the performance of a
student. It is a symbol used to represent the general achievement or progress of a
student. It is a process of evaluation. The main purpose of grading is to
communicate the cumulative information about student achievement.

Uses of Grades
1. Give feedback to students, parents, teachers, and principal.
2. Provide general description of students’ performance as a group and
individual.
3. Record educational progress and requirement completion.
4. Serves as motivational tool for students.
5. Quickly identify students’ progress and weaknesses.
6. Identify areas that need remedial and support.
7. Judge a teacher’s competence.
8. Basis for student’s promotion or retention.

Guidelines for Effective Grading
1. Describe grading procedures at the beginning of instruction.
2. Clarify that the course will be based on achievement only.
3. Explain how other factors will be reported.
4. Relate grading procedures to learning outcome.
5. Obtain valid evidence for assigning grades.
6. Try to prevent cheating.
7. Return and review test as soon as possible.
8. Properly weight the various types of achievements included in the grade.
9. Do not lower an achievement grade for tardiness. Weak effort or
misbehavior.
10.Be fair, avoid bias. When in doubt, review the evidence. In doubt give the
higher grade.

Methods of Computing the Final Grade
Schools follow a standard and unified way in computing the grades of students.

The common method used by schools are the following:

1. Averaging Method where the weights of the grade in each grading period is
equal.

2. Cumulative Method where the final grade gives a higher weight on the
present grade than the previous.

Common Methods in Reporting Students’ Progress

1. Letter grades A, B, C, etc.
2. Number or percentage 5, 4, 4, 2, 1 or 100, 99, 75

3. Standards-based grade Advanced, basic, proficient

4. Two-category grade Pass or Fail, Satisfactory or unsatisfactory
5. Checklist and rating scales List of accomplishment of students

6. Narrative report Written description of child’s development.

56 | P a g e

Common Criticisms About Grades
1. Grades are meaningless.
 One symbol cannot adequately describe educational achievement.
 Grades are tainted with biases.
 Grades are used to punish students.
2. Grades are educationally unimportant.
 Grades are only symbols.
 Program should be evaluated not the students.
 Most of the performance of students are not seen by teachers.
 Grades will not predict the future of students.
3. Grades are unnecessary.
 Grades are ineffective motivators.
 Students should learn mastery.
 Basically used by traditional teachers.
4. Grades are harmful.
 Grades may discourage students.
 Parents punish students for having low grades.
 Parents push child very hard to have high grades.
 Grading posters competition than cooperation.
 Grading is not humanistic and not child-centered.

Reflect:
What is your personal thought about the grading process in
Bahrain Schools?

57 | P a g e

Module 2 How Do We Plan an Educational Assessment?
Topic 5 Standardization of Assessment

In assessment practice, we keep-up with a certain standard. This is usually set
by school and widely accepted as a criterion for the standard practice of assessment.
The quality of the assessment instrument and method used in education is very
important since the evaluation and judgment that the teacher gives on student are
based on the information he obtains using the instruments. To keep up with the
standards of assessment take note of the following concepts: validity and reliability,
ethics of assessment, and assessment design.

1. Validity and Reliability
What is the role of validity and reliability in educational assessment

processes?
Understanding validity and reliability helps a teacher understand the elements

of assessment and the scores resulting from an assessment. Let us say, if 100% of
students failed in the exam what is this telling you of the assessment process or
the assessment tool that you developed? Take note that the scores that our
students would get in a test would mean many things. How accurate is our
assessment? Can the assessment provide an accurate evidence of students’
performance? The concepts of validity and reliability will help us answer these
questions.

A. Validity
An assessment result is valid if the assessment is measuring what it is supposed

to measure. What do we mean by this? It is the appropriateness, correctness,
meaningfulness, and usefulness of the assessment. Hence, to achieve this and
ensure the validity of an assessment take note of the following:

 Assessment contains only what we have taught them. Do not surprise
students for including topics that were not discussed in the class.

 Determine the purpose and goals of assessment.
 Focus on the Intended Learning Outcome and Performance Indicators.
 Alignment. Any assessment should be aligned (connected) to a specific

educational value.
 Assessment is suitable to the age and academic level of student.

To set an example, if we want to assess how students can apply a learning, we
do not give them a memorized exam. Obviously, we give them a formative
assessment where they use the Higher-Order-Thinking skills.

58 | P a g e

B. Reliability
This refers to the consistency of the instrument. If the students take the same

test the next day, they will get similar score. This means that the assessment
result is dependable and stable. However, there are factors that can affect the
stability and dependability of the score.

What are the factors that may affect the reliability of the score?
1. Student factor
The student was sick during the exam.
There was a test-answer leakage.
The students were emotionally stressed during the exam.
The students cheated in the exam.
There was a test-leakage.
2. Teacher factor
The teacher was too subjective in checking and interpreting the data.
The teacher was prompting the answer.
The students do not understand teacher’s instruction.
3. Environment factor
There was not enough light or ventilation during the test.
The noise has been distracting the students during the exam.
4. Test Factor
The language used is too difficult for students.
The formats, words, figures, and pictures that are difficult to understood.
The font and colored paper made the test too difficult to read.
The test was not edited well.
The test is not achievable within a timeframe.
The test is too easy or extremely difficult.
The test contains racial, ethnic, or gender stereotypes.
If we encounter a lot of problems in the assessment, the validity and reliability

of assessment results could be questionable. Take note that in any kind of
assessment, there will always be a margin of error in the manner we planned and
implemented. There can never be a perfect assessment. Awareness about validity
and reliability will help us minimize the errors in assessment process. If the validity
and reliability are questionable, we do not use the assessment results to evaluate
our students. By using invalid and unreliable assessment results to judge students’
performance, we violate the basic principles and ethics of assessment and teaching
and learning processes.

59 | P a g e

Instruction is I intentionally
difficult to made the test
understand. extremely difficult
for you.

By looking at the
pictures, can you
identify issues of

validity and reliability?

60 | P a g e

2. The Ethics of Educational Assessment
The ethics of assessment refers to the standard guideline in the professional use

of assessment. This safeguards the rights and the best interest of students.
Basic Ethics in Using Educational Assessment

1. A test taker has the right to:
a. Be informed of the rights and responsibilities of students in view of
assessment process.
b. Be treated with respect and courtesy regardless of personal
characteristics and orientations.
c. Be assessed with assessments that are professionally prepared.
d. Receive an explanation about the assessment.
e. Have the assessment administered by qualified professionals.
f. Be able to articulate concerns about the assessment.

2. For teachers:
a. We have to be competent in using educational assessment process. We
adequate training to use educational assessment.
b. We have to clarify our assessment purpose and goals.
c. We clearly inform students about assessment process.
d. It is irresponsible to threaten students with tests or try to manipulate
them through some assessment procedure. We do not use educational
assessment to punish students.
e. Keep classroom assessment results confidential and protects students’
rights of privacy. We do not embarrass students by publicly announcing
assessment results. We do not post students’ names and assessment
results on the classroom wall. We do not reveal students’ results to other
teachers who have no right to help them.
f. We determine risk factors.
g. We are responsible for developing proper means of communicating
correct interpretations of assessment results to students, parents, and
school authorities

Assessment can be used as
an instrument in shaping
students’ life. My life too.

61 | P a g e

Module 2 How do We Plan an Educational Assessment?
Topic 6 Giving an Assessment Feedback

Giving an educational assessment feedback is important in any assessment
process. Teachers need to determine how to give feedback to the stakeholders about
the assessment process and results.

Feedback
It is an element of assessment and teaching-learning process by which the

stakeholders (students, parents, teachers, and principal) are objectively informed
about how students learn. It is a way to describe and inform about the students
and teaching-learning’s progress, performance, weakness, strengths, and
potentials.
General Content and Process of a Feedback

1. Plan the feedback content and process.
2. Focus on school’s vision-mission, Intended Learning Outcome & Performance

Indicators.
3. Comments should be easy to read, understand, motivating, meaningful, non-

judgmental, and objective.
4. Areas of growth and concern.
5. Positive exchange of ideas through healthy interpersonal communication.
6. At the most basic we answer the following questions:

 What pieces of work will tell students’ highest achievement? What strengths
do you see in students’ work?

 What evidence shows student’s potential.
 What areas of improvement might be addressed?
 Have you noticed the student applying his or her knowledge from the class

outside the school? If so, how?
 Do you have suggestion that might aid students’ growth?

62 | P a g e

To whom do we give feedback?
We give assessment feedback to:

1. Students
There are different ways in giving feedback to students about their performance.
a. Scores and grades. This is the usual and easy way of informing students
about their strength or weakness.
b. One-0n-One Conference with students individually or by group. There are
times that we need to call the attention of an individual or a group of
students to discuss about their performance.
c. Qualitative description. We give feedback by writing notes to students’ work.
d. Exhibiting students’ work. We display students’ work in the bulletin board.
e. Informal Feedback. Verbally, we use words to affirm or reject students’ work.
But we have to very objective in doing this. Focus on the ILO and PI in using
this.
f. Non-verbal cues. We use gestures to recognize students’ work. However, let
us make sure that students interpret the gesture within the frame of ILO
and PI.

Whatever method we use in giving a feedback to students, let us focus on the
following:

a. Adjust the communication process according to the age and level of
students.

b. Provide students with clear guidelines about academic performance and
expected requirements.

c. Intended Learning Outcome and Performance Indicators.
d. Use encouraging and motivating words.
e. Help students to self-assess and self-correct.
f. Involve the students in the decision-making in view of meeting the ILO and

PI.

Let us share about

WEwhat have

learned…

63 | P a g e

2. Parents
The persons who are most concerned about students’ performance, they are the

parents. Teachers have to plan their feedback objectively and positively. Otherwise,
we shall be in trouble. To give feedback to parents, let us mindful of the following
tips.

A. Make plans
 Review goals.
 Organize the information to present.
 Make list of points to cover and question to ask.
 Carefully choose evidence of students’ works.
 Make sure that the principal and students are aware that you are giving
feedback to parents. Take note that schools have procedures in
scheduling a feedback to parents.

B. Start positive and maintain positive focus.
 Use good human relations skills.
 Present student’s strong points.
 Show examples of strengths and needs.
 Compare works to show improvement.

C. Encourage parents to participate and share information.
 Be willing to listen.
 Be willing to answer questions.
 Solicit suggestions.

D. End positive.
 Lay down plan of actions
 Share future plans.
 Affirm the cooperation.

3. Teachers
A feedback is not only for students and parents. It is also for teachers. Teachers

needed to be informed about the strength and weakness of any assessment
procedures. Let us take note the any assessment is vulnerable to errors and lapses.
This can be remedied and prevented when teachers receive feedbacks from the
stakeholders- the students, parents, principal, and co-teachers.

4. Principal
The head of the school needs to be informed of what is happening with the

students. Our information will be very helpful in evaluating school’s program and
in improving school’s services and policies related teaching-learning and
assessment processes.

64 | P a g e

Assignment No _______
Write your feedback process on students’ performance.

Feedback is not only
about the cognitive
dimension. Learning
development is a huge
area.

65 | P a g e

Module 3

How Do We Implement an Educational Assessment?

I have a strong assessment plan…
But I still have to check the
details…

The implementation of an educational assessment is not only about
constructing a test content, printing a test paper, administering a test, and
collecting test results. The implementation of assessment is guided by educational
principles, values, and standard procedures. We have identified this in our
assessment plan. As a new teacher, we have to stick to what we have planned. On
the other hand, to implement an assessment, as teachers, working by the detail is
our trademark. After all, precision, sense of order, and accountability is what we
teach our students. We practice what we teach.

66 | P a g e

To implement an educational assessment let us be mindful of the following
elements.

1. Preparing the Student
a. Remind the students of the coverage, requirements, and date of assessment.
b. Depending on the level of students, we inform the parents also.
c. Identify students who are at risks to give them extra attention.
d. Review the students.
e. Discuss with students the positive attitude and behavior in approaching any
kind of assessment.
f. Remind about the assessment policies.

2. Preparing Test Paper or Assessment Instruction
a. Put the items with the same format together.
b. Arrange the items from easy to difficult.
c. Give proper spacing for each item.
d. Keep questions and options in the same page.
e. Place illustration near the options.
f. Check the key answer. Avoid patterns in the answers.
g. Check the direction of the test.
h. Provide space for name, date and score.
i. Proofread the test.
j. Reproduce the test.

3. Preparing the Environment
a. Check the ventilation and lights.
b. Organize the sitting arrangement.
c. Remove things in the classroom that can distract students during the
assessment.

4. Administering the test
a. Introduce positive attitude in taking the test.
b. Inform the students about the purpose of the test.
c. Give oral directions as early as possible before distributing the test.
d. Give test-taking hints about guessing, skipping, and the like are strictly
prohibited.
e. Inform the students about the length of the test. Write the start and end
time of test on the board.
f. Tell the students how to signal when they have questions.
g. Tell the students what to do with their papers when they are done.
h. Rotate the distribution of paper. You do not have to start always in the
front row.
i. Make sure the room is well-lighted and comfortable temperature.
j. Remind the students to write their names.
k. Have each student check the pages.
l. Take note of the specific questions of students.
m. Take note of students’ behavior during the exam.

67 | P a g e

5. Taking Observations
a. Behavior of students during assessment
b. Feelings of students during assessment
c. Feelings of students after assessment
d. Questions raised by students during assessment
e. Questions raised by students after assessment
f. Thoughts of students during assessment
g. Thoughts of students after assessment
h. Proctors Observation

6. Checking Papers
a. Check and grade the papers.
b. Return papers in timely manner.
c. Discuss the items with students.
d. Do not make decisions in front of the students if there are questions about
the result.

7. Keeping Records
a. Organize students’ records.
b. Use the technology to keep records and to easily access evidence of students’
works.

8. Preparing for Feedback

How do teachers implement
their educational assessment?

68 | P a g e

Module 4
How Do We Evaluate an Educational Assessment?

What is educational assessment evaluation?
The root word of the word evaluation is value. This means that we are trying to

look into the value of the educational assessment that we developed. Evaluation is
about interpreting, forming conclusions and making judgments about the
information gathered in the assessment.

What do we evaluate in educational assessment?
Assessment results can provide huge information not only about the

assessment itself but also the entire educational elements such as the students,
curriculum, teaching-learning management, and school learning environment. Very
often, we focus our interpretation and judgment of assessment scores on students’
performance. However, let us take note that many factors affect students’ learning.
In this premise, we can link assessment results to different factors. By doing this,
we can enrich the entire educational process.

1. Students
Obviously, in any assessment results, we want to know whether our students

understood the lesson or not. But on the other hand, we also want to identify ways
by which we can help the students to step-up in the learning process. There are
different ways to use the assessment to understand the learning development of
our students.

 Individual. First, look at the results in view of individual achievement.
Identify the areas of strengths and concerns of a student. Sometimes, it is
necessary to look at the performance of an individual across the subjects.
There are situations where a student perform well in specific subject.

 Class. Second, look at the performance of the whole class. How did the
whole class performed in an assessment? Let us say only 10% of the
students passed the assessment. What does this result tell us as teachers?

 Across Individuals. Third, there are situations when we needed to
differentiate between our students. We usually do this by ranking our
students from highest to lowest in view of scores or group them to categories
like fast learner or slow learner. We do this to individually help our students.

Take note of this! When a teacher uses assessment only to grade students,
this is the poorest way in using assessment results. Again, we use assessment
results to help students grow in the learning process and eventually become better
individuals.

69 | P a g e

2. Teachers
Is the assessment result related to how the teacher managed the teaching and

learning process? In any educational assessment, we often make the students
accountable for the assessment results? How about the teachers, aren’t they also
accountable in the assessment outcomes?

3. Curriculum
a. Teaching-Learning Standards
b. Validity & Reliability
c. Ethical Practice

4. Learning Environment
There has been a bulk of studies that attest to the important role of the learning

environment in students’ learning. A positive learning environment very often helps
students to achieve educational and learning goals.

a. Learning Space. Is the classroom suitable for learning? How is the
assessment result related to classroom environment?

b. Student Support and Services. Does the school provide adequate
support and services to students who have learning concerns and
difficulties? How is the assessment result related to school support and
services?

Why do we evaluate an educational assessment?
Categorically, we evaluate assessment to improve students’ learning, teaching-

learning management, curriculum, and school educational services, no more, no
less.

70 | P a g e

How do we evaluate an educational assessment?
Evaluating an educational assessment is an inclusive and collaborative work. All

the stakeholders should work together to evaluate the assessment process and
procedures. We evaluate assessment with:

1. Students. Students are the main recipient of assessment process. Dialogue
with the students. Understanding the worldview of students is important in
the learning process. Students’ view can uncover what we (teachers) have
not noticed during the assessment planning process.

2. Teachers. Teachers are the fundamental resource in assessment practice.
When teachers discuss, listen, and help each other, they can do marvelous
contribution in leveling up assessment practice.

3. Principal. As an educational leader. Principal need to get updated in the
assessment phenomenon in school and in global milieu.

4. Experts. There are times that we have to consult experts who have a broad
and extensive training, qualification, research, capacity and experience in
the assessment practice. With their expert advice, we can evaluate the
validity and reliability of our assessment practice.

5. Parents. Parents usually become the soundboard of students’ thoughts and
feelings about assessment. It is with the parents that students would
complain or affirm an educational assessment experience. Hence, it is also
helpful to solicit parents’ view. They are also educators in first place.

Assessment
Evaluation

Improve
Assessment

-Practice

Let us reflect:
What happens if a school does not evaluate its assessment
practice?

71 | P a g e

Educational Assessment Evaluation Guide Questions

1. Assessment Scope Are the topics covered in the assessment?
2. The Student
3. Purpose of Assessment Is the assessment appropriate to the level of students?
4. Goals of Assessment
Is the purpose achieved?
5. Form of Assessment Are the intended learning outcome and performance
indicators achieved?
6. Assessment Method
Did the chosen form helps to achieve the intended learning
7. Type of Assessment outcome and performance indicators?

8. The measures of Did the chosen method helps to achieve the intended
Assessment learning outcome and performance indicators?

Did the chosen type of assessment helps to achieve the
learning outcome?

Did your measure of assessment appropriate for fair,
meaningful, and descriptive interpretation of results?

9. Assessment Feedback Is your feedback process helpful, empowering, timely and
growth-promoting?
10.Validity and Reliability
Is the assessment result valid and reliable? What are your
11.Ethics of Assessment evidences?
12. Implementation
Did you follow the set professional and ethical guideline?
Procedures
Were the procedures easily and clearly understood by the
students?

13.Materials/ Tools/ Were the materials/ tools/ instrument helpful in achieving
Instruments the learning outcome?

14.Creative Design Were the layout, font, color of paper, editing, helpful in
achieving the learning outcome?
15.Time-Frame for the Were the set time sufficient to accomplish the task?
Completion of
Assessment Is the assessment environment student-friendly, risk-free,
and appropriate to the task?
16. Assessment
Environment What could be the reasons for the following
observations? How can we improve the process?
17. Implementation a. Behavior of students during assessment
Observation b. Feelings of students during assessment
c. Feelings of students after assessment
d. Questions raised by students during assessment
e. Questions raised by students after assessment
f. Thoughts of students during assessment
g. Thoughts of students after assessment
h. Proctors Observation

72 | P a g e

Module 5
The 21st Century Educational Assessment

Educational assessment is now seen as an integral process of education. It
should be integrated in the curriculum and the entire teaching and learning
process. This demands schools to clarify its perspective and procedure about
educational assessment. At present, one of the indicators that determines
educational progress is the quality of assessment tools and procedures being used
by the school.

The landmark of the 21st century educational assessment has been catching up
with the shifting of educational paradigms. This only describes how educational
institutions keep abreast with the swift changes in the priorities and pressing
needs of the society. And, this presupposes a shift in educational assessment
worldview, policies, and strategies. Currently, there have been a broad interest in
the following domain that anticipate its relevance in educational assessment
process.

1. Use of Technology
Digital information, device, and networking have brought a dramatic change in

the life of the 21st century humanity. This phenomenon has become part of people’s
way of life. In line with this, education and assessment specialists have been
looking into this area as a useful opportunity to improve students’ learning. Part of
the exploration is to use information technology in educational assessment process.

2. Whole Child

To prepare a child in the 21st Areas of
century demands and Development
challenges, schools need to Thinking
capture the integral development Emotional
of a child. Gone are the days Behavioral
where the sole focus of the Social
education is the cognitive Relationship
domain. Now, we have to pay Physical
attention to the totality of child’s Cultural
development- the WHOLE Spiritual
CHILD. Assessment should Skills &
capture this perspective. Competency

73 | P a g e

3. Differentiated Assessment
This concept is now being carried on in many schools. Educational institutions

are becoming more aware of the reality that students are different from each other.
They are diverse in capacity, potentials, needs, and interest. Homogenous
assessment is not sufficient to respond to the diverse development of students. This
process, although ideal, would demand more work for the teachers.

How will I
assessment
with diverse
students?

4. Integrative Assessment
This is an attempt to incorporate different subjects in an assessment. The

premise is to apply and incorporate what students have learned in a particular
authentic situation.

5. Research-Based Assessment
There are schools that take educational assessment seriously. They make use of

research process to check the quality and stability of educational assessment.
Research can help us strengthen our assessment practices and discover other
forms of assessment that are responsive to the international requirements and
context of the students.

A quality research-
based assessment can
help us create a clear
pathway for student’s
future.

74 | P a g e

Now that we have finished the five modules, let us reasses our learning by
answering again the competency checklist.

Teacher Educational Assessment Competency Checklist

Competency With Some No-
Confidence Confidence Confidence
1 Skills in choosing educational assessment processes
appropriate for teaching-learning decisions.

2 Skills in developing educational assessment processes
appropriate for teaching-learning decisions.

Skills in administering, scoring, and interpreting the
3 results of educational assessment processes.

4 Skills in using educational assessment for making
decisions about individual students, planning,

teaching, developing curriculum, and school
improvement.

5 Skills in developing valid and fair grading procedures

aligned with educational assessment standards, policy,
teaching-learning goals, and framework.

6 Skills in communicating educational assessment
result to students, parents, and educators.

7 Skills in recognizing unethical, illegal, and
inappropriate educational assessment methods and
uses of assessment information.

8 Skills in aligning educational assessment to a specific
educational value.

Adapted from: Standards for Teacher Competence in Educational Assessment of Students (American Federation of Teachers, National
Council on Measurement in Education, & National Education Association)

What does the result
tell you?

75 | P a g e

Again, the way and manner by
which we manage educational
assessment is a mirror of who
we are as a teacher. It reflects
our values, perspective, and
competencies as an educator.
More importantly, our
assessment is an indicator or
evidence of how we value the
learning, dreams, potentials,
and future of our students.

76 | P a g e

77 | P a g e

78 | P a g e

References

Book Resource
Mohieldin, T., Al-Ammal, H. & Alburshaid, M. (2010). IDEAS: A university-wide

outcome-based assessment process. Bahrain: UOB Printing Press.
Musial, D., Nieminen, G., Thomas, J, & Burke, J. (2009). Foundations of

meaningful educational assessment. N.Y.: McGraw Hill, ISBN-978-0-07-
340382-2.
Nitko, A. J. & Brookhart, S. (2011). Educational Assessment of Students 6th
Edition. MA, Boston: Pearson. ISBN-10: 0-13-138288-8.
Popham, W. J. (2011). Classroom assessment: What teachers need to know, 6th
Ed. Boston, MA: Pearson.

Electronic Journal Resource
Boud, D. & Falchikov, (2006). Aligning assessment with long‐term learning.

Assessment & Evaluation in Higher Education, 31:4, 399-413.
Cowie, B. & Bell, B.(1999).A model of formative assessment in science education.

Assessment in Education: Principles, Policy & Practice, 6 (1), 101-116.
Crisp, G. (2012): Integrative assessment: reframing assessment practice for current

and future Learning. Assessment & Evaluation in Higher Education, 37 (1),
33-43.
Duggan, F. (2006): Plagiarism: prevention, practice and policy. Assessment &
Evaluation in Higher Education, 31(2), 151-154.
Ecclestone, K. (2004): Learning in a comfort zone: cultural and social capital inside
an outcome‐based assessment regime. Assessment in Education: Principles,
Policy & Practice, 11(1), 29-47.
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations,
Assessment in Education: Principles, Policy & Practice, 13 (2), 215-232.
Ferguson, P. (2011): Student perceptions of quality feedback in teacher education.
Assessment & Evaluation in Higher Education, 36 (1), 51-62.
Gale, K., Martin, K., & McQueen, G. (2002): Triadic assessment. Assessment &
Evaluation in Higher Education, 27(6), 557-56.
Kearney, S. (2012): Improving engagement: the use of ‘Authentic self-and peer-
assessment for learning’ to enhance the student learning experience.
Assessment & Evaluation in Higher Education,
DOI:10.1080/02602938.2012.751963.
Keppell, M.,Au, E., Ma, A. & Chan, C. (2006): Peer learning and learning‐oriented
assessment in technology‐enhanced environments. Assessment & Evaluation
in Higher Education, 31(4), 453-464.
Knight, P. (2006): The local practices of assessment. Assessment & Evaluation in
Higher Education, 31(4), 435-452.
Lombardi, M. (2008). Making the grades: Role of assessment in authentic learning.
Educause Learning Initiative, 2-16.
Macdonald, R & Carroll, J. (2006): Plagiarism—a complex issue requiring a holistic

79 | P a g e

institutional approach, Assessment & Evaluation in Higher Education, 31
(2), 233-245.
Mok, M. , Lung, C., Cheng, D., Ping, R.& Ng, C. (2006): Self‐assessment in higher
education: experience in using a metacognitive approach in five case studies.
Assessment & Evaluation in Higher Education, 31(4), 415-433.
Richardson, M & Healy, M. (2012): Beneath the patchwork quilt: unravelling
assessment. Assessment & Evaluation in Higher Education,
DOI:10.1080/02602938.2012.731036.
Taras, M. (2009): Summative assessment: the missing link for formative
assessment. Journal of Further and Higher Education, 33 (1), 57-69.
Taras, M. (2005). Assessment– summative and formative: Some theoretical
reflections. British Journal of Educational Studies, 53 (4), 466-478.
Vos, H. (2000). How to assess for improvement of learning. European Journal of
Engineering Education, 25 (3), 227-233.
Webber K. & Tschepikow, K. (2012): The role of learner-centered assessment in
postsecondary organizational change. Assessment in Education: Principles,
Policy & Practice, DOI:10.1080/0969594X.2012.717064.
(2006): Learning‐oriented assessment: principles and practice. Assessment &
Evaluation in Higher Education, 31 (4), 395-398.

Video Resource
1. Comprehensive Assessment: A New York City Success Story.
https://www.youtube.com/watch?v=VKnGlqHUoPk
2. Carol Tomlinson on Differentiation: Responsive Teaching.
https://www.youtube.com/watch?v=01798frimeQ
3. Classroom Observation with Bayley.
https://www.youtube.com/watch?v=a9dhrfUycBk
4. Differentiated Assessment: Identifying Learner’s and Strengths and Needs
https://www.youtube.com/watch?v=AnCO9eM2D1Y&spfreload=10
5. Grand Slam Performance: Poetry engages students.
https://www.youtube.com/watch?v=D8eym-7jeo0
6. How to use outcome-based assessment.
https://www.youtube.com/watch?v=C-y_mTidaVY
7. Introduction to the integrated assessment framework.
https://www.youtube.com/watch?v=MDwjn6BlGM0
8. Keeping assessment relevant and authentic.
https://www.youtube.com/watch?v=HfwGqH9w-64
9. Making sure they are learning.
https://www.youtube.com/watch?v=qeTPaugDtP4
10.NTU Grade-Based Assessment.
https://www.youtube.com/watch?v=hNJDi5I919c
11.School-Based Assessment https://www.youtube.com/watch?v=LkjGy2iFI9g
12.Popham formative and summative assessment.
https://www.youtube.com/watch?v=2K8qbI_FzGE
13.Precision Teaching Student Self-Assessment.
https://www.youtube.com/watch?v=4wTrpErRiKA
14.Principles of formative assessment.
https://www.youtube.com/watch?v=gXOMbXeQNNA

80 | P a g e

15.Reteach and Enrich: How to make time for every student.
https://www.youtube.com/watch?v=J8DQugVxHv0

16.Singapore’s 21st Century Teaching Strategies.
https://www.youtube.com/watch?v=M_pIK7ghGw4

17.Using assessment to improve instruction.
https://www.youtube.com/watch?v=BZ3USs16J3Y

18.Who cares: Formative and summative assessment.
https://www.youtube.com/watch?v=RBrzQJOM1Ug

19.Thinking Big about engagement.
https://www.youtube.com/watch?v=6IDPGUSQNes

20.Rubric: An Introduction. https://www.youtube.com/watch?v=fvJ6qZkXDc4
21. Grading Students. https://www.youtube.com/watch?v=Dc9jdzujFCg
22.Assessment & Grading for Students.

https://www.youtube.com/watch?v=X_FPnFyY5eQ
23. Higher Order Thinking Skills.

https://www.youtube.com/watch?v=9Hl8tCGLfXs

Web-Resource
1. Assessment: http://www.niu.edu/assessment/aboutus/index.shtml
2. Rubric: http://www.uwstout.edu/soe/profdev/rubrics.cfm#cooperative
3. Assessment Plan Samples: http://www.isbe.net/assessment/IAFIndex.htm
4. Teaching-Learning; http://www.edutopia.org/
5. Education Resource: http://www.pbs.org/teachers/
6. Education Resource: http://www.discoveryeducation.com/teachers/
7. Primary School: http://www.dalmeny-p.schools.nsw.edu.au/
8. Muslim Schools: http://ams-uk.org/
9. http://theresourcefulteacher.blogspot.com
10. https://www.pinterest.com/als2012/school-age-classroom-ideas/
11.Pedagogy Wheel. http://www.edudemic.com/new-padagogy-wheel-helps-
you-integrate-technology-using-samr-model/

81 | P a g e

Appendices

82 | P a g e

Class Information Inventory

In planning teaching, learning, and assessment activities, we teachers have to
be aware of important information about our students. It is true that we provide
students with equal opportunity for learning regardless of their background.
However, there are instances that students’ background affect their learning.
Knowing the students’ background provides an opportunity to help and guide the
students appropriately and professionally. This also helps teachers to manage
students learning in a deeper and meaningful way.

A. GENERAL INFORMATION

Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level

Age of 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Students

N

Gender Male Female

Class Size 20-25 26-30 31-35 36-40

Culture Bahrain Yemen Egypt Pakistan Indian
N

Religion Islam
N

83 | P a g e

B. FAMILY INFORMATION

Please do not directly ask your students about family background. Ask the school social worker of
possible information. If not, please disregard this area.

Students’ Parents Divorced Single Single Remarried Remarried Orphaned
Parental Together Parents Parent Parent Mother Father
Situation The
The The The The The The students live
students students students students students students with
live with have live with live with live with live with relatives
both divorced mother father mother who father who
parents parents alone. alone. remarried remarried
Father is Mother
dead. is dead.

N

Age of 20+ 30+ 40+ 50+ 60+ 70+ Other
Mother

N

Age of 20+ 30+ 40+ 50+ 60+ 70+ Other
Father

N

Parents’ Work N
N
Only Mother Working
Only Father Working
Both Parents Working
Both Parents Not Working

Parents’ Education

Both Parents College Graduate
One Parent College Graduate

84 | P a g e

Both Parents HS Graduate
Others:

Sibling Only 2 3 4 5 6 7 8 9 With With
Information Child twin Re-
Married

Parents

N

Housing Villa Luxury Flat Average Flat Low-End Free Others:

Information Flat Housing

N

High Above- Average Low Others
2000+ BD Average 500+ BD 100+ BD
Financial
Income 1000+ BD

N

House-Help Information With House-Maid With No House-Maid
N

Parent Mother and Mother Father Relatives House-Maid
School Father

Involvement

N

C. LEARNING INFORMATION

This area provides information on aspects that are related to students’ learning.

General Student Student Student Student Student Student

85 | P a g e

Class shows shows high shows high shows shows needs to
Academic excellent academic performance average inconsistent develop
Standing performance performance performanc performance
in all subjects in most in some e in all in all
N subjects. subjects. subjects. in all subjects.
subjects.

Learning Styles of Students N

Memory-Based

The students who are good in memory works.

Imitation

The students learn by imitating the patterns given by a teacher.

Repetition

The students learn by repeated learning exercises.

Trial and Error

The students learn by repeated trial and mistakes.

Experiential or Practical Application

The students learn practical application of a lesson.

Stimulus Driven

The students engage in learning when senses are activated.

Individual Learning

The students prefer working alone.

Group Learning

The students learn easily by working in a group.

Creative Thinking

The students learn through arts, drama, and drawing.

Inquiry Based

The students explore knowledge by asking questions and experimenting.

Teacher Dependent

The students rely on teacher’s supervision.

Outdoor Learning

The students learn outside classroom activities.

Explorative

The students learn by deviating from teacher’s instruction.

Other learning Style:

Students’ Interest N

Quran Memorization and Recitation 86 | P a g e
Singing
Writing Stories
Writing Poems
Speaking
Drawing or Painting
Reading

Playing Musical Instruments such as:

Sports
Cooking
Math
Leadership
Theater/Drama
Puppetry
Social Networking: Facebook, Twitter,
Computer Related such as:

Photography
Videography
Planting
Dancing
Robotics
Science Experiments
Video Games
Handicrafts
Animals
Other Interest of Students:

Areas of Developmental Concern N

Social Development

The students have problems in relating with other students.

Cognitive Development

The students have problems in the basic understanding of lessons.

Emotional Development

The students have problems in expressing their feelings

Physical Development

The students have health problems and physical impairment

Written Communication

The students have problems in writing.

Mathematical Ability

The students have problems in basic mathematical operations.

Oral Communication

The students have problems in speaking.

Self-Confidence

The students have problems in facing people.

Academic Dependency

The students have difficulties in self-learning.

87 | P a g e

Others:

General Classroom Behavior N

Participative

The students participate in all learning activities.

Non-Participative

The students do not participate in all learning activities

Attentive

The students pay attention in all learning activities.

Non-Attentive

The students do not pay attention in all learning activities.

Disruptive

The students disturb classes through unacceptable behaviors.

Others:

Specific Classroom Behavior N

Can’t pay attention for long 88 | P a g e
Hyperactive
Cries a lot
Talks a lot
Student does not get along with other kids
Thumb sucking
Day-dreams
Bullying
Disobedient
Destroys own things
Destroys others’ things
Verbally fights with classmates
Physically fights with classmates
Fear facing people
Sleeps in the class
Clumsy
Does not recite
Shouts in class
Unhappy face

Cheating in test N
Late in attending class
Late in project submission N
Acting like the opposite gender 89 | P a g e
Shy
Lying
Nervous
Sickly
Joker
Unusual Behavior
Demanding
Assertive
Helping
Leader
Quiet most of the time
Others:

Student Needs

Need to be free from any kind of abuse and violence
Need to be loved and accepted by others
Need for positive affirmation and positive regard
Need for attention
Need to be independent
Need for health care
Need for parental attention
Need to work and manage responsibility alone
Need to appear smart
Need to make excuses
Need to blame to avoid responsibility
Need to please parents
Other Needs of Students:

Student Beliefs

I can solve difficult problems.
I can get what I want.

I stick to my goals no matter what.
I will not give-up in any situation.
I am intelligent than others.
I am confident.
Others are intelligent than me.
I am intelligent in other things but not on this aspect.
I am a fast leaner.
I am slow learner.
It is totally difficult for me to understand.
I am left behind by my classmates.
Others are slower than me.
I do not need to be intelligent. My parents have money anyway.
I will do this because I do not want other to feel and think negatively about me.
I will do this because the teacher told me.
I will do this so that people will like me.
It will be shameful not to do this.
This is a fun and exciting activity.
I will do this because I want to learn. This is important to my growth.
I did well in exam because I am smart.
Somebody is giving me inspiration to study.
The lesson is very easy that is why I got an “A” mark.
I failed because the subject is too difficult.
I failed because I did not understand the lesson.
I am not listening because the teacher is boring. Class in not fun.
Time is enough to study. For this I failed.
Other Beliefs of Students:

Student Goals N
90 | P a g e
I want to finish the projects and assignments.
I want to understand this lesson.
This lesson is very useful to me.
This lesson is important for my future and dreams.
This lesson will strengthen my skills and talents.
I want to have an “A” mark.
My mark should be higher than others.
I do not need to work hard on this, my group members will do this.
It is good to have intelligent members in this project.
If only I have a choice, I will not go to school.
Other Goals of Students:

Basic Guideline in Preparing for A Group Oral Report

1. Be Mindful of the Purpose and Meaning of the Group Activity

2. Brainstorm on the process.

 What do we know? What do we need to know?

 How are we going to report the topic? What do we need to consider?

3. Define and Divide Roles and Responsibility

 In a group work, it is important that everyone is aware and informed of his/her roles and

responsibility. This minimizes any conflict.

 Collaborative work is concretized by well-defined roles and responsibilities. By doing this, the group

becomes productive, positive, and creative. Constantly work as a team.

 Few among the responsibilities are the following:

a) Who will be the main facilitator? b) Who will be the secondary speakers?

c) Who will respond to questions? d) Who will do the power point, research, activities, and

among others? e) Who will prepare the materials?

4. Work by the details

 Define clearly your goals. Create a checklist on what you need to accomplish. Develop a clear and

workable outline.

 Plan how you will start and how will end the report. This important parts set an impression on how

organized your group is.

5. Make a difference

As you work by the detail, you can go beyond the minimum requirement. Please do not give an audience a

boring presentation. Aside from preparing a power point what else can we do? Debate, forum, role play,

symposium, talk show etc. are examples.

6. Create a space

 The space is often neglected. The manner by which the reporters maximize the space will explain how

they have prepared.

 Organize your movement in your space. Unnecessary movements create distraction to audience. Do

not get overcrowded in one space.

7. Rehearse

 Practice your report before the actual presentation.

 Check the sound system, computer, smart board, and other technical stuffs that you will use.

8. Do not overdo the activities. You might bring away the listener from the content of the report.

 Less is more. Focus on the essentials.

 Focus on the content and learning process.

9. Connect to the audience

 Do not entertain listeners unless it plays an important role. Otherwise, the audience will get out of

focus.

 Engage the audience in the topic and learning process.

 Listen to the audience. The listeners will give you a clue on how they respond to the report.

10. Organize your materials

 Make sure that you have all the materials with you before the report.

 Put all your materials in strategic place.

 Plan the timing of material (fliers, brochure, etc.) distribution.

11. Implement your report the way you have planned it. But be flexible.

12. Evaluate your report in view of strengths and concerns. Take note that in activities like this, you

strengthen your competencies and character as a person and as a Muslim.

91 | P a g e