1. Developing Assessment
Competencies and Literacies
for the 21st
Century Educator
Carlo Magno, PhD
Counseling and Educational Psychology Department
De La Salle University, Manila

2. SHIFTS IN ASSESSMENT
• Testing Alternative assessment
• Paper and pencil Performance assessment
• Multiple choice Supply
• Single correct answer Many correct answer
• Summative Formative
• Outcome only Process and Outcome
• Skill focused Task-based
• Isolated facts Application of knowledge
• Decontextualized task Contextualized task

3. • “school improvement efforts would not be
productive until educators become
masters of the basic principles of sound
classroom assessment” (Stiggins, 1995).

4. Why do we need standards?
• To make sure that
everyone delivers
quality work
• To produce quality
students
• To deliver quality
programs

5. National Competency-Based Teaching
Standards (NCBTS)
• (1) Social Regard for Learning
• (2) Learning Environment
• (3) Diversity of Learners
• (4) Curriculum
• (5) Planning, Assessing, and
Reporting
• (6) Community linkages
• (7) Personal Growth and
Professional Development

6. Domain 5
• (5.1) The teacher communicates promptly and
clearly the learners’ progress to parents,
superiors and to learners themselves,
(5.3) the teacher monitors regularly and
provides feedback on learners’ understanding
of content.
(5.2) the teacher develops and uses a variety of
appropriate assessment strategies to monitor
and evaluate learning

7. Problems?
• Planning, assessing, and reporting are not
stated as competencies
• The concepts of planning, assessing and
reporting can be independent or
subsumes each other.
• The domain on planning, assessing, and
reporting are limited to procedural
knowledge.

8. ASSESSMENT COMPETENCIES FOR
TEACHERS
• Constructed by the AFT, NCME, NEA:
• Teachers should be skilled in:
1.choosing assessment methods
appropriate for instructional decisions.
American Federation of Teachers, National Council on Measurement and
Evaluation, and National Education Association in the United States of America.

9. ASSESSMENT COMPETENCIES FOR
TEACHERS
• Teachers should be skilled in:
2. Administering, scoring, and interpreting
the results of both externally produced and
teacher produced assessment methods.
American Federation of Teachers, National Council on Measurement and
Evaluation, and National Education Association in the United States of America.

10. ASSESSMENT COMPETENCIES FOR
TEACHERS
• Teachers should be skilled in:
• Using assessment results when making
decisions about individual students, planning
teaching, and developing curriculum and
school improvement.
American Federation of Teachers, National Council on Measurement and
Evaluation, and National Education Association in the United States of America.

11. ASSESSMENT COMPETENCIES FOR TEACHERS
• Teachers should be skilled in:
• Developing valid pupil
grading procedures that
use pupil assessment.
American Federation of Teachers, National Council on Measurement and
Evaluation, and National Education Association in the United States of America.

12. ASSESSMENT COMPETENCIES FOR
TEACHERS
• Teachers should be skilled in:
4. Communicating assessment results to
students, parents, other lay audiences, and
other educators.
American Federation of Teachers, National Council on Measurement and
Evaluation, and National Education Association in the United States of America.

13. ASSESSMENT COMPETENCIES FOR
TEACHERS
• Teachers should be skilled in:
4. Recognizing unethical, illegal, and
otherwise inappropriate assessment
methods and uses of assessment
information.
American Federation of Teachers, National Council on Measurement and
Evaluation, and National Education Association in the United States of America.

14. Standards
• Standard 1: Choosing assessment
methods
A C T
Selection of assessment
method—basis
.99 .99 .99
Standard test-meaning of
measurement error
.79 .91 .76
Using norms correctly .76 .85 .77

15. Standards
• Standard 2: Developing assessment
methods
A C T
Teacher made assessment
least measurement error
.68 .75 .67
Determining validity .91 .90 .94
Item construction-
essay/performance
.82 .83 .78

16. Standards
• Standard 3: Interpreting assessment
results
A C T
Interpret teacher-made test
score
.82 .83 .78
Interpret Grade Equivalency
score
.77 .79 .63
Interpret percentile band
scores
.80 .78 .60

17. Standards
• Standard 4: Using assessment results in
decision making
A C T
Standard test data most
useful for classroom
.55 .51 .52
Basis for comparing schools'
test scores
.63 .59 .52
Explaining discrepancy
between classroom and
standard test scores
.55 .57 .47

18. Standards
• Standard 5: Using assessment results in
grading
A C T
Weighting test scores to give
grades
.38 .36 .34
Reliability of tests for grading .21 .24 .15
Recognize sound grading
practice
.85 .85 .85

19. Standards
• Standard 6: Communicating assessment
results
A C T
Explain basis for grade .98 .99 .99
Interpret stanine .59 .67 .37
Using tests for resource
allocation
.91 .93 .92

20. Standards
• Standard 7: Recognizing unethical
assessment practices
A C T
Display of grade—privacy .98 .96 .98
Test as only criterion for
grade
.91 .91 .87
Acceptable actions on
standardized tests
.90 .95 .94

21. Assessment Literacy
• According to Parterno (2001)
– “The possession of knowledge
about the basic principles of
sound assessment practice,
including terminology.
– The development and use of
assessment methodologies and
techniques.
– Familiarity with standards of
quality in assessment
– Familiarity with alternatives to
traditional measurements of
learning

22. Assessment Literacy
• North Central Regional
Educational
Laboratory:
– “the readiness of an
educator to design,
implement, and discuss
assessment strategies”

23. Assessment literate educators:
• Center for School Improvement and Policy
Studies, Boise State University
– Recognize sound assessment, evaluation,
communication practices;
– They understand which assessment methods
to use to gather dependable information and
student achievement.
– Communicate assessment results effectively,
whether using report card grades, test scores,
portfolios, or conferences.
– Can use assessment to maximize student
motivation and learning by involving students
as full partners in assessment, record keeping,
and communication

24. Assessment literate educators:
– Assessment literates know the difference between
sound and unsound assessment.
– They are not intimidated by the sometimes
mysterious and always daunting technical world of
assessment
Stiggins (1995)

25. Assessment literate educators:
• Cont. Stiggins (1995)
• They enter the realm of
assessment knowing:
• what they are assessing,
• why they are doing it,
• how best to assess the
skill/knowledge of interest,
• how to generate good examples of
student performance,
• what can potentially go wrong with
the assessment,
• and how to prevent that from
happening

26. Assessment literate educators:
• Cont. Stiggins (1995):
– They are also aware of the potential
negative consequences of poor,
inaccurate assessment

27. Assessment Literacy
• (1) Assessment comes with a clear purpose
• (2) focusing on achievement targets
• (3) selecting proper assessment methods
• (4) sampling student achievement

28. Recommendations
• 1. Assessment competencies for teachers
needs to be made in the Philippine setting
– The National Competency-Based Teaching
Competencies has a very limited specification
for the assessment skills of teachers. This
needs to be elaborated further

29. Recommendations
• 2. Teachers should be screened based
on the requirements of sound
assessment.
– LET standards on assessment needs to be
improved
– Criteria for assessing teacher performance
should include their ability to make sound
assessment

30. Recommendations
• 3. Preservice teachers needs to be
educated on assessment literacy.
– Include the topic on assessment literacy in
assessment of learning courses as part of the
introduction

31. Recommendations
• 4. Graduate studies on education for
school leaders, counselors, teachers, and
other school personnel should be taught
the utility and value of assessment when
making decisions.