Reviewer (Midterm) : Assessment of Learning 1
Reviewer (Midterm) : Assessment of Learning 1
Reviewer (Midterm) : Assessment of Learning 1
ASSESSMENT OF LEARNING 1
• Theoretically, each test contains some error – the portion of the score on the test that is
not relevant to the construct that you hope to measure.
• Error could be the result of poor test construction, distractions from when the
participant took the measure, or how the results from the assessment were marked.
• Reliability indexes thus try to determine the proportion of the test score that is due to
error.
• Split-Half Reliability: Determines how much error in a test score is due to poor
test construction.
• To calculate: Administer one test once and then calculate the reliability index by
the Kuder-Richardson formula 20 (KR-20) or the Spearman-Brown formula.
• To calculate: Administer the same test to the same participants on two different
occasions. Correlate the test scores of the two administrations of the same test.
• To calculate: Administer the two tests to the same participants within a short
period of time. Correlate the test scores of the two tests.
• Inter-Rater Reliability: Determines how consistent are two separate raters of the
instrument.
• To calculate: Give the results from one test administration to two evaluators and
correlate the two markings from the different raters.
SPLIT HALF RELIABILITY
• If you have dichotomous items (e.g., right-wrong answers) as you would with
multiple choice exams, the KR-20 formula is the best accepted statistic.
• If you have a Likert scale or other types of items, use the Spearman-Brown
formula.
KR-20
• NOTE: Only use the KR-20 if each item has a right answer. Do NOT use with a Likert
scale.
r = KR20 ( )( k
k-
1
1-
)
• rKR20 is the Kuder-Richardson formula 20
• Σ indicates to sum
SPEARMAN-BROWN FORMULA
1 + rhh
Σpq
2
σ
PEARSON PRODUCT MOMENT-CORRELATION
2rhh
r=SB
VALIDITY
• Validity refers to the accuracy of inferences drawn from an assessment.
• It is the degree to which the assessment measures what it is intended to
measure.
TYPES OF VALIDITY
Construct validity- the assessment actually measures what it is designed to measure. A
actually is A
Concurrent validity- the assessment correlates with other assessments that measure
the same construct. A correlates with B
Valid Inferences
Validity is closely tied to the purpose or use of an assessment.
ASK: “Are the inferences I’m making based on this assessment valid for my purpose?”
Evidence-Centered Design
• Validity is about providing strong evidence
RELIABILITY
• Reliability refers to consistency and repeatability.