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Lecture II Basic Principles of Assessment

This document discusses 9 principles of assessment: 1. Assessment should be valid, reliable, and measure intended learning outcomes. There are 4 types of validity: content, face, criterion-related, and construct. 2. Assessment should be reliable and consistent over multiple administrations. Reliability can be estimated using split-half, parallel forms, and test-retest methods. 3. Information about assessment should be explicit, accessible, and transparent to students. Assessment should be designed to not disadvantage any groups.

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Jay Fearl Vargas
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165 views5 pages

Lecture II Basic Principles of Assessment

This document discusses 9 principles of assessment: 1. Assessment should be valid, reliable, and measure intended learning outcomes. There are 4 types of validity: content, face, criterion-related, and construct. 2. Assessment should be reliable and consistent over multiple administrations. Reliability can be estimated using split-half, parallel forms, and test-retest methods. 3. Information about assessment should be explicit, accessible, and transparent to students. Assessment should be designed to not disadvantage any groups.

Uploaded by

Jay Fearl Vargas
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Lecture II: Basic Principles of Assessment

Tuesday, January 26, 2021


10:28 AM
 
 Principle 1: Assessment should be VALID

 Refer to the correctness, meaningfulness and usefulness of specific conclusion.


 Effectively measures the Students attainment of the intended learning outcomes.
 Aligned with the educational standards.
 
4 Types of Validity
 
1. Content- This answer the question does the assessment measure what we intends to
measure.
 The Students adequate experiences- gives students assessment which they are
used to.
 Coverage of sufficient material-give only the discussed topics
 It should reflect the degree of emphasis- The degree of emphasis during the
teaching learning process should also be the emphasis in the assessment.
 
2. Face validity- the lowest form validity of the assessment.
 It refers to the outward appearance of the test
 It can answer the question does the appearance of the test appear to be suitable.
 Includes the format/scanning
 
3. Criterion related validity- this refers to an external measurement of the same thing.
 Comparing measurement to the standardized measurement.
 
4. Construct validity- this refers to characteristics which are not directly observable but can
be measured by observing some characteristics. Example of this is intelligence or stress.
 In this particular kind of homogeneity we measure the homogeneity of the items.
 Must measure the particular characteristics or construct.
 All items in a particular assessment instruments should be able to measure a
particular characteristics

 Principle 2: Assessment should be RELIABLE and CONSISTENT.

 An assessment said to be reliable when it yields consistent results over repeated


administration.
 Provide information that is dependable, consistent and stable, there is a need for an
assessment to be reliable and this require clear and consistent processes for the setting,
marking, grading and moderation of assignment.
 
Reliability could be estimated using three methods
 
1. Split half- Which aims to establish internal consistency
 The test for this is divided into two parts and both parts are given to one group of
students at the same time. The scores on both parts are then correlated, if the
coefficient of correlation is high it means the assessment instrument are reliable.
 We Make use of only one assessment instrument for the split half reliability.
 
2. Parallel forms- we make use of two versions of the same instrument, these are
administered in the same day and in the same group of Students.
 Different question but test same skills or competency.
 Could be divided into set A and set B but administered within the same day.
 Two version of test.
 
1. Test-retest- Same assessment instrument but there is an element of time
 Aims to establish the test of stability
 This method might be affected by the practice effect and recall of previous
responses.
 The assessment is not valid if it is not reliable
 Reliability doesn’t guarantee validity.
 
 Principle 3: Information about assessment should be Explicit, Accessible and Transparent.

 It should be stated clearly and in detailed.


 Clear, accurate, consistent and timely information about assessment should be
made available to students
 Accessibility must be considered when designing assessment instrument otherwise
those who could not access are in disadvantage.
 Accessible- We have to ensure that Assessment evaluates learning outcomes and
it would not be influence by the speed, manual dexterity, vision, hearing or
physical endurance of learners
 Transparent- the processes should be clearly articulated, clarify assessment criteria
for accountability purposes.
 Assessment is very crucial because this might endangered teaching profession.
 
 Principle 4: Assessment should be inclusive and equitable to ensure that task and procedure do
not disadvantage any group or individual in terms of gender, religion, or belief.

 Assessment needs to be fair. Students need to know exactly what the learning targets are
and what methods of assessments will be used.
 Assessment has to be viewed be used as an opportunity to learn rather to be for poor or
slow learners, there must be freedom for stereotyping, so it must be fair.
 
 Principle 5: Assessment should be an integral part of program design and should relate directly
to the program aims and learning outcomes.

 Do not go out to the desired outcomes of the program, it should always be within the
program design or subject.
 Assessment informs instruction and is based on learning outcomes.
 Should reflect the inside of teaching-learning process.
 Assessment should primarily reflect the nature of the discipline or subject.
 And should ensure students to have the opportunity to develop generic skills and abilities.
 
 Principle 6: The amount of assessed work should be manageable.
 Do not give students too much work which are not truly manageable.
 The scheduling of assignments and the amount of assessment required should provide
reliable and valid profile of achievements without overloading the students.
 
 Principle 7: Formative and summative assessment should be included in each program.
 
Assessment of learning
 How much have students learned as of a particular point in time?
 
Assessment for learning
 How can we use assessment to help students learn more?
 How can we use assessment to improve the teachers instruction
 
Assessment as learning
 How can students improve their own learning?
 Involves self-reflection.
 
 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 and on summative
task were appropriate.
 The nature extent and timing of feedback should be made clear to students in advanced.
 
 Principle 9: Assessment is a technical competency
 Teachers should be competent in assessing their students.

 General Principles of Assessment


1. Assessment addresses learning targets or curricular goals.
2. Assessment provides sufficient feedback on instruction.
3. Use a variety of assessment procedures.
4. Ensure that assessment is valid, reliable and fair.

KAHOOT GAME REVIEW

1. It refers to the correctness, meaningfulness and usefulness of the assessment.


 Validity

2. If an instrument measures what it intends to measure, it is said to possess ____ validity.


 Content

3. An assessment which is reliable is also valid.


 False

4. When an instruments yields almost the same scores on repeated administrations, the instrument is
said to be?
 Reliable

5. When the items in the test are homogenous or measures one factor, the test is said to
possess_____ validity.
 Construct

6. When a teacher wishes to establish stability of scores over time, she uses _____ of the test.
 Test-retest validity

7. Which of the following statements is true about validity and reliability?


 A test cannot be valid unless it is reliable
 A test cannot be valid and reliable unless it is objective
 A test cannot be reliable unless it is valid
 A test cannot be valid and reliable unless it is standardized.

8. The teacher administered two versions of similar test to same group of Students to establish
____?
 Parallel forms reliability

9. It is the right of the teacher to give any amount of work to the Students.
 False

10. Students need to know what the learning targets are and what method of assessment will be used.
 True

11. Clear and accurate information on assessment task should be made available only to teachers for
grading.
 False

12. Feedback on assessment task should be made clear to Students after grading.
 False

 
 
 
 
 
 

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