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Qualities or Characteristics Desired in An Assessment Instrument

The document discusses important qualities and characteristics desired in effective assessment instruments. The most important qualities are validity and reliability. Validity refers to how well an assessment measures what it is intended to measure. There are different types of validity including content, criterion, and construct validity. Reliability refers to the consistency of measurement and whether test scores are stable over time. Other minor desirable characteristics include being easy to administer and score (administrability and scoreability), having interpretable results, and being cost effective.

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Lance Go Llanes
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128 views7 pages

Qualities or Characteristics Desired in An Assessment Instrument

The document discusses important qualities and characteristics desired in effective assessment instruments. The most important qualities are validity and reliability. Validity refers to how well an assessment measures what it is intended to measure. There are different types of validity including content, criterion, and construct validity. Reliability refers to the consistency of measurement and whether test scores are stable over time. Other minor desirable characteristics include being easy to administer and score (administrability and scoreability), having interpretable results, and being cost effective.

Uploaded by

Lance Go Llanes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Qualities or

Characteristics
Desired in an
Assessment
Instrument
Assessment literacy involves
understanding how assessments
are made, what type of
assessments answer what
questions, and how the data from
assessments can be used to help
teachers, students, parents, and
other stakeholders make
decisions about teaching and
learning.

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A. Validity - the degree to which a test
measures what it is supposed or intends to
measure. It is the usefulness of the test for
a given purpose. It is the most important
quality/characteristic desired in an
assessment instrument.

EXAMPLE:
You created a test for your class about
algebra. And you intend to cover every
Major Characteristics topic that was taught in the class. If some
topics are left out, then the results may not
be an accurate indication of students’
understanding of the subject. Vice versa, if
you include questions that are not related
to algebra, the results are no longer a valid
measure of algebra knowledge.
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Validity Definition

content the assessment


method matches the
content of the work
Validity refers to the
criterion relates to whether the
degree to which a method assessment method is
explicit in terms of
assesses what it claims or procedures
correlating with
intends to assess. The particular behaviors
different types of validity construct relates to whether
scores reflect the
include: items being tested
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PAGE 03
EXAMPLE:
Going back to the previous example.
You already administered the algebra
test to your students and the results are
good. They got 90 as a mean score.
B. Reliability - refers to the consistency Then after a few days you administered
of measurement that is how consistent the same test about the algebra again
test scores or other assessment results and you got 90 as a mean score again. It
are from one measurement to another. It only indicates that your test is stable or
the most important characteristic of an dependable result. But when second
assessment instrument next to measurement the test provides a mean
validity. score that goes higher or lower than the
first take then we can say that the test
scores are not consistent. Because here
in reliability we need to measure the
consistency of the scores.
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However, the following factors
Reliability refers to the extent to impede both the validity and
which an assessment method or reliability of assessment practices
instrument measures consistently in workplace settings:
the performance of the student. •inconsistent nature of people
Assessments are usually expected •reliance on assessors to make
to produce comparable outcomes, judgements without bias
with consistent standards over time •changing contexts/conditions
and between different learners and •evidence of achievement arising
examiners.  spontaneously or incidentally.
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Minor Characteristics

A. Administrability - the test should C. Interpretability -test scores can


be easy to administer such that the easily be interpreted and described in
directions should clearly indicate how terms of the specific tasks that a student
a student should respond to the can perform or his/her relative position
test/task items and in a clearly defined group.
how much time should he/she spend
for each test item or for the whole test.
D. Economy - the test should be
given in the cheapest way in terms of
B. Scoreability - the test should be time and effort spent for
easy to score such that directions administration of the test and answer
for scoring are clear, point/s for sheets must be provided so the test
each correct answer(s) is/are can be given from time to time.
specified.
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