Review Of Principles Of High Quality Assessment PDF

REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT  Principles of High Quality Assessment  Clarity of Learning Targets Appropriateness of Assessment Methods Validity Reliability Fairness Positive Consequences  Principles of High Quality Assessment Fairness Pos...

REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT  Principles of High Quality Assessment  Clarity of Learning Targets Appropriateness of Assessment Methods Validity Reliability Fairness Positive Consequences  Principles of High Quality Assessment Fairness Positive Consequences Practicality and Efficiency Ethics  Clarity of Learning Targets Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible. Learning targets involve knowledge, reasoning, skills, products and effects stated in behavioral terms. Behavioral terms denote something which can be observed through the behavior of the students.  Cognitive Targets Benjamin Bloom(1954) proposed a hierarchy of educational objectives at the cognitive level. These are: Remembering Understanding Applying Analyzin g Evaluating Creating  Skills, Competencies and Abilities Targets SKILLS Refers to specific activities or tasks that a student can proficiently do e.g. skills in coloring, language skills, etc COMPETENCIES Cluster of skills ABILITIES Made up of related competencies categorized as Cognitive Affective Products, Outputs and Project Targets Are tangible and concrete evidence of a student’s ability. Need to clearly specify the level of workmanship of such projects e.g. expert level, skilled level or novice level output Classify the cognitive objectives below in terms of Bloom Taxonomy. 1.To identify the parts of a flower. 2.To determine the function of a predicate in a sentence. 3.To use the concept of ratio and proportion in finding the height of the building. 4. To determine the sufficiency of information given to solve a problem 5.To select a course of action to be taken in the  Appropriateness of Assessment Methods Written-Response Instruments Objective Test – appropriate for assessing the various levels of hierarchy of educational objectives. Essays- can test the student’s grasp of the higher level cognitive skills. Checklist- list of several characteristics or activities presented to the subject of the study where they will analyze and place a mark  Appropriateness of Assessment Methods Product Rating Scales Used to rate products like book reports, maps, charts, diagrams, notebooks and creative endeavors.  Need to be developed to assess various products over the years.  Appropriateness of Assessment Methods Performance Test (Performance Checklist) Consist of behaviors that make up a certain type of performance.  Used to determine whether or not an individual behaves in a certain way when asked to complete a particular task.  Appropriateness of Assessment Methods Oral Questioning  appropriate assessment method when the objectives are to: assess students’ stock knowledge and/or determine the students’ ability to communicate ideas in coherent verbal sentences. When considering this option, teacher should be aware of students’ state of mind and feelings, anxiety and nervousness in making oral presentation  Appropriateness of Assessment Methods Observation and Self Reports  useful supplementary assessment methods when used in conjunction with oral questioning and performance tests to offset the negative impact on the students the fear and anxieties during oral questioning or performing actual task. Because of the tendency to overestimate one’s capability, it may be useful to consider weighing self assessment and observational reports against the Construct a performance checklist for assessing the performance of a student. Acting out a role in a class  Properties of Assessment Methods Validity Positive Consequences Reliabili Practicality and ty Efficiency Fairness Ethics  Properties of Assessment Methods This refers to the appropriateness, correctness, meaningfulness and usefulness of the specific Validity conclusions that a teacher reaches regarding the teaching-learning situation.  Properties of Assessment Methods  Face Validity- refers to the outward Types of appearance of the test. It is the lowest form of test validity. Validity o Does the content of the test appear to be suitable to its aims?  Construct Validity- evaluates whether a measurement tool really represents the thing we are interested in measuring. Another term is “factor”. o Does the test measure the concept that it’s intended to measure?  Properties of Assessment Methods  Content Validity- refers to the content and format of the instrument. It assesses Types of whether a test is representative of all aspects of the construct Validity o Is the test fully representative of what it aims to measure?  Criterion-related Validity- the test item is judged against a specific criterion. It is measured by correlating the test with a known valid test ( as a criterion) o Do the results correspond to a different test of the same thing?  Properties of Assessment Methods  Tells you how consistently a method measures something. Reliabili ty  The extent to which the experiment, test or any measuring procedure yields the same result on repeated trials. o Can we trust the result of the tests? o Would we get the same result if the test  Properties of Assessment Methods Types of Reliability:  Equivalency Reliability (parallel) – is the extent to which two items measure Reliabili identical concepts at an identical level of ty difficulty. It is determine by relating two sets of scores to one another to highlight the degree of relationship or association  Stability Reliability (test re-test reliability) - measures the consistency of results when you repeat the same test on the same sample at a different point in time. You use it when you are measuring something that  Properties of Assessment Methods Types of Reliability:  Internal Consistency- is the extent to which tests or procedures assess the same Reliabili characteristics, skill or quality. It assesses ty the correlation between multiple items in a test that are intended to measure the same construct. (Average Inter-Item correlation, Split-half reliability)  Interrater Reliability – is the extent to which two or more individuals (coders or raters) agree. It addresses the consistency of the implementation of the rating system  Let’s do some exercise! Answer the following: 1.A 50 item test was administered to a group of 26 students. The mean score was 35 while the standard deviation was 5.5. Compute the KR21 index of reliability. 2.If the Spearman Brown prophecy formula gave an index of 0.80, what is the correlation coefficient derived from the split half method? Answer the following: 1.A 50 item test was administered to a group of 26 students. The mean score was 35 while the standard deviation was 5.5. Compute the KR21 index of reliability. Answer the following: 2. If the Spearman Brown prophecy formula gave an index of 0.80, what is the correlation coefficient derived from the split half method?  Properties of Assessment Methods Fairness covers several aspects:  Fairness Students need to know exactly what the learning targets are and what method of assessment will be used. Assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners. Freedom from teacher-stereotyping  Properties of Assessment Methods Learning assessment provide students with effective feedback Positive and potentially improve their Consequenc motivation and/or self-esteem. es Moreover, assessment of learning gives students the tools to assess themselves and understand how to improve.  Positive consequence on students, teachers, parents and  Properties of Assessment Methods Something practical is something effective in real situations. Practicality A practical test is one which can be and practically administered. Efficiency  It must be implementable Questions: Will the test take longer to design than to apply? Will the test be easy to mark? Test can be made more practical by  Properties of Assessment Methods  Teacher familiarity with the Practicality method and  Time required Efficiency  Complexity of the administration  Ease of scoring  Ease of interpretation  cost  Properties of Assessment Methods Informed consent Ethics Anonymity and confidentiality Gathering data Recording data Reporting data  Properties of Assessment Methods From webster “ conforming to the standards of conduct of a given Ethics in profession or group”. Assessmen t Ethical issues that may be raised: i. Possible harm to the participants ii. Confidential results iii. Presence of Concealment or deception. iv. Temptation to assist students In the following situations, identify the ethical issues that may be raised in terms of (a) possible harm to participants, (b) confidentiality of the assessment data, and ( c ) presence of concealment or deception 1. A teacher is taking a graduate course in research and intends to use his students in English 1 as subjects of his study. His research deals with the effect of classical music on the learning of grammar. One class is taught English grammar with subtle background music while the other class is taught the same lesson without any background music. 2. An Arts and Crafts teacher requires the students to submit their basket weaving projects to be graded. He selects the best student outputs and brings these projects home. End of the topic.