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Principles of High Quality Assessment

Practicality and Efficiency

Cognitive Taxonomy Circle

Bloom's Revised Taxonomy

1. Changing the names; from noun to verb

2. slightly rearranging them

  • Teacher familiarity with the method
  • Time required
  • Complexity of Administration
  • Ease of Scoring
  • Ease of Interpretation
  • Cost

1. Knowledge- require the students to remember

2. Comprehension- "understanding"

3. Application- applies what was learned

Cognitive Targets

4. Analysis- breaking down and explaining the concept

5. Synthesis- putting together the components to summarize the concept

6. Evaluation- valuing and judgement

Skills, Competencies and Ability Targets

1950, Bloom proposed a hierarchy of educational objectives at the cognitive level

Abilities

Skills

made up of relate competencies categorized as:

  • Cognitive
  • Affective
  • Psychomotor

specific tasks that a student can proficiently do

Fairness

Competencies

cluster of skills

THE END

The concept that assessment should be "fair" covers a number of aspects

  • Student's knowledge and learning targets of assessment
  • Opportunity to learn
  • Prerequisite knowledge and skills
  • Avoiding teacher stereotype
  • Avoiding bias in assessment tasks and procedures

A. Clarity of learning Targets

  • products
  • effects

Involves:

  • knowledge
  • reasoning
  • skills

Need to be stated in behavioral terms

Products, Output and Projects Targets

Reliability-Consistency, Dependability, Stability which can be Estimated by

Expert

Novice

Skilled

  • Need to clearly specify the level of workmanship of projects
  • Tangible and concrete evidence of student's ability
  • Split-half method
  • Calculated using the; (1) Spearman-Brown prophecy formula (2) Kuder-Richardson - KR 20 and KR 21
  • Consistency of of test results when the same test is administered at two different time periods; (1) Test-retest method (2) correlating the two results

High Quality Assessment possesses:

  • The learning targets are clear
  • The measuring instruments are good
  • The methods used are appropriate
  • The assessment has fair and positive consequences
  • The assessment is practical and efficient
  • Reporting data is done with ethics.

Objective Test

Essays

Checklists

Written-Response Instruments

Oral Questioning

-appropriate assessment method when the objectives are to:

  • Assess the student's stock knowledge and/or
  • Determine the student's ability to communicate ideas in coherent verbal sentences.

Properties of Assessment Method

Appropriateness of Assessment Methods

Product Rating Scales

  • used to rate products like book reports, maps, charts, diagrams, notebooks...
  • need to be developed to assess various products over the years

Observation and Self Reports

  • Useful supplementary methods when used in conjunction with oral questioning and performance tests

Validity

  • consists of list of behaviors that make up certain type of performance
  • used to determine whether or not an individual behaves in a certain way when asked to complete a particular task

Performance Tests

  • Something valid is something fair
  • A valid test measures what is supposed to measure

Types of Validity

outward appearance of the test, the lowest, form of test validity

What do the students think of the test?

Reliability, Validity and Practicality

FACE

CONSTRUCT

Am I testing in the way I taught?

the test is loaded on a "construct" or factor

Am I testing what I taught?

content and format of the instrument

CONTENT

the test is judge against a specific criterion

CRITERION-RELATED

How does this compare with the existing valid test?

The problem:

  • The more reliable a test is, the less valid
  • The more valid a test is, the less reliable
  • The more practical a test is; less valid

The solution:

BALANCE (both exams and exam items)

Reliability

Ethics

  • Informed consent
  • Anonymity and Confidentiality

1. Gathering Data

2. Recording Data

3. Reporting Data

  • a reliable test is a consistent measure of what it is supposed to measure

Ethics in Assessment-

"Right and Wrong"

?

  • conforming to the standards of conduct of a given profession or group
  • Ethical issues that may be raised

Can we trust the results of the test?

Would we get the same results if the tests were taken again and scored by a different person?

i. Possible harm to the participants

ii. Confidentiality

iii. Presence of concealment or deception

iv. Temptation to assist students

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