Principles of High Quality Assessment
Practicality and Efficiency
Cognitive Taxonomy Circle
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
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
made up of relate competencies categorized as:
- Cognitive
- Affective
- Psychomotor
specific tasks that a student can proficiently do
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
Need to be stated in behavioral terms
Products, Output and Projects Targets
Reliability-Consistency, Dependability, Stability which can be Estimated by
- 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
- 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
- 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
- Something valid is something fair
- A valid test measures what is supposed to measure
outward appearance of the test, the lowest, form of test validity
What do the students think of the test?
Reliability, Validity and Practicality
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
the test is judge against a specific criterion
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