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The quality of the assessment instrument and method is very important since the evaluation and judgment of a teacher on his/her students are based on the information obtained using these instruments.
- Assessment can be made precise, accurate and dependable if what we are to be achieved are clearly stated and feasible. It starts with clear and appropriate learning targets which include both what the students know and can do and the criteria for judging student performance.
Are the targets comprehensive, covering all dimensions?
Traditional forms of assessment
have been criticized due to their limitations
to truly assess student learning.
Are the targets consistent with the overall goals and the goals of the school?
-refers to the consistency of an assessment. It is used to measure the error in testing.
Are the targets at the right level of difficulty to motivate students?
It enhances the overall quality of
assessment for both teachers and students particularly the effect of the
assessment on student's motivation
and study habits.
It measures STABILITY when the same
measures are given across time.
To come up with a more realistic assessment, other forms are used to
supplement the traditional
approaches.
It measure the degree of CONSISTENCY
when several items measure the same thing.
Four (4) Criteria :
Will the assessment help the teacher make more valid judgments or will it tend to make judgments
on students more difficult?
- the appropriateness, correctness,
meaningfulness ans usefulness of the
specific conclusions that a teacher reaches
regarding the teaching-learning situation.
It is the extent by which it measures what is
was designed to measure (without contamination from other characteristics).
- It is best to match the method of assessment to learning targets.
How comprehensive?
How adequately does the sample of items represent the content to be assessed?
How appropriate
is the content?
Assessments need to take into consideration:
Does the instrument logically get the intended variable or factor?
Assessment should allow students of both genders, and all background to do equally well. All students should have equal opportunities to demonstrate skills and knowledge being assessed.
Factor Analysis
- required to determine the construct validity of an item.
Teacher's familiarity
with the method
the time required
The key components of fairness include:
Knowledge and simple understanding targets
=
Selected response and brief constructed-response items
Deep understanding and reasoning targets
=
Essays
the complexity of
the administration
the ease of scoring and interpretation
opportunity to learn
prerequisite
knowledge and
skills
student knowledge of
learning targets
and assessments
Deep understanding skills and products
=
Performance-based assessments
avoiding
stereotypes
and bias
the cost to determine
the assessments' practicality and efficiency.
Affective targets
=
Observation and self-report