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Section D Growth in Assessment Principles of Classroom Assessment

The document discusses principles of classroom assessment, specifically reliability and validity. It states that for assessments to be useful, they must be both reliable by producing consistent results regardless of timing or administrator, and valid by accurately measuring the intended learning objectives. An assessment of a Form Five Principles of Business exam is then critiqued for how well it conformed to these principles. It was found to be valid but not reliable, since not all classes took the same assessment. Improvements are suggested such as administering the exam to all classes at once to increase reliability.

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77 views2 pages

Section D Growth in Assessment Principles of Classroom Assessment

The document discusses principles of classroom assessment, specifically reliability and validity. It states that for assessments to be useful, they must be both reliable by producing consistent results regardless of timing or administrator, and valid by accurately measuring the intended learning objectives. An assessment of a Form Five Principles of Business exam is then critiqued for how well it conformed to these principles. It was found to be valid but not reliable, since not all classes took the same assessment. Improvements are suggested such as administering the exam to all classes at once to increase reliability.

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PRINCIPLES OF CLASSROOM ASSESSMENT

Both reliability and validity is essential for making instructional and assessment decisions about
students. Since teachers allocate grades based on assessment information collected from their
students, the information has to be of a high degree of validity so as to be of value.

Principle 1: Reliability

Reliability is the degree to which an assessment tool produces stable and consistent results.

Assessments which are reliable provides an accurate measure of students’ knowledge despite
when it is given or by whom it is administered by. Reliable assessment results can be utilised as
unquestionable signs of the level of students’ learning. Therefore the teacher is able to ascertain
if the objectives of the lesson were realized. At this point the teacher can choose to return to the
lesson if success was not achieved or move on to the next lesson once the teacher is satisfied that
the objectives have been met.

Principle 2: Validity

Validity refers to how well a test measures what it purports to measure. Educational assessment
must always comprise of a clear purpose. There is nothing to be gained from an assessment
except if the assessment has some validity for the purpose. Consequently, validity is a significant
characteristic of a good test.

For an assessment to be valid, the assessment needs to measure what it was designed to measure.
For example, a test of reading poetry should not require the student to know geometry.

Assessment Critique

The assessment that is being critiqued is a Form Five Principles of Business term two, paper two.
This assessment evaluated students’ understanding in the following areas:

 The Nature of Business


 Leadership and Teamwork
 Legal Aspects of a Business
 Production
Conformity of Assessment to Principles: Reliability and Validity

The assessment was created for three Principles of Business classes out of the seven classes at
the school. They were given at the same time by different invigilators. There were a few students
that were given the exam after the stipulated date due to medical appointments. The other form
five Principles of Business classes of the school had different assessments as the teachers were
not all at the same areas in the curriculum. Due to this factor, the exam did not conform to the
principle of reliability as all form five students were not tested similarly. In order to have
confidence that an assessment is valid the content of the assessment must match the instructional
objectives. In this case the assessment did conform to the principle of validity as it covered
topics from across the Principles of Business syllabus.

Suggestion for Improvement of the Assessment


Evaluating and reflecting on the assessment in terms of conformation to principles discussed, it
was concluded that there are a few areas in which improvement was necessary. The examination
required that all the students sit the exam at the same time so that they all adhered to the same
conditions. Additionally, in the future, Principles of Business teachers need to plan the exam so
that all classes can be tested with the same assessment, this will mean that the teachers plan and
execute the syllabus together and prepare an answer sheet rubric so that the marks awarded will
be consistent.

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