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Assessment of Learning 1 Lesson 4

The document discusses understanding assessment scenarios and validity. It provides two scenarios and determines if the assessments are valid or not. It also discusses sources of reliability evidence and types of reliability coefficients. Finally, it discusses learning assessments through scenario-based problem solving and critiquing a table of specifications for a science test. Key points made include determining if assessments match learning objectives and domains, and suggestions to improve validity and reliability such as using consistent environments and trained raters.

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Kemuel Bagsit
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1K views

Assessment of Learning 1 Lesson 4

The document discusses understanding assessment scenarios and validity. It provides two scenarios and determines if the assessments are valid or not. It also discusses sources of reliability evidence and types of reliability coefficients. Finally, it discusses learning assessments through scenario-based problem solving and critiquing a table of specifications for a science test. Key points made include determining if assessments match learning objectives and domains, and suggestions to improve validity and reliability such as using consistent environments and trained raters.

Uploaded by

Kemuel Bagsit
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Bagsit, Kemuel G.

BEED III-2

Understanding the Lesson


Assessment Scenarios
I. For each of the following situations, determine whether the assessment is valid. Explain the
answer in two or three sentences citing the type of validity.
Scenario 1. Test constructor in elementary school designed a new measurement procedure to
measure intellectual ability. Compared to a well-established measure of intellectual ability the
new test is shorter to reduce the arduous effect of a long test on students. To determine its
effectiveness, a sample of students accomplished two sets- a standardized intelligence test and
the new test with only a few days interval. Results from both assessments revealed high
correlation.
The assessment is valid. The type of validity is criterion because the result of the
standardized test and the new test has a high correlation. And it seems reliable because the test
has only few days interval.
Scenario 2. After the review sessions, a simulated examination was given to graduating students,
a few months before the Licensure Examination for Teacher (LET). When the results of the LET
came out the review coordinator found out that the result in the simulated (mock up) examination
are not significantly coordinated with the LET scores.
The simulated examination is not valid. Because the result of the simulated exam is not
coordinated to the result of the LET. The mock up exam will be less reliable and has less validity
because it did not reach its aim which is to get ready and be familiarize to the LET.
II. Determine the sources of reliability evidence and type of reliability coefficient. Explain your
answer in two to three statements.
1. Below is a table containing ratings of two teachers on the paper submitted by six Grade 9
students about their personal mission in life. In rating the student’s papers, a rubric was
developed.
Student Rater A Rater B Rank A Rank B
A 14 8 5 6
B 15 12 4 4
C 18 15 2 2
D 20 16 1 1
E 12 10 6 5
F 17 14 3 3
Mean= 16 Mean= 12.5 Rx= 0.94
SD= 2.9 SD= 3.1

The sources of reliability evidence of this is Scorer or rater that implies the various
individuals who score a similar test concur like what two instructors in this circumstance they
rate their understudy about their personal mission in life. The reliability coefficient utilized in
this circumstance was inter rater reliability in light of scoring rules are clear.

2. For a sample of 150 grade 10 students, a science test on living things and their environment
was tested for reliability by comparing the scores obtained on the odd-numbered and even
numbered items.
The sources reliability evidence of this is internal consistency reliability that measure
dependent on relating two scores that determined on half of a test. It utilized split half reliability
strategy, which is the scores gotten on the odd numbered and even numbered items.

Learning Assessments
I. Scenario Based/ problem solving learning
As the department head or principal, what action would you take on the following matter.
Provide your recommendations based on the principles of validity and reliability.
1. Mr. Lodi taught the different elements and principles of art. After instruction, he
administered a test about prominent painters and sculptors in the 20 th century. Would you
recommend revisions? Why?
Yes, I would recommend a revision. Because the subject matter is about the elements and
principles of art and the assessment is about the prominent painters and sculptors in the 20 th
century which is not related to the topic. This assessment will consider as not valid because
according to content validity, the assessment should be relevant to the content. In terms of
reliability, this also does not seem to be reliable, according to interrater reliability, the same
test was taking by different people and the scores vary it is not reliable. Due to the
unrelated topic and assessment, the result of the assessment may vary.
2. In a geometry class, the learners have to calculate perimeters and areas of plane figures like
triangles, quadrilaterals and circles. The teacher decided to use alternative assessment
rather that tests. Students came up with Mathematics portfolios containing their writings
about geometry. What would you tell the teacher? Why?
I will tell the teacher to have an assessment that will be associated to the principle of
validity and reliability of an assessment regarding to the topic. Portfolios containing
writings about geometry is not an assessment because there is no measurement of
learning happened. I would recommend problem sets to use as an assessment for this
kind of topic.
II. Critiquing
Below is a table of Specifications for Grade 3 Science Test. Study the TOS. Answer the
questions that follow.
Learning Topic Allocated Assessment No. of items Point system
Objective time Method
Describe Characteristics 3 hours Selected- 6/ x1=6
different of solids, response understanding
objects based liquids and
on their gasses
characteristics
Classify State of matter 3 hours Selected 6/ x 1=6
objects as response understanding
solid, liquid
or gas based
on some
observable
characteristics
Describe Use and 4 hours Essay 3/ applying x 3 = 9
ways on the handling of and analyzing
proper use solid, liquid
and handling and gas.
of solid,
liquid and gas
found at
home and in
school.
Describe Phase change 6 hours Selected 4/ X1=4
changes in response understanding
materials
based on the
effect of
temperature
Total 16 19 25

Questions.
1. Is the number of test items in the TOS proportionate to the number of hours spent for
each objective? Why or why not?
No, it is not proportion. The time duration is too long for the assessments. It may
consume the whole class time for the evaluation. Few minutes will do.
2. If you have to be true to the ToS, which objective should you have the most and the least
number of items?
I will give the greatest number of items to “Describe ways on the proper use and handling
of solid, liquid and gas found at home and in school”. Because this objective gives the
application part of the lesson. I will give the least number of items to “Classify objects as
solid, liquid or gas based on some observable characteristics”. Because this objective is
the easiest to understand.

3. Do the specified assessment methods match the learning objective?


Yes, it does match the learning objective. Because in order to identify what the students
has achieve to the lesson, you need selected-response assessment. In terms of the
application, essay is also an effective assessment.
4. Below are the sample test items. Determine if each is a valid test item in accordance with
the objectives (level of learning and domain) give your comments.
Objective 1.
It is the process that changes solid to liquid.
A. Evaporation C. Melting
B. Freezing D. Sublimation
No, it is not in accordance with the objective. Because this question is about phase change. It
does not describe the states of matter.
Objective 2.
Which of the following is in liquid state of matter?
A. Ice C. orange juice
B. glass D. sugar
Yes, it is in accordance with the objective. Because the possible answers are an object which can
be classified as liquid state of matter.
Objective 3.
How would you handle and store insecticides at home knowing these are hazardous
materials?
Yes, it is in accordance with the objective. This question is an example of an application problem
which aims to know the proper ways to use and handle the states of matter found at home and in
school.
Objective 4.
When water vaporizes at room temperature it changes into________.
A. fog C. steam
B. ice D. water vapour
Yes, it is in accordance with the objective. Because the question describes changes in materials
based on the effect of temperature.

5. What suggestions do you have to possible improve validity and reliability.


Use enough questions to assess competence. Have a consistent environment for participants.
Ensure participants are familiar with the assessment user interface. If using human raters, train
them well. Measure reliability. Conduct regular item analysis to weed out ambiguous or poor
performing questions.
Pearson’s Correlation Formula

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