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EDUC3 Module2

This document discusses principles of high-quality classroom assessment, including clarity of learning targets, appropriate assessment methods, validity, reliability, fairness, positive consequences, practicality and efficiency, and ethics. Key points include the importance of clearly stated learning targets, using assessment methods matched to objectives, ensuring assessments are valid, reliable, fair, and have practical benefits for students.

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Dahlia Galimba
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27 views

EDUC3 Module2

This document discusses principles of high-quality classroom assessment, including clarity of learning targets, appropriate assessment methods, validity, reliability, fairness, positive consequences, practicality and efficiency, and ethics. Key points include the importance of clearly stated learning targets, using assessment methods matched to objectives, ensuring assessments are valid, reliable, fair, and have practical benefits for students.

Uploaded by

Dahlia Galimba
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MODULE 2 - PRINCIPLES OF HIGH-QUALITY CLASSROOM ASSESSMENT

1. Clarity of learning targets


2. Appropriateness of Assessment Methods
3. Validity
4. Reliability
5. Fairness
6. Positive Consequences
7. Practicality and Efficiency
8. Ethics

1. CLARITY OF LEARNING TARGETS

Assessment can be made precise, accurate and dependable only if what are to be
achieved are clearly stated and feasible. The learning targets, involving knowledge,
reasoning, skills, products and effects, need to be stated in behavioral terms which
denote something which can be observed through the behavior of the students.

Cognitive Targets

Benjamin Bloom (1954) proposed a hierarchy of educational objectives at the


cognitive level. These are:

Knowledge – acquisition of facts, concepts and theories

Comprehension - understanding, involves cognition or awareness of the interrelationships

Application – transfer of knowledge from one field of study to another of from one
concept to another concept in the same discipline

Analysis – breaking down of a concept or idea into its components and explaining g
the concept as a composition of these concepts

Synthesis – opposite of analysis, entails putting together the components in order to


summarize the concept

Evaluation and Reasoning– valuing and judgment or putting the worth of a concept or
principle.

Skills, Competencies and Abilities Targets

Skills – specific activities or tasks that a student can proficiently do


Competencies – cluster of skills
Abilities – made up of relate competencies categorized as:

 Cognitive
 Affective
 Psychomotor
Products, Outputs and Project Targets

 tangible and concrete evidence of a student’s ability


 need to clearly specify the level of workmanship of projects
 expert
 skilled
 novice

2. APPROPRIATENESS OF ASSESSMENT METHODS

Written-Response Instruments
Objective tests – appropriate for assessing the various levels of hierarchy of
educational objectives

Essays – can test the students’ grasp of the higher level cognitive skills

Checklists – list of several characteristics or activities presented to the subjects of a


study, where they will analyze and place a mark opposite to the characteristics.

Product Rating Scales

 Used to rate products like book reports, maps, charts, diagrams,


notebooks, creative endeavors
 Need to be developed to assess various products over the years

Performance Tests - Performance checklist

 Consists of a list of behaviors that make up a certain type of performance


 Used to determine whether or not an individual behaves in a certain way
when asked to complete a particular task

Oral Questioning – appropriate assessment method when the objectives are to:

 Assess the students’ stock knowledge and/or


 Determine the students’ ability to communicate ideas in coherent verbal sentences.

Observation and Self Reports


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

3. VALIDITY

 Something valid is something fair.


 A valid test is one that measures what it is supposed to measure.

Types of Validity

 Face: What do students think of the test?


 Construct: Am I testing in the way I taught?
 Content: Am I testing what I taught?
 Criterion-related: How does this compare with the existing valid test?
 Tests can be made more valid by making them more subjective (open items).

MORE ON VALIDITY

Validity – appropriateness, correctness, meaningfulness and usefulness of the specific


conclusions that a teacher reaches regarding the teaching-learning situation.

Content validity – content and format of the instrument


 Students’ adequate experience
 Coverage of sufficient material
 Reflect the degree of emphasis

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


test validity
Criterion-related validity – the test is judge against a specific
criterion
Construct validity – the test is loaded on a ―construct‖ or factor
4.RELIABILITY

 Something reliable is something that works well and that you can trust.
 A reliable test is a consistent measure of what it is supposed to measure.

Questions:
 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?

Tests can be made more reliable by making them more objective (controlled items).

 Reliability is the extent to which an experiment, test, or any measuring


procedure yields the same result on repeated trials.

 Equivalency reliability is the extent to which two items measure identical


concepts at an identical level of difficulty. Equivalency reliability is
determined by relating two sets of test scores to one another to highlight the
degree of relationship or association.
 Stability reliability (sometimes called test, re-test reliability) is the agreement
of measuring instruments over time. To determine stability, a measure or test is
repeated on the same subjects at a future date.

 Internal consistency is the extent to which tests or procedures assess the same
characteristic, skill or quality. It is a measure of the precision between the
observers or of the measuring instruments used in a study.

 Interrater reliability is the extent to which two or more individuals (coders


or raters) agree. Interrater reliability addresses the consistency of the
implementation of a rating system.

RELIABILITY – CONSISTENCY, DEPENDABILITY, STABILITY WHICH CAN BE


ESTIMATED BY

Split-half method
 Calculated using the following: Spearman-Brown prophecy formula and
Kuder- Richardson – KR 20 and KR21

 Consistency of test results when the same test is administered at two different
time periods such as Test-retest method and Correlating the two test results.

5. FAIRNESS

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


 Student Knowledge and learning targets of assessment
 Opportunity to learn
 Prerequisite knowledge and skills
 Avoiding teacher stereotype
 Avoiding bias in assessment tasks and procedures

6. POSITIVE CONSEQUENCES

Learning assessments provide students with effective feedback and potentially


improve their motivation and/or self-esteem. Moreover, assessments of learning gives
students the tools to assess themselves and understand how to improve positive
consequence on students, teachers, parents, and other stakeholders

7. PRACTICALITY AND EFFICIENCY

 Something practical is something effective in real situations.


 A practical test is one which can be practically administered.
Questions:

 Will the test take longer to design than apply?


 Will the test be easy to mark?

Tests can be made more practical by making it more objective (more controlled items)

 Teacher Familiarity with the Method


 Time required
 Complexity of Administration
 Ease of scoring
 Ease of Interpretation
 Cost Teachers should be familiar with the test, - does not require too
much time - implementable

8. ETHICS

 Informed consent
 Anonymity and Confidentiality

1. Gathering data
2. Recording Data
3. Reporting Data

ETHICS IN ASSESSMENT – ―RIGHT AND WRONG


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

1. Possible harm to the participants.


2. Confidentiality.
3. Presence of concealment or deception.
4. Temptation to assist students.

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