discuss qualities of good test,item bank,measure of central tendency.

1. TEST APPRAISAL
• ABDULLAH MIR
• MARYAM IDREES
• ZEESHAN AHMED
• FARHAN WASEEM
• SOHA SARWAR
• HARRIS WASEEM
• SUFYAN MINHAS
SUBMITTED TO:
MAM KHADIJA WASEEM

2. TEST APPRAISAL
(DEFINITION)
• Test appraisal is the step where the
Institutions management finds out how
effective it has been at conduction
and evaluation of students.

3. QUALITY OF A
GOOD TEST IN
TERMS OF TEST
APPRAISAL
• As we know Test Appraisal is step where
the Institutions management finds out
how effective it has been at evaluation of
students, hence if the Test conducted by
institution is highly reliable(producing
consistent results) and valid (measure
exactly what its supposed to measure )
then their evaluation process is indeed
very efficient and excellent.

4. TEST ITEM BANK
IN TERMS OF TEST
APPRAISAL
• As we know Test Appraisal is step where
the Institutions management finds out
how effective it has been at evaluation of
students, So as much the valid and
reliable data or test items or content will
be in item bank, the effective the result of
test appraisal will be.

5. MEASURES OF
CENTRAL
TENDENCY IN
TERMS OF TEST
APPRAISAL
As we know test appraisal is the process of
conduction of test and evaluating the
performance of Students, sharing that
information with them and searching for
ways to improve their performance. If the
values of central tendencies are positive
and most of them are above average it
shows that the conduction of test has been
up to the mark and it provides positive
feedback to the students.

6. QUALITY OF A GOOD TEST
VALIDITY RELIBILITY USABILITY

7. WHY SHOULD WE
GIVE IMPORTANCE
TO THESE THREE
CHARACTERISTICS?
• Test is just a tool like assignment, Quiz, project or
Mid Exams for the Measurement of students.
Now Measurement is not
only confined to
education or Test or
Student
These are not only characteristics of test rather these
are of measurement

8. MEASUREMENT
• Measurement is the assignment of a
number to a characteristic of an object or
event, which can be compared with other
objects or events. The scope and
application of measurement are
dependent on the context and discipline.

9. DICTIONARY
• the extent to which an experiment, test, or
measuring procedure yields the same results on
repeated trials.
RELIABILITY
MEANING
STATISTICS
Reliability in statistics and psychometrics is the
overall consistency of a measure. A measure is said
to have a high reliability if it produces similar results
under consistent conditions

10. A GOOD TEST OR
MEASUREMENT IS
WHAT…
• A good test should be highly reliable. This
means that the test should give similar
results even though different testers
administrate it, different people scores in
different forms of the test are given and
the same person takes that test at two or
more different times. Reliability is usually
checked by comparing different sets of
scores.

11. WHAT
IMPORTANT
THING
RELIABILITY
TEACH US…
• If tests with low reliability are used, their
scores should be interpreted with caution. To
improve reliability we should ensure that the
test is administered and scored by a truly
standard procedure. Making the test procedure
uniform might make the test more reliable.

12. DICTIONARY • The word "valid" is derived from the Latin validus,
meaning strong.
MEANING the quality of being logically or factually strong
Validity refers to a test's ability to measure what it is
supposed to measure.PSYCHOLOGY

13. TYPES OF VALIDITY

14. LINK TO
PSYCHOLOGICAL
TEST
• https://smokefree.gov/challenges-when-
quitting/mood/depression-quiz
CONSTRUCT
MEANING
A construct refers to a concept or characteristic that can’t be
directly observed but can be measured by observing other
indicators that are associated with it.
EXAMPLE
CONSTRUCT
VALIDITY
Construct validity is about ensuring that the method of
measurement matches the construct you want to
measure.
If you develop a questionnaire to diagnose
depression, you need to know: does the questionnaire
really measure the construct of depression?

15. CONTENT
VALIDITY
• Content validity assesses whether a test is
representative of all aspects of the construct.
A mathematics teacher develops an end-of-semester
algebra test for her class. The test should cover every
form of algebra that was taught in the class. If some
types of algebra are left out, then the results may not
be an accurate indication of students’ understanding
of the subject. Similarly, if she includes questions that
are not related to algebra, the results are no longer a
valid measure of algebra knowledge.
EXAMPLE

16. FACE
VALIDITY
• Face validity considers how suitable the content
of a test seems to be on the surface. It’s similar to
content validity, but face validity is a more
informal and subjective assessment.
You create a survey to measure the regularity of
people’s dietary habits. You review the survey
items, which ask questions about every meal of the
day and snacks eaten in between for every day of
the week. On its surface, the survey seems like a
good representation of what you want to test, so
you consider it to have high face validity.
EXAMPLE

17. CRITERIA
VALIDITY
• Criterion validity evaluates how closely the results
of your test correspond to the results of a
different test.
A university professor creates a new test to
measure applicants’ English writing ability. To
assess how well the test really does measure
students’ writing ability, she finds an existing test
that is considered a valid measurement of English
writing ability, and compares the results when the
same group of students take both tests. If the
outcomes are very similar, the new test has a high
criterion validity.
EXAMPLE

18. USABILITY
EXAMPLE OF
USABILITY
TEST
Considered as the ease of use or the extent to which a
product can be used by a specified user
• In education the teacher verifies the accuracy of
information obtained about the students'
performance after administering an educational tool.
• Usability testing is a way of evaluating how target
users are using a website. Often designers make the
mistake of designing sites to meet their own needs
and preferences, andl assuming that other users
have the same needs and preferences. This often is
not the case. Designers can certainly bring their
creative ideas to the site's design, but an important
next step is to test their design with actual users.
Usability testing helps to identify areas where your
site isn't working as you intended it to and may
reveal other user behaviors that you hadn't
anticipated.

19. MEASURES OF CENTRAL
TENDENCY

20. MEASURES
OF CENTRAL
TENDENCY
DEFINITION
• How much does the data have a tendency to go
the centre is called central tendency.
• A measure of central tendency is a single value
that describes the way in which a group of data
cluster around a central value. To put in other
words, it is a way to describe the center of a data
set.

21. WHY
MEASURES
OF CENTRAL
TENDENCY?
• In order to describe the number 2, you might put
up two fingers or you might say 2 = 1 + 1. How
would you describe a group of data? It would not
be beneficial to use your fingers in this instance.
However, you can describe a group of data in a
single value by using measures of central
tendency.
• It lets us know what is normal or 'average' for a
set of data.
• It also condenses the data set down to one
representative value.
• Could you imagine how difficult it would be to
describe the central location of a 1000-item data
set.

22. THREE
MEASURES
OF CENTRAL
TENDENCY
Let's talk more about the different measures of
central tendency.
There are three main measures of central tendency:
i. Mode
ii. Median
iii. Mean

23. MODE • Most common outcome.
• Most frequent score.
• The test score which occurs the most number of
times in data set.
For example, in the series:
4, 6, 16, 12, 16, 18, 24, 16, 30, 32.
16 is the mode because it appears most frequently.
• It is possible for two modes to appear in the one
data set
e.g. in: 1, 2, 2, 3, 4, 5, 5
both 2 and 5 are the modes

24. WHEN TO
USE THE
MODE:
Use the Mode:
• When a quick and approximate measure of
central tendency is wanted.
• When the most often recurring score is sought.

25. MEDIAN • When measures are arranged in order of size, the
median is the midpoint in the series.
• Point on the scale of measurement above which
are exactly one half of the cases and below which
are the other half.
• Centre of the data.
Calculation of Median:
Two situations arise in the computation of the
median:
• When number of scores(N) are odd.
• When number of scores(N) are even.

26. MEDIAN
TWO CASES
• When number of scores(N) are odd:
6, 10, 8, 11, 12, 7, 9. First of all we shall arrange the scores in
ascending order as;
6,7,8,9,10,11,12.
the median is 9 because 3 scores are in the left and 3 on the
right of it.
• When number of scores(N) are even:
Now if we drop the first score of 6 in our series then it will
contain six scores.
7,8,9,10.11.12
In this case median will be the sum of the middle two values
divided by 2.
9 + 10
2
= 9.5

27. WHEN TO
USE THE
MEDIAN
Use the Median:
• When the exact mid-point of distribution is
wanted – the 50% point.
• When it is desired that certain scores should
influence the central tendency, but all that is
known about them is that they are above or
below the median.
Qualities:
• it is very stable.
• It is resistant to outliers.

28. MEAN • The mean is the sum of the scores or measures
divided by the total number of scores.
• Average value
• The mean is the preferred measure of central
tendency because it considers all of the values in
the data set.
• Best for making predictions.
Finding the Mean X:
If the scores of students in a quiz are:
3, 5, 10, 4, 3
Then the mean of the scores will be:
(3 + 5 + 10 + 4 + 3) / 5 = 25/5 = 5

29. WHEN TO
USE THE
MEAN
Use the mean when:
• When the most accurate measure of the central
tendency is desired.
Advantages:
• It is always definite,
• It utilizes all the items in a group.
Disadvantages:
• It is not consistent to outliers.
• It is not very stable.

30. Building item bank

31. WHAT IS ITEM
BANK
• An Item Bank is a term for a repository of test
items that belong to a testing program, as well
all the information pertaining to those items.

32. HOW EDUCATORS
USE ASSESSMENT
ITEM BANK
• Search items by attributes like learning standard,
cognitive level, estimated difficulty, or item type.
• Select items that closely reflect curriculum and
instruction.
• Create custom assessments based on standards
and tailored to students.

33. HOW EDUCATORS
USE ASSESSMENT
ITEM BANK
• Administer tests online to prepare
students for computer-based required
state or district testing.
• Assess students’ understanding of
concepts and preparedness for next-
generation assessments.
• Analyze and Track results to monitor
student progress and measure
achievement

34. SIX BUILDING
BLOCKS TO HIGH
QUALITY TEST
• 1. Determine the purpose of the test.
• 2. Design data and reporting
• 3. Clarify the intended learning targets
• 4. Identify the assessment techniques
matched to learning targets
• 5. Develop the test design.
• 6. Build the test

35. WHY AN ITEM BANK
SHOULD BE USED
• Test Developers can easily build tests to
measure objectives of interest.
• Test Developers, within the limits of an
item bank, can produce tests with the
desired number of test items per
objective.
• If item banks consist of content-valid and
technically sound items, test quality will
usually be better than test developers
could produce if they were to prepare the
test items themselves.