It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
This short SlideShare presentation explores a basic overview of test reliability and test validity. Validity is the degree to which a test measures what it is supposed to measure. Reliability is the degree to which a test consistently measures whatever it measures. Examples are given as well as a slide on considerations for writing test questions that demand higher-order thinking.
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
This short SlideShare presentation explores a basic overview of test reliability and test validity. Validity is the degree to which a test measures what it is supposed to measure. Reliability is the degree to which a test consistently measures whatever it measures. Examples are given as well as a slide on considerations for writing test questions that demand higher-order thinking.
Topic: What is Reliability and its Types?
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Tribhuvan University, Nepal
Masters in Arts
Population Studies
Research method in Population analysis
Validity and Threats to validity
If any mistakes, feel free to suggest me for the improvement.
Hope its useful for reference
thank You :)
Topic: What is Reliability and its Types?
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Tribhuvan University, Nepal
Masters in Arts
Population Studies
Research method in Population analysis
Validity and Threats to validity
If any mistakes, feel free to suggest me for the improvement.
Hope its useful for reference
thank You :)
You’ve worked hard to define, develop and execute a performance test on a new application to determine its behavior under load. You have barrels full of numbers. What’s next? The answer is definitely not to generate and send a canned report from your testing tool. Results interpretation and reporting is where a performance tester earns their stripes.
In the first half of this workshop we’ll start by looking at some results from actual projects and together puzzle out the essential message in each. This will be a highly interactive session where we will display a graph, provide a little context, and ask “what do you see here?” We will form hypotheses, draw tentative conclusions, determine what further information we need to confirm them, and identify key target graphs that give us the best insight on system performance and bottlenecks.
In the second half of this session, we’ll try to codify the analytic steps we went through in the first session, and consider a CAVIAR approach for collecting and evaluating test results: Collecting, Aggregating, Visualizing, Interpreting, Analyzing, And Reporting.
Faith & ReasonFaith is not opposed to reason, but is sometime.docxmecklenburgstrelitzh
Faith & Reason
“Faith is not opposed to reason, but is sometimes opposed to feelings and appeareances.” Tim Keller
How do faith and reason coexist for the Christian disciple? Do faith and reason oppose each other, work together, or end up at the same end goal from completely unrelated paths?
In Ephesians ch. 4, Paul writes:
Ephesians 4:11-15 New King James Version (NKJV)
11 And He Himself gave some to be apostles, some prophets, some evangelists, and some pastors and teachers, 12 for the equipping of the saints for the work of ministry, for the [a]edifying of the body of Christ, 13 till we all come to the unity of the faith and of the knowledge of the Son of God, to a perfect man, to the measure of the stature of the fullness of Christ; 14 that we should no longer be children, tossed to and fro and carried about with every wind of doctrine, by the trickery of men, in the cunning craftiness of deceitful plotting, 15 but, speaking the truth in love, may grow up in all things into Him who is the head—Christ—
Faith and knowledge /reason will always feed off one another as we grow in Christ.
Throughout the rest of this semester we will be discussing our faith and how we think through issues related and influenced by our faith.
Christian Reflections – Reflection paper 3-4 pages (1,050-1,400 words) APA format, include references.
To what extent is religious faith objective (i.e., based on reasons or evidence that should be obvious to others) and/or subjective (i.e., based on personal reasons that are not necessarily compelling to others)?
1) In what ways and to what extent do you believe that faith:
· Is derived from what we consider to be true and reasonable?
· Goes beyond what reason and evidence dictate?
· Goes against what is reasonable?
2) What is the role of feelings and emotions in religious faith?
· Does faith depend upon them?
· To what extent should they embraced or controlled?
1
Promoting Reliability
Both MacMillan and Dar (see below) provide suggestions on how promote reliability in classroom assessments. Doing the things mentioned
below can help control both external and internal sources of error which in turn helps bolster reliability of test scores.
McMillan’s (2006, p.51) suggestion on how to help bolster or promote reliability in the classroom assessments:
Motivated students to put forth their best efforts on assessment
Use sufficient number of items or tasks. A minimum of 5 items is needed to assess a single trait or skill
Construct items, scoring criteria, and tasks that clearly differentiate students on what is being assessed, and make the criteria
public
Make sure scoring procedures for constructed-response items are consistently applied to all students
Use independent raters or observers to score a sample of student responses, and check consistency with your evaluations
Build in as much objectivity into scoring as possible and still maintain the integrity of what is be.
Assessment techniques, etiquette, ways and how to do it in home business rtfcccvvvvvv and ghhh to the open position for new teachers in the school and school 🚸 and I have been working on 3 4 for a long time and I am very proud of them when I
Reliability in assessment refers to the consistency, stability, and dependability of measurement tools and procedures used to evaluate individuals' knowledge, skills, or attributes. It is a crucial aspect of assessment, ensuring that the results obtained are accurate, reproducible, and free from random error. A reliable assessment instrument consistently yields similar results when administered under consistent conditions, allowing for trustworthy and meaningful interpretations.
There are several key facets of reliability in assessment:
1. **Test-Retest Reliability:** This aspect assesses the consistency of results when the same test is administered to the same group of individuals on two separate occasions. A highly reliable assessment will produce similar scores each time the test is taken, assuming that no significant changes have occurred in the participants' knowledge or abilities.
2. Internal Consistency Reliability: This dimension evaluates the degree of consistency among different items within the same test. High internal consistency indicates that all items are measuring the same underlying construct, providing a reliable overall score.
3. Inter-Rater Reliability: When assessments involve subjective judgment or scoring, inter-rater reliability ensures consistency among different raters or evaluators. It measures the agreement between different individuals scoring the same responses or performances.
4. Parallel Forms Reliability: This form of reliability involves the use of two different but equivalent versions of a test to assess consistency in measurement. If both forms yield similar results, it suggests that the assessment is reliable across different sets of items.
Reliability is fundamental for drawing meaningful conclusions from assessments, as it ensures that the obtained scores accurately reflect the participants' true abilities or characteristics rather than random fluctuations or errors. A reliable assessment provides a solid foundation for decision-making in various fields, including education, psychology, employment, and healthcare. Researchers, educators, and practitioners prioritize reliability to enhance the validity and credibility of assessment outcomes, ultimately leading to more informed and accurate evaluations.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. STUDENT LEARNING OBJECTIVES
Students will learn how „validity‟ is used in
reference to assessments
Students will learn about three types of validity
evidences
6. My favorite color is red. T F
I don‟t know how to swim. T
F
I have a dog named Fido. T F
My watch is real gold. T
F
7. CONTENT-RELATED EVIDENCE OF VALIDITY
Refers to the adequacy with which the content of a test
represents the content of the curricular aim about which
inferences are to be made.
Two Approaches:
1. Developmental Care
2. External Reviews
8. DEVELOPMENTAL CARE
Employ a set of test-development procedures
focused on assuring that the curricular aim‟s
content is properly reflected in the assessment
procedure itself.
9. EXTERNAL REVIEWS
Assembling of judges who rate the content appropriateness
of a given test in relationship to the curricular aim the test
allegedly represents
10. THE ISSUE OF ALIGNMENT
Norman Webb of the University of Wisconsin’s Method of
Determining Alignment
Categorical concurrence: Are the same or consistent
categories used in both curricular expectations and
assessments?
Depth-of-knowledge consistency: To what extent are the
cognitive demands of curricular aims and assessments
the same?
Range of knowledge correspondence: Is the span of
knowledge reflected in curricular aims and assessments
the same?
Balance of Representation: To what degree are different
curricular aims given equal emphasis on the
assessments?
11. CRITERION-RELATED EVIDENCE OF VALIDITY
Collected only in situations where educators are using an
assessment procedure to predict how well students will
perform on some subsequent criterion variable.
12. CONSTRUCT RELATED EVIDENCE
Measuring what‟s hidden
Gathered through a series of studies
Three Approaches to Collecting Construct Related Evidence of
Validity
1. Intervention Studies
2. Differential-Population Studies
3. Related-Measures Studies
13. INTERVENTION STUDIES
We hypothesize that students will respond
differently to the assessment instrument
after having received some type of
treatment (or intervention)
15. RELATED-MEASURES STUDIES
We hypothesize that a given kind of relationship
will be present between students’ scores on the
assessment device we’re scrutinizing and their
scores on a related or unrelated assessment
device.
Convergent Validity (+ +)
Discriminant Evidence (+ -)
16. SANCTIONED AND UNSANCTIONED FORMS OF
VALIDITY EVIDENCE
Face Validity
• the appearance of a test seems to coincide with the use
to which the test is being put
Consequential Validity
• refers to whether the uses of test results are valid
Refer to Standards for Educational and Psychological
Testing
17. RELIABILITY/VALIDITY
Valid score-based inferences almost certainly guarantee that
consistent test results are present.
Vs.
Consistent test results almost certainly guarantee that valid score-
based inferences are present
Evidence of valid score-based inferences almost certainly requires that
consistency of measurement is present.
18. WHY DID I JUST SIT HERE AND LEARN ALL THIS?
Give serious thought to the content of an assessment domain being
represented by a test.
There is value in having a colleague review your tests‟ content.
At least you know about the other forms of validity evidence.
Validity does NOT reside on the test itself.