Characteristics Of A Good Test, Measuring Instrument (Test)
Validity, Nature/Characteristics Of Validity
Types/Approaches To Test Validation
Validity: Advantages And Disadvantages
Reliability, Nature/Characteristics
Types Of Reliability
Methods Of Estimating Reliability
Practicality/Usability
Objectivity
Norms
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
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Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Topic: Subjective and Objective Test
Student Name: Jeejal Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Recent Trends and Practices in Assessment and EvaluationSuresh Babu
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Recent trends and practices in assessment and evaluation -Scholastic, co-scholastic, non-scholastic evaluation, assignments, projects, seminars, group discussion, portfolios, rubrics, student profile, Poster assessment, open book exam, participatory assessment, peer assessment
Characteristics Of A Good Test, Measuring Instrument (Test)
Validity, Nature/Characteristics Of Validity
Types/Approaches To Test Validation
Validity: Advantages And Disadvantages
Reliability, Nature/Characteristics
Types Of Reliability
Methods Of Estimating Reliability
Practicality/Usability
Objectivity
Norms
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
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Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Topic: Subjective and Objective Test
Student Name: Jeejal Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Recent Trends and Practices in Assessment and EvaluationSuresh Babu
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Recent trends and practices in assessment and evaluation -Scholastic, co-scholastic, non-scholastic evaluation, assignments, projects, seminars, group discussion, portfolios, rubrics, student profile, Poster assessment, open book exam, participatory assessment, peer assessment
Topic: Teacher Made Test vs Standardized Test
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
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The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Topic: Qualities of a Good Test
Student Name: Amna Mishal
Class: B.Ed. (Hons) Elementary
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Continuous and Comprehensive EvaluationS. Raj Kumar
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Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of studentsâ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True â false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
It is a measure of student acquisition of skills or knowledge following.
Not a measure of potential to learn, or ability to learn.
Not a measure of whether the student is performing appropriately
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify studentsâ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
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: Teacher Made Test vs Standardized Test
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
Â
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Topic: Qualities of a Good Test
Student Name: Amna Mishal
Class: B.Ed. (Hons) Elementary
Project Name: âYoung Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Continuous and Comprehensive EvaluationS. Raj Kumar
Â
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of studentsâ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True â false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
It is a measure of student acquisition of skills or knowledge following.
Not a measure of potential to learn, or ability to learn.
Not a measure of whether the student is performing appropriately
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify studentsâ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
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.
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
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 đ¸ and I have been working on 3 4 for a long time and I am very proud of them when I
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation âBlue Starâ 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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
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Good test , Reliability and Validity of a good test
1. PAPER : ASSESMENT OF LEARNING
(B.Ed 2017-2019) GGSIPU
MAHARJA SURAJMAL INSTITUTE
TOPIC : Good test , Reliability and
Validity of a good test
Submitted by : TIRU GOEL
Roll no : 07314902117
Submitted to : Dr. Anviti rawat
2. GOOD TEST
Introduction:-
It is an important tool in school evaluation and has
great importance in measuring the progress of
students in the subject area.
A good test marks the achievement of a pupil.
It is directly related to the growth and development of
pupil in the educational situations.
Tests should give an accurate picture of studentâs
knowledge and skills in the subject area being
tested.
3. DEFINITIONS
âAny test that measures the attainments and
accomplishments of an individual after a period of
training or learningâ - NM Downie
âAny type of ability test that describes what a person
has learned to doâ â Throndike and Hagen
4. ACHIEVEMENT TEST STANDARDISED TEST
ď They are designed by the
teachers to measure a
studentâs level of skills or
knowledge in a specific area.
ď Mostly these are needed in
order to pass a class or
continue on to the next grade
level.
ď Achievement tests are not
used to determine what you
are capable of; they are
designed to evaluate what
you know and your level of
skill at the given moment.
ď They require the test takers
to answer the same question
in the same way and are
scored in a standard or
consistent manner.
ď The term is primarily
associated with large scale
tests administered to large
scale population.
ď The questions can be simple
or complex.
5. ď A common use is to
determine a person's
academic level.
ď Example: Summative test,
Formative Test, class test
etc.
ď A common use is to
identify where a person
stands above the average
level.
ď Example: Aptitude test,
College admission test, etc.
6. OBJECTIVES
ď Identify and explain reasons for performing test.
ď Evaluate a testâs validity and reliability.
ď Select appropriate tests according to the
requirement of class, students and their level.
7. FUNCTIONS OF TEST
ď It provides basis for promotion to the next grade.
ď To find out where each student stands in various
academic areas.
ď They are recorded as scores or grades for a
studentâs academic record for report card or
admission to higher education.
ď To understand the level of knowledge a student has
gained.
ď To prepare the students for next tests by identifying
their problems.
8. CHARACTERISTICS OF GOOD TEST
Reliability:- A test must be reliable in a sense that it
must be able to determine the consistency of an
examineeâs performance. A test is reliable if we get
the same results repeatedly.
Validity:- A good test must be able to measure what it
claims to measure then only a test has high validity.
Fairness:- A good test does not discriminate on the
basis of gender, caste, religion, race, etc.
Practicality:- A good test must have clarity, simplicity
and the ease of reading instructions.
9. TOOLS OF EVALUATION
There are two types of tools of evaluation:-
Quantitative:- Quantitative method is distinguished
by emphasis on numbers, measurement,
experimental design, and statistical analysis of the
performance of students. Example: Written, oral
and practical tests.
Qualitative:- It is a multimethod in focus, involving an
interpretive and naturalistic approach to its subject
matter. Example:- Observation, introspection,
projection.
10. DIFFERENCE BETWEEN
Quantitative Evaluation Tools
⢠Results can be
measured or counted.
⢠It makes use of tests,
exams, etc.
⢠Any other person trying
to quantitatively assess
the same situation
should end up with the
same results.
Qualitative Evaluation Tools
⢠Results can be observed
and not measured.
⢠It makes use of the five
senses.
⢠Two individuals
evaluating the same
thing may end up with
different or conflicting
results.
11. ⢠Quantitative evaluation is easy
to reproduce with accuracy.
⢠Examples: Written test, oral
test, practical examinations.
⢠Qualitative evaluation becomes
harder to reproduce with
accuracy.
⢠Examples: Observation,
introspection, projection.
12. WHAT IS RELIABILITY !
⢠According to the dictionary meaning , Reliability means
Consistency , Dependence or Trust .
⢠It depends on dual factors of Trust worthiness and
Stability.
⢠So . In measurement Reliability is the degree of
uniformity b/w 2 measurements of the same thing.
⢠A test is believed to be reliable when the score is
stable . For Ex- Conducting a test in a group and finding
a mean score of 55 & Repeating that test again after 3
days and getting the same mean score.
13. FEATURES OF RELIABILITY
⢠RELIABILITY depends on factors like Guessing , memory forgetting or
physical health which may affect result of one measurement from
the other
⢠Environmental factors:- Differences in the testing environment, such
as room temperature, lighting, noise, or even the test administrator,
can influence an individual's test performance.
⢠Test form:- Many tests have more than one version or form. Items
are different on each form, but are supposed to measure the same
thing. Because the forms are not exactly the same, a test taker might
do better on one form than on another.
⢠Multiple raters:- This happens when scoring is determined by a
rater's judgments of the performance . Differences in training and
experience among raters can produce different test scores for the
test taker.
14. TYPES OF RELIABILITY ?
TEST-RETEST METHOD:-
This is the most simple method of determining
the test reliability , under which a test is given
and repeated on the same group after an
interval of time . Later on the co-relation b/w
the 2 tests is obtained which indicates the
level of stability of the test .
15. PARALLEL FORMS METHOD:-
⢠In this type of method , two parallel tests with same
content , difficulty level and length are conducted in a
group in a short span of time
⢠Further , the co-relation b/w the 2 tests is obtained which
provide the index of comparison
16. SPLIT-HALF METHOD:-
⢠In this type of method , a single test is divided into 2
equal parts and co-relation b/w these half-tests is
obtained
⢠The best way to do that is taking all odd numbers in
one half and even numbers in other half.
17. WHAT IS VALIDITY ?
Validity means Truthfulness of any test , it
measures to which level a test is fulfilling the
purpose for which it is used.
It depends on dual factors of â Accuracy and
suitability
How well the test measures what it is suppose
to , is judged through validity.
18. FEATURES OF VALIDITY
⢠Validity refers to test results , itâs correctness and
usefulness.
⢠Validity is a matter of degree to which you can make
specific conclusions or predictions about students based
on their test scores.
⢠Validity indicates that there is link between teaching
styles and test performance.
19. TYPES OF VALIDITY
CONTENT RELATED VALIDATION:-
⢠A test needs to have a representative sample
of the teaching/instructional contents as
defined and covered in the curriculum
⢠. Content validity is the estimate of how much
a measure represents every single element of
a construct.
⢠Example: a grammar test should contain every
part of the grammar. But we cannot take all of
them, so just take the sample to represent the
content.
20. CRITERIA RELATED VALIDATION:-
Criterion Validity measures whether a test reflects a
certain set of abilities. It also includes ,
⢠Predictive validity which is a measure of how well a
test predicts abilities. It involves testing a group of
students on a construct and then comparing them
with results obtained at some point in the future.
21. CONSTRUCT RELATED VALIDITY:-
It defines how well a test or experiment measures up
to its claims. A test designed to measure depression
must only measure that particular construct, not
closely related ideals such as anxiety or stress.