The document discusses key concepts related to assessment in education. It defines assessment as a systematic process of gathering and interpreting data on student learning and experience. Assessment methods are used to evaluate student readiness, progress, and needs. The document also categorizes different types of assessment (formative, summative, diagnostic) and discusses validity and reliability in educational assessment. Validity ensures assessment tasks effectively measure student learning, while reliability denotes consistency in assessment results.

1. Presented By : Muhammad Munsif
munsifsail@gmail.com
Presented to : Dr Anwer
M.Phil Education ( Eve )
University of Education

2.  The word ‘assess’ comes from the Latin verb ‘assidere’
meaning ‘to sit with’.
 Assessment is a systematic process of gathering,
interpreting, and acting upon data related to student
learning and experience for the purpose of developing a
deep understanding of what students know, understand,
and can do with their knowledge as a result of their
educational experience.

3.  In education, the term assessment refers to the wide
variety of methods or tools that educators use to
evaluate, measure, and document the academic
readiness, learning progress, skill acquisition,
or educational needs of students.( Google).
 Assessment in education is the process of gathering,
interpreting, recording, and using information about
pupils’ responses to an educational task. (Harlen,
Gipps, Broadfoot, Nuttal,1992)

4.  The term assessment is generally used to refer to all
activities teachers use to help students learn and to
gauge student progress.
 Assessment can be divided for the sake of
convenience using the following categorizations:
Placement,
 Formative
 Summative
 Diagnostic assessment.

5.  Validity ensures that assessment tasks and associated
criteria effectively measure student attainment of the
intended learning outcomes at the appropriate level.
 Validity refers to the evidence base that can be
provided about appropriateness of the inferences, uses,
and consequences that come from assessment
(McMillan, 2001a).

6.  Validity refers to whether the test is actually measuring
what it claims to measure (Arshad, 2004).
 Validity is “the extent to which inferences made from
assessment results are appropriate, meaningful, and
useful in terms of the purpose of the assessment”
(Gronlund, 1998).

7.  Face validity:
 Content validity:
 Construct Validity:
 Concurrent Validity:
 Predictive Validity:

8. Face Validity :
 Mousavi (2009) refers face validity as the degree to
which a test looks right, and appears to measure the
knowledge or abilities it claims to measure, based on
the subjective judgment of the examinees who take it,
the administrative personnel who decide on its use, and
other psychometrically unsophisticated observers.

9.  Content validity “is concerned with whether or not the
content of the test is sufficiently representative and
comprehensive for the test to be a valid measure of
what it is supposed to measure” (Henning, 1987).
 The most important step in making sure of content
validity is to make sure all content domains are
presented in the test.

10.  Construct Validity, Construct is a psychological
concept used in measurement.
 Construct validity is the most obvious reflection of
whether a test measures what it is supposed to measure
as it directly addresses the issue of what it is that is
being measured.

11.  Concurrent validity is the use of another more reputable
and recognized test to validate one’s own test.
 For example, suppose you come up with your own new
test and would like to determine the validity of your
test. If you choose to use concurrent validity, you
would look for a reputable test and compare your
students’ performance on your test with their
performance on the reputable and acknowledged test.

12.  Predictive validity is closely related to concurrent
validity in that it too generates a numerical value.
 For example, the predictive validity of a university
language placement test can be determined several
semesters later by correlating the scores on the test to
the GPA of the students who took the test.

13.  There is a need for assessment to be reliable and this requires
clear and consistent processes for the setting, marking, grading
and moderation of assignments.
According to Brown (2010) A reliable test can be described as
follows: Consistent in its conditions across two or more
administrations.
Gives clear directions for scoring / evaluation , Has uniform
rubrics for scoring / evaluation ,Lends itself to consistent
application of those rubrics by the scorer , Contains item / tasks
that are unambiguous to the test-taker

14.  Reliability means the degree to which an assessment
tool produces stable and consistent results. Reliability
essentially denotes ‘consistency, stability,
dependability, and accuracy of assessment results’
(McMillan, 2001a, p.65 in Brown, G. et al, 2008).

15. Test-Retest Reliability:
 Test-Retest Reliability The same test is re-administered
to the same people.
 It is expected the correlation between the two scores of
the two tests would be high.
Parallel/ Equivalent Reliability:
Two similar tests are administered to the same sample of
persons. Unlike test-retest, this is protected from the
influence of memory as the same questions are not asked
in the second of the two tests.

16.  Inter-Rater Reliability:
 Inter-Rater Reliability two or more judges or raters are
involved in grading. A score is more reliable and
accurate measure if two or more raters agree on it.
 Intra-Rater Reliability:
 Intra-rater reliability is the consistency of grading by a
single rater at the same time. When a rater grades tests
at different time, he/she may become inconsistent in
grading for various reasons.

17.  Split Half Reliability:
 Split Half Reliability is a test administered once to a
group, is divided into two equal halves after the
students have returned the test, and the halves are then
correlated. Halves are often determined based on the
number assigned to each item with one half consisting
of odd numbered items and the other half even
numbered items.

18.  Test Administration Reliability:
 This involves the condition in which the test is
administered.
 Unreliability occurs due to outside interference like
noise, variations in photocopying, temperature
variations, the amount of light in various parts of the
room, and even the condition of desk and chairs.

19.  Clear, accurate, consistent and timely information on
assessment tasks and procedures should be made
available to students, staff and other external assessors
or examiners.

20.  As far as is possible without compromising academic
standards, inclusive and equitable assessment should
ensure that tasks and procedures do not disadvantage any
group or individual.

21.  Principle 5 - Assessment should be an integral part
of programmed design and should relate directly
to the programmed aims and learning outcomes
Assessment tasks should primarily reflect the nature of the
discipline or subject but should also ensure that students
have the opportunity to develop a range of generic skills
and capabilities.

22.  The scheduling of assignments and the amount of
assessed work required should provide a reliable and
valid profile of achievement without overloading staff
or students.

23. Formative and summative assessment should be
incorporated into programs to ensure that the purposes of
assessment are adequately addressed.
Many programs may also wish to include diagnostic
assessment.

24.  Students are entitled to feedback on submitted
formative assessment tasks, and on summative tasks,
where appropriate.
 The nature, extent and timing of feedback for each
assessment task should be made clear to students in
advance.

25.  All those involved in the assessment of students must be
competent to undertake their roles and responsibilities.