The document discusses the importance of validity, reliability, and alignment in determining the effectiveness of assessments. It defines validity as measuring what is intended, reliability as consistency, and alignment as connecting objectives, activities, and assessments. The document provides details on factors affecting and types of validity, reliability, and strategies for developing effective assessments aligned to standards through higher-order skills, critical abilities, international benchmarks, and instructionally sensitive tasks.
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
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
A ppt about Properties of Assessment Method presented in our Assessment for Student Learning.
For students, teachers and other people who wants to know about the topic.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Topic: Essay Type Test
Student Name: Shakti Lal
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
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
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
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
A ppt about Properties of Assessment Method presented in our Assessment for Student Learning.
For students, teachers and other people who wants to know about the topic.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Topic: Essay Type Test
Student Name: Shakti Lal
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
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
This presentation is part of the online TAE40110 Certificate IV in Training & Assessment course offered by Fortress Learning.
Fortress Learning's TAE program is based on the belief that every student is unique. Each student has an individual program tailored to reflect their prior learning, current situation, future goals and their preferred learning style. More information is available from www.fortresslearning.com.au or by telephoning 1300 141 994.
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
Professional education reviewer for let or blept examineeselio dominglos
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Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
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 đž and I have been working on 3 4 for a long time and I am very proud of them when I
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Essay Assessment and Learner
1.1 Explain the function of assessment in learning and development
The function of assessment in learning and development is to provide a measure for the learners progress.
Assessment is carried out through checks throughout the course, and at end of course. activities can help the learner to see their development whilst allowing the Assessor to give valuable feedback when appropriate. This is to measure the learners understanding of the subject set by the criteria.
For example: Assessments provide clear measurements and recording of achievements gained during a course that provides identification of the persons achievements or learners needs.
The learners development is measured using formative or summative assessments that...show more content...Assessments provide a great chance for the learners to see how they have progressed whilst providing grades that can be recognised against objective criteria.
Feeding back I have a responsibility to provide detailed analytical and constructive feedback on a learners work so they can improve their performance according to pointers. This is crucial as it allows the learner to measure when an objective has been achieved and also when the assessment objective has to be revisited. It is essential to provide regular feed back verbally and in recorded formats for the learner so as to provide markers on the work produced and how it can improved in the future.
The responsibilities of the Assessor involve planning, managing and delivering assessment, maintaining the integrity of the qualification, and always keeping a learner centered approach to assessment.
1.4 Identify the regulations and requirements relevant to
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Embracing GenAI - A Strategic ImperativePeter Windle
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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.
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
âą The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
âą The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
âą The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
3. ASSESSMENT
Assessment is the process of gathering
and discussing information from multiple
and diverse sources in order to develop a
deep understanding of what students
know, understand, and can do with their
knowledge as a result of their educational
experiences. (Huba and Freed,2000)
4. VALIDITY
- refers to what the assessment is actually
testing.
RELIABILITY
- refers to the consistency of the
assessment.
ALIGNMENT
- refers to the connection between learning
objectives, learning activities and
assessment
5. A. VALIDITY
ï¶Definitions:
Validity - refers to what the assessment is
actually testing
- refers to how accurately a conclusion,
measurement or concept corresponds to what is
being tested
- defined as the extent to which an
assessment accurately measures what it is
intended to measure.
6. ï¶Factors Affecting Validity:
1. Studentâs reading ability - Educators should
ensure that an assessment is at the correct
reading level of the students.
2. Student self-efficacy - If students have low
self-efficacy or beliefs about their abilities in
the particular area they are being tested in,
they will typically perform lower.
3. Student test anxiety level - Students with high
test anxiety will underperform due to
emotional and physiological factors
7. ï¶ Types of Validity:
1. Face Validity - ascertains that the measure appears to be
assessing the intended construct under study.
2. Construct Validity - is used to ensure that the measure is
actually measure what it is intended to measure and not
other variables
3. Criterion-Related Validity - is used to predict future or
current performance - it correlates test results with another
criterion of interest.
4. Formative Validity - when applied to outcomes assessment it
is used to assess how well a measure is able to provide
information to help improve the program under study.
5. Sampling Validity - ensures that the measure covers the
broad range of areas within the concept under study
8. ï¶Kinds of Validity Claim:
1. Predictive evidence - form of construct validation
that examines whether performance on an
assessment is strongly related to real-world success
in the domain that the assessment is meant to
reflect.
2. Consequential evidence - refers to the kinds of
consequences an assessment and its uses have for
learners and for instruction.
9. ï¶Why is validity necessary?
While reliability is necessary, it alone is not sufficient. For
a test to be reliable, it also needs to be valid
ï¶Ways on how to improve validity:
1. Make sure your goals and objectives are clearly defined
and operationalized.
2.Match your assessment measure to your goals and
objectives.
3.Get students involved; have the students look over the
assessment for troublesome wording, or other
difficulties.
4. If possible, compare your measure with other
measures, or data that may be available.
11. ï¶Factors Affecting Reliability:
1. The length of the assessment
2. The suitability of the questions or tasks for
the students being assessed.
3. The phrasing and terminology of the
questions.
4. The consistency in test administration
5. The design of the marking schedule and
moderation of marking procedures.
6. The readiness of students for the assessment
12. ï¶Types of Reliability:
1. Test-retest reliability - is a measure of reliability
obtained by administering the same test twice over
a period of time to a group of individuals.
2. Parallel forms reliability - is a measure of reliability
obtained by administering different versions of an
assessment tool to the same group of individuals
3. Inter-rater reliability - is a measure of reliability
used to assess the degree to which different judges
or raters agree in their assessment decisions
13. 4. Internal consistency reliability - is a measure of
reliability used to evaluate the degree to which different
test items that probe the same construct produce similar
results.
a.) Average inter-item correlation - It is obtained by
taking all of the items on a test that probe the same
construct determining the correlation coefficient for each
pair of items, and finally taking the average of all of these
correlation coefficients
b.) Split-half reliability â The process of obtaining
this begun by âsplitting in halfâ all items of a test that are
intended to probe the same area of knowledge in order
to form two âsetsâ of items.
14. C. ALIGNMENT
ï¶Definition: It is the connection between
learning objectives, learning activities and
assessment
OBJECTIVES ACTIVITIES ASSESSMENT
15. ï¶ 3 Components of Alignment:
1. Objectives - What do I want students to know
how to do when they leave this course?
2. Activities - What kinds of activities in and out
of class will reinforce my learning objectives
and prepare students for assessments?
3. Assessment - What kinds of tasks will reveal
whether students have achieved the learning
objectives I have identified?
16. ï¶Why is alignment important?
Proper alignment keeps you going in the
right direction. If assessments are misaligned
with objectives or strategies, it can undermine
both student motivation and learning.
17. HOW CAN WE DEVELOP AN
EFECTIVE ASSESSMENT?
ï¶Strategies
ï¶Standards
ï¶Alignment
18. STRATEGIES FOR DEVELOPING
AN EFFECTIVE ASSESSMENT
1. Remember the effect of assessment on
student learning behaviors and outcomes.
2. Align the course assessment with the
learning outcomes and curriculum.
3. Prepare students for assessment by
providing formative tasks and explaining
the structure of the assessment for their
course.
19. STRATEGIESâŠ
4. Design quality assessment tasks and
items.
5. Review Assessment Data.
6. Understand how to set standards and
grade cut-offs.
7. Give feedback to students.
20. STANDARDS
1. Assessment of Higher-Order Cognitive
Skills
2. High-Fidelity Assessment of Critical
Abilities
3. Assessments that Are Internationally
Benchmarked
4. Use of Items that Are Instructionally
Sensitive and Educationally Valuable
21. 1. Assessment of Higher-Order
Cognitive Skills
One widely used approach in
conceptualizing knowledge and skills represented in
curriculum, teaching, and assessment Webbâs Depth of
Knowledge (DOK) taxonomy.
Using the DOK framework as a guide, if
assessments are to reflect and encourage transferable
abilities, a substantial majority of the items and tasks
(at least two-thirds) should tap conceptual knowledge
and abilities.
23. 2. High-Fidelity Assessment of
Critical Abilities
This standard identifies a number of areas of knowledge
and skills that are clearly so critical for college and career
readiness that they should be targeted for inclusion in new
assessment systems. As described in the standard, these
includes:
ï¶ Research
ï¶ Analysis and Synthesis of Information
ï¶ Experimentation and Evaluation
ï¶ Communication in Oral, Written, Graphic, and Multi-Media
Forms
ï¶ Collaboration and Interpersonal Interaction
ï¶ Modeling, Design, and Complex Problem Solving
24. 3. Assessments that Are
Internationally Benchmarked
The assessments should be as rigorous as those of
the leading education countries, in terms of the kind of
content and tasks they present, as well as the level of
performance they expect.
Such assessments sought were, in order of
importance:
1) teamwork
2) problem solving
3) interpersonal skills
4) oral communications
5) listening skills
25. 4. Use of Items that Are
Instructionally Sensitive and
Educationally Valuable
Assessment tasks should also be
instructionally sensitive and educationally
useful. That is, they should 1) represent the
curriculum content in ways that respond to
instruction, and 2) have value for guiding and
informing teaching.