Properties of Assessment Methods
Properties of Assessment
Methods
PROPERTIES OF
ASSESSMENT METHODS
VALIDITY
RELIABILITY
FAIRNESS
PRACTICALITY & EFFICIENCY
ETHICS
• Is the degree to which a test measures what is supposed to measure.
VALIDITY
Approaches to the validity of tests.
Content Validity
Construct
ValidityPredicti
ve ValidityCriterio
n Validity
Concurrent
Validity
Approaches to the validity of tests.
Conten
t
Validity It is the degree to which
test items match some objective criterion.
Approaches to the validity of tests.
Constr
uct
Validity Is the degree to which a
test measures an attribute or quality it is supposed to measure.
Approaches to the validity of tests.
Predict
ive
Validity Refers to the degree or
extent to which scores on a test can predict later
behavior or test scores.
Approaches to the validity of tests.
Concur
rent
Validity
Refers to the degree of relationship between
scores on a test or scale on another measure of
established validity given at about the same time.
Approaches to the validity of tests.
Criterio
n
Validity It is when the test item is
judged against a specific criterion.
refers to the instrument’s consistency and stability.
• is the degree to which an assessment tool produces stable and consistent results.
RELIABILITY
FOUR METHODS TO CHECK RELIABILITY OF TESTS
Test-re-test
ParallelForms
Split-half
Internal consiste
ncy
Inter-rater
Test-re-test
Alternate forms
Internal consiste
ncy
FOUR METHODS TO CHECK RELIABILITY OF TESTS
Inter-
rater Used to assess the degree to which different
raters/observers give consistent estimates of the same phenomenon
FOUR METHODS TO CHECK RELIABILITY OF TESTS
Test-re-
testUsed to assess the
consistency of a measure from one time
to another.
FOUR METHODS TO CHECK RELIABILITY OF TESTS
Alterna
te
forms
Used to assess the consistency of the results of two tests constructed in the same way from the
same content domain
FOUR METHODS TO CHECK RELIABILITY OF TESTS
Interna
l
consist
ency Used to assess the consistency of results
across items within a test
SPLIT-HALF METHOD
CRONBACH’S ALPHA
AVERAGE INTER-ITEM CORRELATION
AVERAGE ITEM-TOTAL CORRELATION
• - Students need to know exactly what the learning targets are and what method of assessment will be used
FAIRNESS
FAIRNESS• Assessment has to
be viewed as an opportunity to learn rather than an opportunity to weed
out poor and slow learners.
• Teachers should be familiar with the test,
• number of items is not complicated.
• Implementable
Practicality & Efficiency
• The term “ethics” refers o the question of right and wrong.
• Webster defines ethical(behavior) as ‘conforming to the standards of conduct of a given
profession or group’.
ETHICS