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