Difference Between Validity And Reliability

Content validity is achieved when the content of the assessment matches the educational objectives. Criterion validity is demonstrated by the ability of the test to relate to external requirements. Construct validity takes into account the educational variables, such as the native language of the students, to predict the test outcomes. Reliable assessments have consistent results; Reliability refers to the consistency of a measure. A test is considered reliable if we get the same result repeatedly.

4) Assessment: the assessor must ensure that learner achievement and progression is checked throughout the learning process (formative assessment) and at the end of the course or programme (summative assessment). The assessment methods have to be fair, reliable and valid and linked to the planned assessment tasks. The assessor has the responsibility to ensure that learners are aware of the requirements and know how to meet the assessment criteria.

The function of internal quality assurance in teaching and learning is designed to ensure the quality and reliability of assessment decisions in the establishment.

Assessment Principles. Learning outcomes 2, 3, 4 and 5 must be assessed in the work

Assessments should contribute to a student’s education and learning by including students in the learning process educators are able to assist and extend students learning (SCSA, 2014).

The teacher prepared a checklist of what she would be looking for while assessing the students during the discussion. On this

This will enable me to provide the necessary support for the students who need it immediately and prevent major problems relating to disengagement – loss of student interest in learning, failure avoidance, student negative emotional states, student-teacher relationships degrading as a result of the student feeling isolated and having their troubles go unnoticed. I have personally known a lot of young people who have had difficulty voicing exactly what is going on and where they need help; I hope that formative assessment will do some the talking for students like this, and young students who may not be able to articulate their issues

Although this is primarily for younger children this idea can be used straight through life-long learning. Assessment enables the teacher to see what objectives have been met and what still needs to be addressed. This is often called formative assessment or assessment for learning. ‘Assessment for Learning is the process of seeking and interpreting evidence for use by learners ad their teachers to decide where the learners are in their learning, where they need to go and how best to go there’ (Assessment Reform Group, 2002).

1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

In this evidence you will need to explain your understanding of the principles and requirements of your assessment practices. 1. Explain how peer and self assessment can be used to promote effective learner involvement in the assessment process, what are the benefits of learners taking ownership and responsibility for their learning journey:It is important to involve learners

Validity refers to that measuring tool or approaches can accurately measure things needed to be measured. It can be considered as an extent that measured results reflect investigative contents. Measured results more tend to be identical, validity will be higher, vice versa. Guba and Lincoln (1981) argued that whole social research must include invalidity in order to acquire worthwhile data within both the rationalistic paradigm (quantitative research) and naturalistic paradigm (qualitative research). Some factors can determine the level of validity, which include bias, construct

The easiest way to test for reliability is through test-retest method. For instance, measuring the weight of students, if the weight the same after two different tests using a similar machine then the measurement is reliable. Validity, on the other hand, refers to the accuracy of a test or measurement. For instance, in calculating the mean of students, the method used need to be correct to give the correct results. The results will be said to be valid. A measure can be reliable but not valid because reliability focuses merely on consistency while validity focuses more on accuracy (Babbie,

Internal consistency--The application and appropriateness of internal consistency would be viewed as reliability. Internal consistency describes the continuous results provided in any given test. It guarantees that a range of items measure the singular method giving consistent scores. The appropriateness would be to use the re-test method in which the same test is given to be able to compare whether the internal consistency has done its job (Cohen & Swerdlik, 2010). For example a test that could be given is the proficiency test which provides three different parts to the test, but if a person does not pass the test the same test is given again.

(Activity A) Based on the information you have at the end of Part 1, what do you think the key