Game Theoretic Evolutionary Multi Objective

|There are many principles of assessment should be valid, Validity ensures that assessment tasks and associated criteria effectively |

With focus on the quality and standards of assessors to meet the learning needs of the candidates, where a lack of progress is highlighted or an inconsistency within assessments will result in further support for the assessment team, potentially in the form of further standardization

groups in which the study focused on leaves a range of direcet and indirect questions

·  How were measures of variation used in the study? What conclusions can you draw based on the variation?

Validity refers to whether the research conducted is what it intended to be. Validity involves dependability, which means, a valid measure must be reliable. But, reliability doesn’t have to link to validity, a reliable measure is not required to be valid.

It is possible for a measure to have one and not all of the above criteria’s. If it lacks one of the measurements the chances of the study/research lacking credibility are higher.

However, the researchers in this study could not transfer this reliability estimator to their study because they adapted the original measure. They selected a portion of the items from the English version and used them for the Hmong tasks.

Assessment may take place in a wide range of situations and for a variety of purposes, for example:

This also provides flexibility in the analysis of the responses. On the other hand, standardized questionnaire items often represent the least common denominator in assessing people’s attitudes, orientations, circumstances, and experiences. By designing questions that will be appropriate for all respondents, it is possible to miss what is most appropriate to many of the respondents (Babbie, 1992).

In assessment, validity and reliability are two major factors. “Validity is the soundness of your interpretations and uses of students’ assessment results” (Brookhart & Nitko, 2015, p. 38). This basically means, does the assessment measure what it was intended to measure? Validity has four principles: interpretations, uses, values, and consequences. An example of a valid assessment is the SAT. The SAT is valid, because it provides the assessor evidence to make appropriate interpretations and uses. The assessor is able to make meaningful judgments and actions based on the scores of the SAT (Brookhart & Nitko, 2015, p. 38-40). The other important factor is reliability. “Reliability is the degree to which students’ results remain consistent over replications of assessment procedure” (Brookhart & Nitko, 2015, p.67). For example, if a test is valid, the student should score consistently with no intervention. However, if a treatment or invention occurs, the score should be altered. An

The reliability of an instrument contributes to the level of usability for empirical research (Whiston, 2009). Further, it refers to the replicability andstability of a measurement and whether it will result in the same assessment in the same individuals when repeated (Frankfort-Nachmias & Nachmias, 2008). When determining the reliability of an assessment, a reliability coefficient of at least .80 indicates a trustworthy level of reliability (Trochim, 2006).

In the surveys and randomized controlled trials, validity, reliability and generalizability are three key factors.

Once the purpose of the measure has been established, one can define the content of the measure, which will be established by the content domain. A test developer fist operationally defines the content domain (Moerdyk, 2009). Secondly the purpose is considered and various methods are used according to the settings (rational approach and empirical criterion keying approach), these can be combined as well (Foxcroft & Roodt, 2009). The next step in the planning phase would be to develop the test plan. In order to develop the test plan the design would need to be considered. The design is considered according to two aspect which are; the stimulus to the test taker- response and the method for the response. Item formats which a test- taker could respond to are as follows; Open ended items such as narrative or essays in which there is no limitation, Forced choice items such as dichotomous, likert scale questions and ipsative format; sentence completion items and performance based items. In all items one would consider the time limits to be imposed which would affect the response. If I am interested in assessing personality, a performance based item would be used. Depending on the method for response, who is involved in the administration of calculating the test results, different approaches would be taken. For example in the case of which one answer is correct, an

Parallel and alternate forms—The parallel and the alternative forms of test reliability utilize multiple instances of the same test items at two different time with the same participants (Cohen & Swerdlik, 2010). These kinds of test of reliability measurement could be proper when a person is measuring traits over a lengthy period of time, but would not be proper if a person was to measure one’s emotional state.

Oral Assessment instruments should have an acceptable level of reliability in terms of internal consistency, test and re-test reliability and alternative form reliability. Its content must also have the necessary validity to be a valid assessment instrument, must be predictive and concurrent.