Essay about Types of Assessment Test

The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.

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.

Written assessment can be used to give a differentiation of questions to the learner and can be used to judge knowledge at a given level. It also provides a good paper trail. Problems could arise if the learner did not have good reading skills or was dyslexic, evidence could be lost.

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.

Please note that this Assessment document has 7 pages and is made up of 3 Sections.

▪ phonemic awareness /oral language: The student is scoring very well in phonemic awareness/oral language. He was able to get 10 out of 10 in sounding out words. He was also able to identify and say almost the entire alphabet.

Please note that this Assessment document has 8 pages and is made up of 3 Parts.

The assessment method that I chose was to ask the students questions about what they

Please note that this Assessment document has 14 pages and is made up of 4 Parts.

Please note that this Assessment document has 15 pages and is made up of 7 Parts.

Please note that this assessment document has 9 pages and is made up of 4 Parts.

* This is to determine if the delivery and assessment meets the requirements of the standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe and meets all organisation requirements.

Please note that this Assessment has 6 pages and is made up of 3 Sections.

The class picked up where we left off in terms of our conversations about reliability and validity in assessment. As with the nature of making sure a test actually evaluates what it is supposed to assess, the conversation addressed the contexts of content validity, predictive or ‘criterion’ based validity, face validity, and construct validity. Each of these types of validity have a certain analysis used to establish their concreteness. To me, it was very helpful to have a review of these terms as it allowed me to be better versed in research vernacular and how to best approach research methods in my corresponding independent studies. The in-class review was also embellished by the use of an interactive software tool to poll responses via the