Validity Of The Assessment Information Essay

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.

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

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.

Questioning is a method of testing knowledge by asking the learner a series of questions related to the performance criteria. It is important that the assessor plans the questions beforehand, ensuring that open questions are used, and identifies the means of recording them, whether it be written; voice recorded or videoed. Questioning can be a very useful assessment method used alongside other methods. With observation, in particular, ‘what if’ questions can be used for evidence that might be hard to obtain, for example.

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

2. GIVING FEEDBACK = Verbal feedback, Written Feedback.{Try to be positive, Don’t be negative candidates find this demoralising}

367, 2012). This particular validity is important when it comes to legal defensibility. Construct validity explains how what is being studied matches the actual measure. Criterion validity answers the question of whether a test reflects a certain set of abilities. One way to assess criterion validity is to compare it to a known standard. A reference is needed to determine an instrument’s criterion-related validity. Criterion-related validity predicts the future. If a nursing program designed a measure to assess student learning throughout the program, a test such as the NCLEX would measure student’s ability in this discipline. If the instrument produces the same result as the superior test the instrument has a high criterion-related validity. The higher the results the more faith stakeholders will have in the assessment tool. “A criterion-related validity study is conducted by statistically correlating scores with some measure of job performance” (Biddle, p.308, 2010). Criterion-related validity is most important when it comes to predicting performance in a specific job, and predicting future

The use of authentic assessments, with its focused on supporting diverse students, can help influence and move all educational stakeholders (students, families, teachers, and school administrators) towards a more holistic approach to evaluation. Today, standardized testing, I believe, ignores the richness and value that students and families bring to the classroom. Also, current testing constrains educator’s pedagogical practices with the curriculum that limit seeing other alternative. Early childhood researcher Lisa Fiore (2012) argues, and I agree, it is important for teachers to have children and families feel welcomed in the classroom. In fact, through my experience in education I have witness first hand the positive influence of home visits, season academic theme nights about content/curriculum, fun/extracurricular family nights and weekly parent

Assessment is an integral part of the counseling process. It is not only vital to the gathering of information about a client in various areas, but through effective use, it can also enhance the therapeutic alliance. As the ACA Code of Ethics (2014) states in their very first code, Code A.1.a, “the primary responsibility of counselors is to respect the dignity and promote the welfare of clients,” (p. 3). The proper utilization of assessment techniques is a tool for counselors to accomplish that very responsibility.

There are a number of web sites that will help create a rubric. One, Utah Education Network (Rubric Tutorial - UEN. (n.d.), which not only answers the question “What is a Rubric? But has examples and a tool to create one. Rcampus, also free but requires registration, provides tools to “Build from Scratch.” Revise my existing rubric.” And Duplicate and re-purpose an existing rubric.” (IRubric: Rubric studio. (n.d.). Both sites requires registration, which is free.

This article takes on a bit of a different perspective when it comes to the issue of using rubrics as a tool of assessment. When the topic of rubrics has come up in the professional life of this writer, it has been followed with a negative connotation. This article speaks positively of the use of rubrics. The writer of the article Heidi Andrade uses rubrics not only to justify students’ grades, but also to assist the students in properly completing an assignment.

Knowledge is constantly changing. As society continues to progress into a new technological age, new information and theories are presented. Education is the key to a nation’s economic success due to the social benefits it produces. It allows citizens to be aware of information and situations in order to help their development of skills and specialization in the workforce. The fluidity of education is necessary to keep up with the technological advancements in today’s society. While many industrialized countries such as China are increasing in the international ranks of education, the United States, although lower ranked than before, has been stagnant in their performance. The Organization for Economic Cooperation and Development, an international study on student assessment revealed the low ranking of United States compared to the rest of the world. The study surveyed 15-year old’s academic performance and the U.S. came at 25th in math, 14th in reading, and 17th in science (Kornbluh). The United States is a growing nation and in order to compete at the international level, it must reform the public education system. The country has been in panic in discovering and attempting to apply these solutions to our public education system. There has been demand for more accountability, more funding, more standardization or less government intervention depending on the stakeholder involved.

Authentic assessment is a type of alternative assessments. It evaluates students’ learning progress and achievement through performing tasks that enhance and resemble language use in real-life settings. According to O’Malley and Valdes Pierce (1996), “the key requirement of an authentic assessment is that it requires the test taker to demonstrate that they are able to complete a particular task or tasks that resemble something that they are likely to have to do in real life” (As cited in Coombe, Purmensky & Davidson, 2012, p. 148).