Properties of
Assessment Methods
VALIDITY
RELIABILITY
FAIRNESS
PRACTICALITY &
EFFICIENCY
ETHICS
VALIDITY
The instrument’s ability to measure what it
purports to measure.
The appropriateness, correctness,
meaningfulness and usefulness of the
specific conclusions that a teacher reaches
regarding the teaching-learning situation.
TYPES OF VALIDITY
CONTENT VALIDITY
FACE VALIDITY
CRITERION-RELATED VALIDITY
CONSTRUCT VALIDITY
FACE VALIDITY
refers to the outward appearance of the
test.
it is the lowest form of test validity
What do students think of the
test?
CONTENT VALIDITY
refers
to the content and format of the
instrument.
Students’ adequate experience
Coverage of sufficient material
Reflect the degree of emphasis
Am I testing what I taught?
CRITERION-RELATED
VALIDITY
also called predictive validity.
the test is judge against a specific criterion.
It can also be measured by correlating the test with
a known valid test.
How does this compare with the
existing valid test?
CONSTRUCT VALIDITY
the test is loaded on a “construct” or factor
Group of variables that
correlate highly with
each other form of
factor
Am I testing in the way I
taught?
RELIABILITY
Reliability is the degree to which a test
consistently measures whatever it
measures.
Something reliable is something that works
well and that you can trust.
It is a term synonymous with dependability
and stability.
Questions:
Can we trust the results of the test?
Would we get the same results if the tests were
taken again and scored by a different person?
Tests can be made more reliable by
making them more objective
(controlled items).
TYPES OF RELIABILITY
EQUIVALENCY RELIABILITY
STABILITY RELIABILITY
INTERNAL CONSISTENCY
RELIABILITY
INTER-RATER RELIABILITY
EQUIVALENCY RELIABILITY
also called equivalent forms reliability or
alternative-forms.
is the extent to which two items measure
identical concepts at an identical level of
difficulty.
Equivalency reliability is determined by
relating two sets of test scores to one
another to highlight the degree of
relationship or association.
STABILITY RELIABILITY
sometimes called test, re-test reliability
is the agreement of measuring instruments
over time.
Equivalency reliability is determined by
relating two sets of test scores to one
another to highlight the degree of
relationship or association.
INTERNAL CONSISTENCY
RELIABILITY
Used to assess the consistency of results
across items within a test (consistency of an
individual’s performance from item to item
& item homogeneity)
To determine the degree to which all items
measure a common characteristic of the
person
Ways of assessing internal consistency:
• Kuder-Richardson (KR20)
• Split-half Reliabilty
KR20
KR20 = [n/(n - 1)] x [1 - (Σpq)/Var]
KR20= estimated reliability of the full-length test
n = number of items
Var = variance of the whole test (standard deviation squared)
Σpq = sum the product of pq for all n items
p = proportion of people passing the item
q = proportion of people failing the item (or 1-p)
KR21
Used for dichotomously scored items that
are all about the same difficulty
KR21 = [n/(n - 1)] x [1 - (M x (n - M) / (n x Var))]
KR21 = estimated reliability of the full-length test
n = number of items
Var = variance of the whole test (standard deviation squared)
M= mean score on the test
Split-half
rkk = k(r11) / [1 + (k - 1)r11]
rkk = reliability of the test k times as long as
the original test
r11 = reliability of original test
k = factor by which the length of the test is
changed
FAIRNESS
The concept that assessment should be
'fair' covers a number of aspects.
Student Knowledge and learning targets of
assessment
Opportunity to learn
Prerequisite knowledge and skills
Avoiding teacher stereotype
Avoiding bias in assessment tasks and procedures
PRACTICALITY AND
EFFICICIENCY
Something efficient is being able to
accomplish a purpose and is functioning
effectively.
Practicality is defined as something that is
concerned concerned with actual use rather
than theoretical possibilities.
Will the test take longer to design than
apply?
Will the test be easy to mark?
The teacher is
familiar with it
An
assessment
procedure is
practical and
efficient
when…
Doesn’t require
Implementable too much time
STANDARD
S
RIGHT
AND
WRONG ACCEPTED
RULES
CONDUCT
MORALITY
ETHICS
ETHICS IN ASSESSMENT
Refers to questions of right and wrong.
Webster defines ethical (behavior) as
« confoming to the standards of conduct of
a given profession or group ».
Ethical issues that may
be raised:
Possible harm to the
participants.
Confidentiality.
Presence of concealment or
deception.
Temptation to assist students.
E.N.D
