Classroom Assessment (EDU 245) - Validity of Assessment
Classroom Assessment (EDU 245) - Validity of Assessment 425
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This 2 page Class Notes was uploaded by Alex Belanger on Monday January 25, 2016. The Class Notes belongs to 425 at a university taught by Professor Jennifer Randell in Spring 2016. Since its upload, it has received 9 views.
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Date Created: 01/25/16
Assessment Validity Validity The soundness of the interpretation and uses of assessment results used for speci c purpose a lesson ect Validity interpretation appropriateness a matter of degree speci c to a particular use grand overall evaluative judgement Unitarian concept 1 Evaluation is a 39stepbystep39 process 2 Take certain content from the overall subject and use them as targets for evaluation Four Steps of Validity Criterion Assessments match learning objectives 1 Identify key concepts or goals 2 Ability and Important information must be considered as well as through evaluation 3 Construct an assessment based on a table of speci cations different grading percentages for knowledge retention cognitive process ability ect Panel of judges to review items and evaluate judgement Construct Evidence that shows the extent to which test scores are related to a criterion assessment 1 A latent variable not DIRECTLY observable 2 Theoretical implications associated with the construct level Finds the criteria where the student ability surpasses or struggles and how it plays into assessment results providing evidence of an assessment is at measuring the criteria information ex a student struggles on a vocabulary quiz because of his inability in mathematics 3 Concurrent Establishes Current Criteria ex correlations between SAT and High School GPA 4 Predictive Predicts future criteria ex correlations between SAT and College GPA 5 Consequential 6 Ensuing the consequences assist student learning 0 Major Concerns Fairness Student Variety of Students Contains tasks appropriate from different backgrounds free from racial economic and gender biases Economy and Ef ciency Appropriate use of time for students and the class Multiple Assessment Usage Be used in summative ways after appropriate formative assessments Learning Progress Students learn become motivated from avoid negative consequences and are provided with a means to improve EX Bloom 5 Taxonomy Theory to Assessment Knowledge ComprehensiOon Application Analysis Synthesis Evaluation Factors in uencing Validity Unclear directions Ambiguity inadequate time limits Poorly constructed test items Test too short Improper arrangement of items identi able pattern of answers Overemphasis on easytoaccess aspects of domain
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