MCHS 2 General Principes in Assessment.pptx

Principles of assessment in education

1. GENERAL PRINCIPLES IN ASSESSMENT BY CHOKOCHA M SELEMANI MBEWE, MZUZU UNIVERSITY, P/B201 LUWINGA, MZUZU

2. BASIC PRINCIPLES OF ASSESSMENT

3. Principle 1 - Assessment should be reliable and consistent There is a need for assessment to be reliable and this requires clear and consistent processes for the setting, marking, grading and moderation of assignments .

4. RELIABILITY Cont’d

5. RELIABILITY Cont’d

6. RELIABILITY Cont’d

7. RELIABILITY Cont’d

8. RELIABILITY Cont’d

9. RELIABILITY Cont’d

10. RELIABILITY Cont’d

11. FACTORS AFFECTING TEST RELIABILITY

12. RELIABILITY Cont’d

13. RELIABILITY Cont’d

14. RELIABILITY Cont’d

15. RELIABILITY Cont’d

16. RELIABILITY Cont’d

17. Principle 2 - Assessment should be valid Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.

18. VALIDITY

19. VALIDITY

20. TEST VALIDITY EVIDENCE

21. TEST VALIDITY EVIDENCE Cont’d

22. TEST VALIDITY EVIDENCE Cont’d Concerned with whether or not content of test is sufficiently represented in the test Can be ensured if all the content domains are represented in the test Table of Test Specification can be used to verify test validity

23. TEST VALIDITY EVIDENCE Cont’d

24. TEST VALIDITY EVIDENCE Cont’d

25. TEST VALIDITY EVIDENCE Cont’d Predictive validity is the degree to which test scores accurately predict scores on a criterion measure. A conspicuous example is the degree to which college admissions test scores predict college grade point average (GPA ). While concurrent validity refers to assessments taken together or within a short period of time of each other, predictive validity is the measure of one assessment's ability to predict future measurements either on an assessment or some other form of measurement . For example, an honesty test has predictive validity if persons who score high are later shown by their behaviors to be honest.

26. AUTHENTICITY Authenticity is the quality of being genuine or real Authentic tests are the ones whose items relate to real life situations Five dimensions of authentic assessment:   ( a) the assessment task, ( b) the physical context, ( c) the social context , ( d) the assessment result or form, and ( e) the assessment criteria.

27. AUTHENTICITY Cont’d Contains language that is natural as possible Items that are contextualised rather than isolated Includes meaningful, relevant, interesting topics Offers tasks that replicate/resemble real-world tasks

28. OBJECTIVITY

29. PRACTICALITY (IS IT PRACTICLE)

30. PRACTICALITY Cont’d

31. INTERPRETABILITY

32. WASHBACK EFFECT (CONSEQUENCES)

33. WASHBACK EFFECT Cont’d

34. Principle 8 - Information about assessment should be explicit, accessible and transparent Clear, accurate, consistent and timely information on assessment tasks and procedures should be made available to students, staff and other external assessors or examiners . Information about assessment should be clear to users and consumers Information about assessment should be made accessible to all people interested

35. Principle 9 - Assessment should be inclusive and equitable As far as is possible without compromising academic standards, inclusive and equitable assessment should ensure that tasks and procedures do not disadvantage any group or individual.

36. Principle 10 - Assessment should be an integral part of programme design and should relate directly to the programme aims and learning outcomes Assessment tasks should primarily reflect the nature of the discipline or subject but should also ensure that students have the opportunity to develop a range of generic skills and capabilities.

37. Principle 11 - The amount of assessed work should be manageable The scheduling of assignments and the amount of assessed work required should provide a reliable and valid profile of achievement without overloading staff or students.

38. Principle 12 - Formative and summative assessment should be included in each programme Formative and summative assessment should be incorporated into programmes to ensure that the purposes of assessment are adequately addressed. Many programmes may also wish to include diagnostic assessment.

39. Principle 13 - Timely feedback that promotes learning and facilitates improvement should be an integral part of the assessment process Students are entitled to feedback on submitted formative assessment tasks, and on summative tasks, where appropriate. The nature, extent and timing of feedback for each assessment task should be made clear to students in advance.

40. Principle 14 - Staff development policy and strategy should include assessment All those involved in the assessment of students must be competent to undertake their roles and responsibilities.

41. 15 FAIRNESS

42. Principle 15: Fair and minimise bias A ssessments are fair to all learners irrespective of their characteristics (for example, age, gender, etc ) A ssessment bias  refers to qualities of an  assessment  instrument that unfairly penalize a group of students because of students' gender, race, ethnicity, socioeconomic status, religion or other such group defining characteristics Test bias  refers to the differential validity of  test  scores for groups (e.g., age, education, culture, race, sex).  Bias  is a systematic error in the measurement process that differentially influences scores for identified groups In assessment no individual, group or groups of people should have an advantage over others

43. Principle 16: Sufficient E nough work is available to justify the credit value, and to enable a consistent and reliable judgement about the learner’s achievement Assessment should cover reasonable work that was actually taught or included in the curriculum

44. END OF PRESENTATION TWO