14 - DEFINITION, TYPES OF ASSESSMENTS, AND QUALITIES OF A GOOD MEASURING INSTRUMENT Flashcards
1
Q
- Determines the desired dimensions of defined characteristics
- Involves the quantitative amount of measurement using measuring scales: ruler for length, weighing scale for weight, thermometer for temperature
- Characteristics: reliability, validity, and objectivity
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Measurement
2
Q
- Measures the performance of an individual from a known objective or goal
- Gaining information on the students’ extent of learning and organizes the data gathered into interpretable forms of variables in numbers
- Includes tests, aptitude tests, inventories, and questionnaires
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Assessment
3
Q
- Gives value judgment to assessment through the qualitative measure of the prevailing situation
- Determines the appropriateness, worthiness, goodness, validity, and legality of something based on predetermined standards
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Evaluation
4
Q
- Does not express any clear assumption about a student
- Does not require much energy and time
- The scope is limited, only some dimensions of personality can be tested under measurement
- It is content-oriented
- It is a means and not an end in itself
- The purpose is to gather evidence
- It may not be an essential part of education
- Answers the question “how much” (measurement)
- Prediction cannot be made meaningfully based on measurement
- It acquaints with a situation. This is isolated from the entire environment
- It indicates those observations which are displayed numerically
- It can be conducted at any time
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Measurement
5
Q
- The clear assumption about a student can be formed
- Requires more energy and time
- The scope is wide; in it, the entire personality of a student is tested
- It is objective-oriented
- It is an end in itself
- It deduces inferences from the evidence, that is, its work is appraisement of evidence
- It is an integrated or necessary part of education
- Answers the question “what value”
- It can predict meaningfully
- It acquaints about the entire situation
- It comprises both quantitative and qualitative observations
- It is a continuous process
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Evaluation
6
Q
Assessments that complement each other to determine the totality of the students’ performances. Either of the two can be used for the improvement and enhancement of teaching.
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Formal & Informal
7
Q
- Data-based test
- Determines students’ proficiency or mastery of the content or knowledge testing
- Systematic
- Structured
- Used for comparison against a certain standard
- Mathematically computed and summarized (formal grading system)
- Assesses overall achievement
- Norm-referenced measure
- Quantitative
- Normal classroom environment
- Examples: exams, diagnostic tests, achievement tests, aptitude tests, intelligence tests, and quizzes
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Formal Assessment
8
Q
- Content and performance-driven
- Measures students’ performance and progress (progress measuring)
- Spontaneous
- Flexible
- Progress of every student by using actual works (individualized)
- The rubric score is used
- Day-to-day activities such as projects, assignments, experiments, and demonstration
- Criterion-referenced measure
- Qualitative
- Could be beyond the classroom environment
- Examples: checklists, observations, portfolio, rating scale, records, interviews, and journal writing
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Informal Assessment
9
Q
Assessments can be categorized according to the nature of the content and various functions. Both types are essential components of classroom instruction.
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Formative & Summative
10
Q
- Determines whether learning is taking place
- Provides feedback on how things are going and it is used to emphasize areas for further studies
- Helps students perform well at the end of the program or monitors the students’ progress
- It is a gathering of detailed information and narrow in the scope of the content
- Evaluates the effectiveness and improvement of teaching
- Conducted during teaching or instruction daily or every session
- Primarily prospective
- Examples: observation, oral questioning, assignments, quizzes, discussions, reflection, research proposal, peer or self-assessment
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Formative Assessment
11
Q
- Determines if learning is sufficiently complete
- Determines how well things went measures students’ overall performances
- Concerned with purposes, progress, and outcomes of the teaching-learning process
- Gathering information is less detailed but broader in the scope of content or skills assessed
- Provides information to the students, parents, and administrators on the level of accomplishment attained
- Occurs at the end of the instruction on the end of each unit
- Primarily retrospective
- Examples: unit test, final examinations, comprehensive projects, research paper, presentations, project, and portfolio
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Summative Assessment
12
Q
Used to interpret student performance. The test score of a student could be compared among the class standing or compare based on standardizing criteria.v
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Norm-referenced & Criterion-referenced
13
Q
- It is a relative ranking of students
- Students compete against each other
- Determines the students’ placement on a normal distribution curve to rank and sort students
- Determines a student’s level of the construct measured by a test concerning a well-defined reference group of students
- Examinee-centered
- Evaluates the effectiveness of the teaching program and student’s preparedness for the program
- Focuses too heavily on memorization and routine procedure
- Highlights achievement differences
- Identifies whether a particular student performs better or worse than the rest of the students
- Statistical methods used on how raw scores are interpreted such as the percentile rank, and normal curve
- NSAT, College Entrance Examinations, National Achievement Test, IQ Test, and Cognitive Ability Test
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Norm-referenced Assessment
14
Q
- It interprets scores in terms of absolute standard
- A student competes against him/herself
- Measures how well students have mastered a particular body of knowledge
- Determines a student’s level of performance about a well-defined domain of content
- Content-centered
- Assesses higher-level thinking and writing skills
- Emphasizes thinking and application of knowledge
- Setting performance standards
- Used to monitor students’ performance in their day-to-day activities
- Tests must be valid and reliable. Test item analysis
- Domain-referenced tests, competency tests, basic skills tests, mastery tests, performance or assessments, objective-referenced tests, authentic assessments, and standards-based tests
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Criterion-referenced Assessment
15
Q
Qualities of a Good Measuring Instrument
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Validity, Reliability, Usability
16
Q
Most important characteristic of a good test
According to Ebel and Frisbie (1991), refers to “consistency or accuracy with which the scores measure a particular cognitive ability of interest”
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Validity
17
Q
Types of Validity
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- Content Validity
- Construct Validity
- Criterion-related Validity
18
Q
determines the representation of the covered topics discussed or what has been taught
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Content Validity
19
Q
provides a general description of the student’s performance, thus, it provides the meaning of the scores from the test
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Construct Validity
20
Q
when the test to be measured is compared to the accepted standards
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Criterion-related Validity
21
Q
Two types of criterion-related validity
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Predictive, Concurrent
22
Q
- Test performance predicts future performance
- Two different tests namely the scholastic aptitude scores – test performance and the achievement test scores – criterion performance are given at a different time or months
- Determines who is likely to succeed or fail in a certain course, board examinations or occupation
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Predictive Validity
23
Q
- It relates to the present standing on other valued measure called a criterion
- Two different tests namely the scholastic aptitude scores – test performance and the achievement test scores – criterion performance are given at the same time
- Estimates present status or current skills in the actual setting
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Concurrent Validity
24
Q
- Is the consistency of measures or what it intended to measure
- High reliable scores in different test instruments are considered accurate, reproducible, and generalizable
- A test may be reliable but not valid but a valid test is always reliable
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Reliability
25
Q
Different Methods in Estimating Reliability
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- Test-retest Reliability
- Inter-rater Reliability
- Parallel-forms Reliability
- Split-half Reliability
26
Q
- It determines the consistency of test across time
- The test is administered twice at a different point in time
- The test scores are correlated, hence, the higher the correlation, the higher the reliability
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Test-retest reliability
27
Q
- It determines the consistency of the raters
- Compare and correlate the scores of two or more raters/judges
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Inter-rater reliability
28
Q
- Determines the consistency of the test content
- Compares two different tests with the same content, quality, and difficulty level that are administered to the same person
- Paired observations are correlated
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Parallel-forms reliability
29
Q
- It determines the consistency of the test results across items
- The test is divided into odd and even items, producing two scores for each student
- The scores are correlated which provide a measure of internal consistency
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Split-half reliability
30
Q
- Estimates the item (test question) internal consistency of a test.
- It measures reliability for a test with binary variables (dichotomous).
- KR 20 applies for items that have varying difficulty and with the correct answer for each item.
- If the test items have a similar difficulty, the Kuder Richardson Formula 21 is used.
- The scores of KR-20 and KR-21 range from 0 to 1, where 0 is not reliable and 1 perfectly reliable. A score of above 0.5 is usually considered reliable.
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Kuder Richardson Formula 20 (KR-20) and Kuder Richardson Formula 21 (KR-21)
31
Q
measures the internal consistency of test items with a set of variables
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Cronbach’s alpha Formula
32
Q
- the extent or practicality of using a test
- The test should administer with ease, clarity, and uniformity; clear instruction; scoring is simple and clear; answer key must be available; observe correct interpretation and application of test results
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Usability
