Properties of Assessment Methods
A. VALIDITY
- refers to the appropriateness, correctness, meaningfulness and usefulness of the specific conclusions that a teacher reaches regarding the teaching-learning situation
- the degree to which the assessment instrument measures what it intends to measure
- the most important criterion of a good assessment instrument
Types of Validity
1. Content-Validity- refers to the content and format of the instrument
- Do students have adequate experience with the type of task posed by the item?
- Did the teachers cover sufficient materials for most students to be able to answer the item correctly?
- Does the item reflect the degree of emphasis received during instruction?
2. Face Validity- refers to the outward appearance of the test
3. Criterion Validity- refers to the degree to which information provided by a test agrees with information obtained on other, independent test
4. Construct Validity- refers to the degree to which the totality of evidence obtained is consistent with theoretical expectations
B. RELIABILITY
- refers to the consistency, dependability or stability of an assessment method
- refers to the consistency of scores obtained by the same person when retested using the same instrument, its parallel or when compared with others students who took the same test
Methods of Checking Reliability
1. Test-Retest Method - involves administering the same instrument twice to the same group of individuals after a certain time interval has elapsed.
2. Equivalent-Forms Method- involves administering two different, but equivalent, forms of an instrument to the same group of individuals at the same time.
3. Test-retest with Equivalent Forms - involves giving parallel forms of tests with increased time interval between forms
4. Internal-Consistency Method- involves comparing responses to different sets of items that are part of an instrument (Split-half, Kuder-Richardson, Cronbach Alpha)
5. Scoring observer agreement- compare scores obtained by two or more scorers or observers
C. BALANCE
- Involves setting of targets in all domains of learning domains of intelligence
- Makes use of both traditional and alternative assessment
D. FAIRNESS
- involves student’s knowledge of the learning targets and assessment methods to be used; assessment of the learning process rather than the learning object; and freedom from biases
- the key to fairness are as follows:
- students have knowledge of learning targets and assessment
- students are given equal opportunity to learn
- students possess the pre-requisite knowledge and skills
- students are free from teacher stereotypes
- students are free form biased assessment tasks and procedures
E. PRACTICALITY and EFFICIENCY
- includes familiarity, time efficiency and employability of the assessment method
a. Teacher familiarity with the Method
- The teacher should know the strengths and weaknesses of the method and how to use them
b. Time required
- Includes construction and use of the instrument and the interpretation of the results
- It is desirable to use the shortest assessment time possible that provides valid and reliable results
c. Complexity of the Administration
- Directions and procedures for administrations and procedures are clear and that little time and effort is needed
d. Ease of scoring
- use scoring procedures appropriate to your method and purpose
e. Ease of interpretation
- Interpretation is easier if there was a plan on how to use the results prior to assessment
d. Cost
- The less expense used to gather the information, the better
F. CONTINUITY
- Assessment takes place in all phases of instruction. It could be done before, during and after instruction
G. AUTHENTICITY
- Involves:
a. meaningful performance task
b. clear standards and public criteria
c. quality products and performance
d. positive interaction between assesse and assessor
e. emphasis on meta-cognition and self-evaluation
f. learning that transfers
H. COMMUNICATION
- Assessment targets and standards should be communicated
I. POSITIVE CONSEQUENCES
- Assessment should have positive consequence to students, that is it should motivate them to learn
- Assessment should have a positive consequence on teachers, that is, it should help them improve the effectiveness of their instruction
J. ETHICS
- Participants in an assessment method should be protected from physical or psychological harm, discomfort or danger that may arise due to the testing procedure
- Test results and assessment results should be confidential and should be known only by the student concerned and the teacher
- There are instances in which it is necessary to conceal the objective of the assessment in order to ensure fair and impartial results. When this is the case, the teacher has a special responsibility to:
a. determine whether the use of such techniques is justified by the educational value of the assessment,
b. determine whether alternative procedures are available which do not make use of concealment; and
c. ensure that students are provided with sufficient explanation as soon as possible.
Assessment should be fair and non-biased.
