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    Enriquita Palao
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    MODULE

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    Assessment.1

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    MODULE

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    © All Rights Reserved
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    4 views14 pages

    Assessment 1

    Uploaded by

    Enriquita Palao
    MODULE

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 14
    i : EEUNEETND Wotan oe Reioniey —_ mah ht ts or com It is not unusual for teachers to a Ee hacer and other assessments. FF ee oot Fit of the cootent ‘oma, “They Jeon eh opportuni “fo study or learn the material. The emp wath Rae ermastent with the performance verbs in the learning oul Otay de sided Reliability of test results should alse rencies in the results when tests are ments from students regarding testy werage of the test. Students ae They may not have beep t may also be tog essment. Validity alone does not ensure high qu re assessment) Bata be checked. Questions on reliability surface if there are oe administered over different time periods, sample of questions oni le re Both validity and reliability are considered when gathering information o = 7 student achievement. This chapter discusses the distinctions between the Intended Learning Outcome (ILO) At the end of Chapter 4, students are expected to: + Cite evidences of validity and reliability in teacher-made tests. Bil tncact VALIDITY Validity is a term derived from the Latin word validus, meaning strong. In view of assessment, itts deemed valid if it measures what it is supposed to. In contrast to what some teachers be 1 nota Property ofa test. It pertains to the accuracy of the inferences teachers make about s based on the information gathered from an assessment (McMillan, 2007; Fives & DiDonato. 2013), This implies that the conclusions teachers come up with in their evaluation of Performance is valid if there are strong and sound evidences of the exte Decisions also include those about instruction and classroom elimate (Russ lieve, it tudents Barnes, student nt of students’ learning. ell & Airasian, 2012) An assessment is valid if it measures a student's actual Hispect to the intended outcomes, and not something else. It i¢ seeettent of the curricular aim being assessed (McMillan, 20 assessment purportedly for measuring arithmetic skills of grad Pupils because of issues knowledge and performance with Tepresentative of the area of lear nin 07; Popham, 2011). For instance, Assessment of Learnin Asses f Learning | Iron A. Content-Related Evidence Validity describe Content-related evidence for validity pertains to the extent to which the Sue test covers the entire domain of content. If a summative test covers a unit a

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