5 A Assessment Practices

1.
Validity
Validity refers to the accuracy of

inferences drawn from an assessment.
It is the degree to which the assessment

measures what it is intended to measure.
Types of Validity
Construct validity- the assessment actually

measures what it is designed to measure.
A actually is A
Types of Validity
Concurrent validity- the assessment

correlates with other assessments that
measure the same construct.
A correlates with B
Types of Validity
Predictive validity- the assessment predicts

performance on a future assessment.
A predicts B
Valid Inferences
Validity is closely tied to the purpose or use

of an assessment.
DON’T ASK: “Is this assessment valid?”

ASK: “Are the inferences I’m making based on
this assessment valid for my purpose?”
Evidence-Centered Design
• Validity is about providing strong evidence
• Evidence-centered design boosts validity

– What do you want to know?
– How would you know?
– What should the assessment look like?
Defining Reliability
• Reliability refers to consistency and

repeatability.
• A reliable assessment provides a consistent

picture of what students know, understand,
and are able to do.
Remember!
An assessment that is highly reliable is not

necessarily valid. However, for an assessment
to be valid, it must also be reliable.
Test-retest Reliability:
• Test-retest reliability is the degree to which scores

are consistent over time. It indicates score variation
that occurs from testing session to testing session as
a result of errors of measurement. Problems:
Memory, Maturation,Learning.
Equivalent-Forms or
Alternate-Forms Reliability:
• Two tests that are identical in every way

except for the actual items included. Used
when it is likely that test takers will recall
responses made during the first session and
when alternate forms are available.
Correlate the two scores. The obtained
coefficient is called the coefficient of
stability or coefficient of equivalence.
Problem: Difficulty of constructing two
forms that are essentially equivalent.
Split-Half Reliability:
• Requires only one administration. Especially

appropriate when the test is very long. The
most commonly used method to split the test
into two is using the odd-even strategy.
• Since longer tests tend to be more
reliable, and since split-half reliability
represents the reliability of a test only
half as long as the actual test, a
correction formula must be applied to the
coefficient. Spearman-Brown prophecy
formula.
Rationale Equivalence
Reliability:
• Rationale equivalence reliability is not
established through correlation but
rather estimates internal consistency by
determining how all items on a test
relate to all other items and to the total
test.
Purchasing & Developing
Assessments
Considerations
• Using what you have
– Is it carefully aligned to your purpose?
• Purchasing a new assessment
– Is it carefully matched to your purpose?
– Do you have the funds (for assessment, equipment, training)?
• Developing a new assessment
– Do you have the in-house content knowledge?
– Do you have the in-house assessment knowledge?
– Does your team have time for development?
– Does your team have the knowledge and time needed for
proper scoring?
Improving Validity & Reliability
• Ensure questions are based on taught curricula
• Ensure questions are based on standards
• Allow students to demonstrate knowledge/skills in
multiple ways
• Ensure a variety of item types (multiple-choice,
constructed response)
• Ask questions at varying Depth of Knowledge levels
• Ensure accurate test administration
• Include items that address the full range of standards
• Include multiple items that assess the same standard
• Review scorer reliability, when necessary
3. FAIRNESS
• - a need to know exactly what the
learning targets are and what methods of
assessment will be used
• -a view that assessment is an
opportunity to learn rather than an
opportunity to weed out poor and slow
learner.
(diagnosing the learning process vs.
learning object)
• - freedom from teacher-stereotyping

4. Practicality and Efficiency
• - familiarity with assessment
• -administrable, implementable, feasible

5. Ethics in Assessment
• -ethics refers to questions of right and wrong.

• -basic question which needs to be considered: “Will
any physical or psychological harm come to any one
as a result of the assessment or testing?”
Issues:
• Possible harm to participants
• confidentiality of results
• Deception
• temptation to assist some individuals in a class
during assessment or testing
THANK Y U!

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1.

Validity refers to the accuracy of

It is the degree to which the assessment

Construct validity- the assessment actually

Concurrent validity- the assessment

Predictive validity- the assessment predicts

Validity is closely tied to the purpose or use

DON’T ASK: “Is this assessment valid?”

• Evidence-centered design boosts validity

• Reliability refers to consistency and

• A reliable assessment provides a consistent

An assessment that is highly reliable is not

• Test-retest reliability is the degree to which scores

• Two tests that are identical in every way

• Requires only one administration. Especially

• - freedom from teacher-stereotyping

• - familiarity with assessment

• -administrable, implementable, feasible

• -ethics refers to questions of right and wrong.

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