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PRINCIPLES AND STRATEGIES OF TEACHING IN MLS > 14 - DEFINITION, TYPES OF ASSESSMENTS, AND QUALITIES OF A GOOD MEASURING INSTRUMENT > Flashcards

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
A

Measurement

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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
A

Assessment

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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
A

Evaluation

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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
A

Measurement

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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
A

Evaluation

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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.

A

Formal & Informal

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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
A

Formal Assessment

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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
A

Informal Assessment

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9
Q

Assessments can be categorized according to the nature of the content and various functions. Both types are essential components of classroom instruction.

A

Formative & Summative

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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
A

Formative Assessment

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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
A

Summative Assessment

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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

A

Norm-referenced & Criterion-referenced

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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
A

Norm-referenced Assessment

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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
A

Criterion-referenced Assessment

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15
Q

Qualities of a Good Measuring Instrument

A

Validity, Reliability, Usability

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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”

A

Validity

17
Q

Types of Validity

A
  1. Content Validity
  2. Construct Validity
  3. Criterion-related Validity
18
Q

determines the representation of the covered topics discussed or what has been taught

A

Content Validity

19
Q

provides a general description of the student’s performance, thus, it provides the meaning of the scores from the test

A

Construct Validity

20
Q

when the test to be measured is compared to the accepted standards

A

Criterion-related Validity

21
Q

Two types of criterion-related validity

A

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
A

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
A

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
A

Reliability

25
Q

Different Methods in Estimating Reliability

A
  1. Test-retest Reliability
  2. Inter-rater Reliability
  3. Parallel-forms Reliability
  4. 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
A

Test-retest reliability

27
Q
  • It determines the consistency of the raters
  • Compare and correlate the scores of two or more raters/judges
A

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
A

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
A

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.
A

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

A

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
A

Usability

PRINCIPLES AND STRATEGIES OF TEACHING IN MLS (16 decks)

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