RELIABILITY
AND VALIDITY
IN STUDENT
LEARNING
ASSESSMENT
How to
create an
usual
assessment
for students
VALIDITY
Measure what is supposed to measure
problem solving
measure skills rellated to the topic that is being assessed
evaluate all the material, topics and important points to cover
No assessment is completely valid
ASSESSMENT
The problem of assessment
judgement, competent or not
Highly accurate assessment
change the level of vslidity
Ensure validity in an assessment
Different types of assessments and approaches
Assessment on different dimensions
When, where,
when to use it,
consideration of
using it
Description,
indications,
conta-indications,
special
precautions, notes
Summative and formative
Summative
What students tends to focus
on, usually done at the end of a
course, final exam assessment
sumarises the global idea of the
level of the students, summative
assessment is formative.
Formative
Provide feedback
on what the
students are
learning, identify
achievements and
improvements,
evaluate
effectiveness of
teaching, the role
of grades in the
feedback process,
specific criteriia
Rubrics
Criteria and
standards linked
to learning
objectives, assess
and communicate,
delineate
consistent criteria
for evaluate,
evaluate criteria,
integrate
performance and
feedback
RELIABILITY
Repeatability or
consistency;
assess the
result of a
student over
and over and its
improvements
Types
Inter-rater
asked to see
evaluation and to
assess in a different
degree
Test re-test reliability
Consistency of a
measure from one to
another time
Paralell-forms of reliability
Consistency
of two tests
constructed in
the same way
Internal consistency
Testing the same
material in different
portions
Ensure reliability in an
assessment
testers that before giving the
real test calculate the
porcentage of reliability
Use rubrics,
percentage of
agreement,
unacceptable
variability, see that
everyone share the
same understanding