Evaluation Characteristics

Evaluation Characteristics

1. Validity

   • tests what it sets out to test
   • measures the behavior described by
   • no one would contruct an assessment item to test
     • trivia or irrelevant material
       • they are in fact used
       • questions that actually test
       • questions which assume a
       • that the candidates
   • problems
     • fo example: a simple science question
       • "combustion" was replaced by "burning"
       • the original question had problems

2. Reliability

   • a measure of the consistency
     • gives reproducible scores
       • with similar populations of students
   • independent of the characteristics and vagaries
     • difficult to achieve in practice
   • have a reasonably reliable assessment procedures
     • eg. national school examinations
       • reveals a patently unreliable assessment procedure
   • to help it
     • the questions should test
   • reflect the desired outcomes of the teaching unit
     • reliability and validity factors are not directly linked

3. Practicability

   • should be realistically practical
     • For example a class of technicians
       • use only a paper-and-pencil test
       • set up numerous practical testing situations
   • problems have assumedever-increasing importance
     • courses be allowed several attempts
       • to demonstrate they have reachedan acceptable standard
   • increasing students numbers & a continuing decline in the unit of resource
     • intolerable strain on teachers
   • the lecturer's responsability for ensuring
     • validity
     • reliability
     • fairness
     • feedback

4. by: Carolina Carrillo

5. fairness

   • reflect the range of expected behaviors
   • students should know exactly how they are to be assessed
   • students have a right to information
     • the form and structure
     • the length
     • the value
   • demand "value for money"

6. usefulness to students

   • students should find assessment useful
     • to carry out tasks that facilitate learning
     • providing them with feedback on how they are processing
   • continuous assessment has obvious advantages
     • provide with detailed feedback on their work
     • performance standards
     • all workshould be returned to the students

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