3480734
Description
Mind Map by Ibeth Muñoz, updated more than 1 year ago
|
Created by Ibeth Muñoz
about 9 years ago
|
|
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
- Measure what is supposed to measure
- ASSESSMENT
- The problem of assessment
- judgement, competent or not
- Highly accurate assessment
- change the level of vslidity
- judgement, competent or not
- Ensure validity in an assessment
- Different types of assessments and approaches
- 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
- Description,
indications,
conta-indications,
special
precautions, notes
- When, where,
when to use it,
consideration of
using it
- 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.
- 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
- Criteria and
standards linked
to learning
objectives, assess
and communicate,
delineate
consistent criteria
for evaluate,
evaluate criteria,
integrate
performance and
feedback
- Rubrics
- 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
- Summative
- The problem of assessment
- 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
- asked to see
evaluation and to
assess in a different
degree
- Test re-test reliability
- Consistency of a
measure from one to
another time
- Consistency of a
measure from one to
another time
- Paralell-forms of reliability
- Consistency
of two tests
constructed in
the same way
- Consistency
of two tests
constructed in
the same way
- Internal consistency
- Testing the same
material in different
portions
- Testing the same
material in different
portions
- Inter-rater
- Types
- 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
- Use rubrics,
percentage of
agreement,
unacceptable
variability, see that
everyone share the
same understanding
- testers that before giving the
real test calculate the
porcentage of reliability
- Repeatability or
consistency;
assess the
result of a
student over
and over and its
improvements
- VALIDITY
Want to create your own Mind Maps for free with GoConqr? Learn more.