1. Characteristics of good assessments
Module 3
Khalid Khan

2. ‘if we wish to discover the truth about an educational system, we must first look to its assessment procedures’
(Rowntree, 1987, p.1)

3. Assessment needs be
Fair
Unbiased
Reliable
Valid

4. Features Effective Assessments are Congruent with Instruction
Effective Assessments are Based on Authentic Tasks
Effective Assessments Use a Wide Range of Tools and Methods
Effective Assessments are Based on Criteria That Students Know and Understand
Effective Assessments are a Collaborative Processes Involving Students
Effective Assessments Focus on What Students Have Learned and Can Do
Effective Assessments are Ongoing and Continuous

5. Assessments Types Assessments Restricted Response Extended Response
Essays
Multiple choices
True-False
Problems Solving
Matching
Research Projects
Completion

6. Restricted Response Objective Tests Highly reliable and have
Less chance of subjectivity
However, they also have
Low level of Comprehension and
Measure only factual knowledge

7. Restricted Response High reliability High Validity
Objective tests are reliable but most of the time they do not assess what they claim, hence are
Not Valid
Dumb down the curriculum
Teach only what can be tested

8. Characteristics: 1- Reliability
Reliability refers to the consistency.
It is the degree to which student results are the same when they take the same test on different occasions, when different assessors score the same task, and when different but equivalent tests are taken at the same time

9. Improving Reliability
-- Collect evidence from different locations and activities and at different times
-- Collect evidence by using a number of different assessment methods
-- State clearly what needs to be assessed well in time

10. Consider Portfolios They are : However, they also are : Useful
Increasingly common
More reliable and valid
However, they also are :
Fuzzy
Raise questions about the process

11. Inter-rater reliability
Means the level of agreement or degree of agreement among assessors
When objective tests are not used it give rise to the questions about the reliability of the examiner.
Is he/she consistent?
Would another assessor give the same rating/mark?

12. How to Improve ? Clear criteria before the assessment
Define and illustrate what is to be expected at each level of grading

13. Characteristics of Assessment: Validity
Measures what it claims to measure

14. Characteristics of Assessment: Validity:
Face Validity
Content Validity
Construct Validity
the extent to a test is viewed as covering the concept it claims to measure
the extent to which it represents all facets or all dimensions
the degree to which a test actually measures what it claims to be measuring
refers to the transparency or relevance of a test as they appear to candidates
do the assessment items appear to be appropriate?
Covers entire range of possible items it should cover
does the assessment content cover what you want to assess?
Essential to the overall validity of the test
are you measuring what you think you're measuring?
it "looks like" it is going to measure what it is supposed to measure
Brown, J. D. (1996). Testing in language programs. Upper Saddle River, NJ: Prentice Hall Regents

15. How to Improve ? Ensure that assessment :
--Focuses on appropriate tasks and skills
--Covers a sufficient range of skills
--Resembles tasks students have already
encountered
--Uses a variety of approaches to assess
--have goals and objectives clearly defined
--have clear expectations of students

16. Characteristics of Assessment: Fairness
Refers to not putting any person at any disadvantage

17. How to Improve ?
Help to clarify, in advance, what is expected and what is the format of the test
There should be no discrimination on the bases of gender, socio-economic background , race of ethnicity
Performance criterion is clear to all students who are being assessed
Provide opportunities for review or appeal

18. Remember Trick questions have no place in good assessments
Assessment do no just rely on written forms
Concern only what the student know and can do.

19. Assessment & Dimensions of Learning
The Dimensions of Learning is a model of education developed by Dr Robert Marzano in 1992 to generalise learning process in order to provide instructional tools for students and teachers .

20. Marzano proposed five types of thinking that are essential to successful learning. He named them as five dimensions of learning.

21. Dimension 1: Attitudes and Perceptions
Key aspect for learning is student’s attitude and perception.
In the context of Assessment it means:
Students needs to develop positive attitudes and perceptions about tasks
They need to perceive tasks as valuable and interesting
They need to believe they have the ability and resources to complete tasks

22. Dimension 2: Acquire and Integrate Knowledge
Meaning students are able to relate new knowledge with what they already know.
In the context of Assessment it means:
Student are able to gather information given in the tasks
Students are able to create and display physical and graphic representation of information
Students are able to report on their accuracy
Students are able to discover and construct new information

23. Dimension 3: Extend and Refine Knowledge
Meaning the ability to process and extend knowledge
In the context of Assessment it means:
Tasks include some aspects for
Comparing – are these things alike/different?
Classifying – divide into groups, explain different characteristics
Induction – based on the given facts what do you conclude/find ?
Deduction – what are your conclusions from the given scenario?
Error Analysis – What are errors in the present reasoning, how is this misleading?
Analysing – why would this be good/bad ?
Abstraction – where or in which situations can we apply this ?
Constructing support – What data support given/your claim ? Underline assumptions

24. Dimension 4: Using Knowledge Meaningfully
Being able to use knowledge to achieve a goal/meaningful purpose
In the context of Assessment it means:
Being able to
-- make decisions
--solve problems
--do experimental inquiry
--investigate
--Analyse parts of a system
--Assessment contribute in achieving success

25. Dimension 5: Habits of Mind
Meaning developing powerful mental habits to think critically and regulate behaviour
In the context of Assessment it means:
Being accurate
Creative and clear
Able to plan and evaluate
Sensitive to feedback
being aware of resources available

26. Ask the following Question1: What does the student know?
Question2:What does he/she needs to know ?
Question3: How does he/she learns best?
Question4: What resources are at your disposal?
Question5: What will constitute learning journey?, what is
the context?
Question6: Who will do what?
Question7: How will I check?
Question8: How will I inform about the progress ?

27. Ways to promote quality
Consider aesthetics
Go beyond the data
Deep and coherent knowledge
Tackling problems (individually and collaboratively)
Be pragmatic
Encourage crossing the content boundaries
Complex reasoning process based on student’s own thinking

28. Reporting
Ensure that feedback is to inform and improve learning and contributes toward success and achievement.

29. The end
Reference
1. ROWNTREE, D. (1987) Assessing Students — how shall we know them? London: Kogan Page
2. Marzano, R and Pickering, D et al (1997) Dimensions of Learning: Trainer’s Manual (2nd Edition)
ASCD: McRel
(can be accessed at :