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    Assessment Presentation - High Quality Classroom Assessment

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    Fajar Aminullah
    This document discusses key aspects of developing high quality classroom assessments. It outlines different types of assessment methods including selected responses, constructed responses, performance tasks, essays, oral questioning, and teacher observations. It then examines important factors for ensuring assessment quality such as validity, reliability, fairness, and usability. Validity refers to how well an assessment measures what it intends to measure. Reliability is the consistency of results. Fairness means all students have an equal opportunity to demonstrate knowledge. Usability considers practical aspects like time and ease of use. Overall, the document emphasizes the importance of aligning assessments with learning targets and standards to develop meaningful and appropriate evaluations of student learning.

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    Assessment Presentation - High Quality Classroom Assessment

    Uploaded by

    Fajar Aminullah
    35 views11 pages
    This document discusses key aspects of developing high quality classroom assessments. It outlines different types of assessment methods including selected responses, constructed responses, performance tasks, essays, oral questioning, and teacher observations. It then examines important factors for ensuring assessment quality such as validity, reliability, fairness, and usability. Validity refers to how well an assessment measures what it intends to measure. Reliability is the consistency of results. Fairness means all students have an equal opportunity to demonstrate knowledge. Usability considers practical aspects like time and ease of use. Overall, the document emphasizes the importance of aligning assessments with learning targets and standards to develop meaningful and appropriate evaluations of student learning.

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    This document discusses key aspects of developing high quality classroom assessments. It outlines different types of assessment methods including selected responses, constructed responses, performance tasks, essays, oral questioning, and teacher observations. It then examines important factors for ensuring assessment quality such as validity, reliability, fairness, and usability. Validity refers to how well an assessment measures what it intends to measure. Reliability is the consistency of results. Fairness means all students have an equal opportunity to demonstrate knowledge. Usability considers practical aspects like time and ease of use. Overall, the document emphasizes the importance of aligning assessments with learning targets and standards to develop meaningful and appropriate evaluations of student learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    35 views11 pages

    Assessment Presentation - High Quality Classroom Assessment

    Uploaded by

    Fajar Aminullah
    This document discusses key aspects of developing high quality classroom assessments. It outlines different types of assessment methods including selected responses, constructed responses, performance tasks, essays, oral questioning, and teacher observations. It then examines important factors for ensuring assessment quality such as validity, reliability, fairness, and usability. Validity refers to how well an assessment measures what it intends to measure. Reliability is the consistency of results. Fairness means all students have an equal opportunity to demonstrate knowledge. Usability considers practical aspects like time and ease of use. Overall, the document emphasizes the importance of aligning assessments with learning targets and standards to develop meaningful and appropriate evaluations of student learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    HIGH QUALITY

    CLASSROOM
    ASSESSMENT
    Rezza Anugerah
    Types of Assessment Methods
    • Selected responses (multiple choice, true/false,
    matching, etc.)
    • Cunstructed response
    Brief constructed response – short answer
    Performance tasks – products, skills
    Essay – restricted response, extended response
    Oral questioning – informal questioning, examination, etc.
    • Teacher Observation – formal, informal
    • Student assessment – self-report surveys,
    questionnaires, self-evaluation on own and
    others’ performances
    Judging the Quality of an
    Assessment
    Validity – Realibility – Fairness – Usability
    Validity
    • The adequacy and appropriateness of
    the interpretations and uses of
    assessment results
    • The extent to which a concept,
    conclusion or measurement is well-
    founded and corresponds accurately to
    the instruction
    Validity – Important Points
    • A matter of degree (how valid)
    • Always spesific to a particular use or
    purpose (validity for)
    • Must be inferred from evidence
    (cannot be directly measured)
    Sources of Evidence for
    Validity
    • Content validity – the extent to which the
    assessment matches up to the content was
    taught and how it was taught
    • Criterion validity – the relationship between an
    assessment and another measure of the same
    trait
    • Construct validity – the extent to which the
    assessment is a meaningful measure of an
    observable trait or characteristic
    Alignment
    Standards – Objective & targets – Assessment
    Realibility
    • Refers to consistency of
    assessment results
    • Concerned with consistency of
    results rather than the
    appropriatness of interpretations
    made from the result (validity)
    Fairness
    • Learning targets should match assessments
    • Students knowledge of learning targets and
    assessments
    • Opportunity to learn
    • Prerequisite knowledge and skills
    • Avoiding student stereotyping
    • Avoiding bias in assessment tasks and
    procedures
    • Accommodating diverse learners
    Usability
    High-quality assessments are
    practical and efficient
    • Teacher and student familiarity with method
    • Time required
    • Ease of administration
    • Ease of scoring
    • Ease of interpretation
    • cost
    Conclusion
    • Assessment should be matched with
    learning targets and aligned with
    standards
    • It is important to think about the type of
    assessment to most appropriately use
    • An understanding of validity, reliabilty,
    fairness, and usability is important in
    developing quality

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