Qualities of a good evaluation tool

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Sign Up. Upcoming SlideShare. What to Upload to SlideShare. Embed Size px. Start on. It is an act or process of measuring physical properties of objects such as length and mass. Similarly, in behavioural sciences, it is concerned with measurement of psychological characteristics such as neuroticism, and attitudes towards various phenomena.

Evaluation involves assessment and measurement it is a and more inclusive term than assessment and measurement. Hence evaluation process is quite comprehensive and it is very much desired for effective teaching and learning. The goal of formative Evaluation is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

More specifically, formative Evaluations:. Formative Evaluations are generally low stakes, which means that they have low or no point value.

Examples of formative Evaluations include asking students to:. Must Read: Summative and Formative Evaluation. The goal of summative Evaluationt is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative Evaluations are often high stakes, which means that they have a high point value. Examples of summative Evaluations include:. Continuous and comprehensive evaluation is an education system newly introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades. The main aim of CCE is to evaluate every aspect of the child during their presence at the school.

There is a general agreement that good assessment especially summative should be:. Hence it puts emphasis on being assessed on real life skills through real life tasks that will be or could be performed by students once they leave university. Some examples of how this can be achieved in practical terms can be found in Assessment methods. The good assessment principles below were created as part of the REAP Reengineering Assessment Practices Project which looked into re-evaluating and reforming assessment and feedback practice.

This set of principles in particular is referred to here as it serves as the basis for many assessment strategies across UK HE institutions. For each of the principles a number of practical strategies are provided which give a more pragmatic indication of how to put them in practice. Gulikers, J. A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52 3 , There is a general agreement that good assessment especially summative should be: Valid: measures what it is supposed to measure, at the appropriate level, in the appropriate domains constructive alignment.

Fair: is non-discriminatory and matches expectations. Transparent: processes and documentation, including assessment briefing and marking criteria, are clear. Reliable: assessment is accurate, consistent and repeatable. Stating the question specifically and precisely ii. Requiring specific ,precise answers and scoring the test by use of a previously determined marking scheme.

Discriminating power Every item should be helpful to discriminate pupil on the basis of their real attainment. It is the power of an item or question to discriminate students on the basis of their performance. Reliability Reliability refers to the consistency with which the tool can be measured desired criteria.

A test score is called reliable when we have reason for believing the score to be stable and trust worthy. It refers to the consistency of scores obtained by same individual when re-examined with the same test on different occasion or with different set of equivalent item or under other variable examining conditions.

Method of finding reliability 1. Test Re-test reliability To estimate reliability by means of test re test method , the same test is administered twice to the same group of people with a given time interval between the two administration of test the scores on a test will be highly correlated with the scores on second administrative test, the tesr is said to be reliable 2.

Equivalent or parallel form method 3. Two forms of a test that are equivalent in terms of characteristics are administered to the same group of people and find out the correlation coefficient between these two forms of test scores. If correlation coefficient is high, the test is said to be reliable 3. Split half method In this method the test scores can be divided into first half of the test scores and second half of the test scores or scores of the test on odd numbered questions and even numbered questions.

In either case the scores on the first half or odd numbered can be correlated with the scores on the second half or even numbered of the test. Validity A test is valid if it measure what is intend to measure. Type of validity 1 Content validity content related validity It refers to the degree to which the test actually measures or is specifically related to the content for which it was designed.

Validity of achievement test commonly based on content related evidence that is, it shows how adequately test questions agree with the course content and objectives. The criterion related evidence may be obtained some future data and present performance. It refers two different types of validity namely concurrent validity and predictive validity with different time frames for establishing validity.

Predictive validation is whether or not the test score predict a specified future performance. Concurrent validity refers to the relationship between scores on a measuring tool and a criterion available at the same time. A construct is a psychological quality that is assumed to exist in order to explain some aspects of behaviour 4 Face validity 6.