UNIT BAHASA INGGERIS IPGKTAA

Basic principles of assessment:

Validity Reliability Practicality Washback Authenticity Transparency Security

Measure what it is supposed to measure Test what have been taught

Test content should be valid (taught) The theories should fit with the methodologies of teaching that particular subject Test should look like it measure what it should measure

 Consistency

of test scores

Test will display/yield similar results if given at different times

Length

of results should be consistent setting

Longer tests produce more reliable results Lightning, spacing, lack of intrusive noise

Classroom

Administrative

handling of the test

 Teacher

should be able to set, administer and mark the test in the given time
test are only effective if they are returned promptly

Class

So that students can benefit from the test taking process

The effect of the nature of a test on teaching and learning.

-It could be a beneficial effect (positive effect) to teaching. When? when the test helps teaching and learning.

-It could be a harmful effect (negative effect), when? when the test content is at variance with the objectives of the course.

 Refers

to the use of concepts in the real

world
Students

must know where each of the concept studied/tested applies in the real world

Transparent grading criteria Weighting of item in test Time allowed to complete the test
No mysteries.. No hidden agenda Students should be clear that they have earned the marks

Security is not important only in high-stake tests

Part of both reliability and validity

Time is invested in setting the tests, so they may be recycled

Cultural issues affect security

e.g., Is it ok to make tests public?

 Defining

the test universe, audience, and

purpose Developing a test plan Composing the test items Writing the administration instructions

 Constructing

Scales Piloting the Test Standardizing the Test Collecting Norms Validation & Reliability Studies Manual Writing Test Revision

 Defining

the test universe.

prepare a working definition of the construct locate studies that explain the construct locate current measures of the construct

 Defining

the target audience.

make a list of characteristics of persons who will take the test--particularly those characteristics that will affect how test takers will respond to the test questions (e.g., reading level, disabilities, honesty, language)

 Defining

the purpose.

includes not only what the test will measure, but also how scores will be used e.g., will scores be used to compare test takers (normative approach) or to indicate achievement (criterion approach)? e.g., will scores be used to test a theory or to provide information about an individual?

test plan includes a definition of the construct, the content to be measured (test domain), the format for the questions, and how the test will be administered and scored

 Define

construct after reviewing literature about the construct and any available measures Operationalize in terms of observable and measurable behaviours Provides boundaries for the test domain (what should and shouldnt be included) Specify approximate number of items needed

 Test

format refers to the type of questions the test will contain (usually one format per test for ease of test takers and scoring) Test formats have two elements:

stimulus (e.g., a question or phrase) mechanism for response (e.g., multiple choice, truefalse). May be objective or subjective test format

 test

items are the stimuli presented to the test taker (may or may not take the form of questions) the form chosen depends on decisions made in the test plan (e.g., purpose, audience, method of administration, scoring)

 Structured

Response

Multiple Choice True False, Forced Choice Likert Scales

Free

Response

Essay, Short Answer Interview Questions Fill in the Blank Projective Techniques