Having determined the score of each student, using the rubrics the teacher is then able to evaluate the students’ performances and determine whether they have understood and mastered the basics of the unit. Rubrics are an important part of the assessment since they provide teachers with the criteria to use in evaluating the student's performance. Through rubrics, students are also able to benefit since they know what is expected of them (Lund & Kirk, 2010). They are also able to see how instructions fit with the set goals. Reliability and validity can evaluate from two different points of view. The teacher's content given to the students must be excellent both quantitatively and qualitatively (Riggs, Verdi & Arlin, 2009). This is mainly because, when the features are present, then it can be concluded as being both reliable and valid. Validity is usually evidenced when the students are able to apply the ideas taught by the teacher without difficulty. Students should be able to come up with ideas close to or exactly like those of their teachers after their own private research. Validity can also be demonstrated by the achievement of the set goals. Where there is a very big difference between the students' performance and the previously set goals. Reliability, on the other hand, is mainly evaluated on the basis of the usefulness of the teacher's content in the assessments. When the teacher gives details that are out of context then he or she is deemed to be unreliable. On the other hand, will be judged as invalid....
This will normally depend on the goals set at the beginning of the learning period. The teacher should use the objectives to determine the standards of the assessment. The standards will mainly be based on how challenging the exam is. b) Setting of the test and determination of the date The teacher should then go ahead and set the questions of the assessment depending on the content taught. To avoid leakage or copying of the test or any other such irregularities, it is preferred that the teacher does not inform the students of the test. This also assists in ensuring that the teacher does not obtain inaccurate results. The teacher should also set the date on which to administer the test in advance. This is mainly to avoid any delays or interferences with the normal program. c) Administration of the test Once all arrangements are made, the test is then given to the students on the set date. Generally, study shows that it is better when the test is short and clear with no long instructions. Students should be able to finish all the questions within the stipulated time; holding all other factors constant. d) Marking of the scripts and determination of the score Since it is a performance assessment and not a summative one, the score of the test is to be determined immediately after the test. The method mostly used is the exchange of scripts, where the students mark each other’s scripts whilst the teacher gives the answers. Having determined the score of each student, using the rubrics the teacher is then able to evaluate the students’ performances and determine whether they have understood and mastered the basics of the unit. 3) Rubric Rubrics are an important part of the assessment since they provide teachers with the criteria to use in evaluating the
The power "Performance Assessment Test" describes that the teaching period should be divided into at least three sections, with each section ending with a test. The standard of work at the beginning of the period should be different from at the end of the period…
Examination An examination is a type of assessment instrument that is used to measure the skills, knowledge, aptitude, or physical fitness of the test taker (Thissen and Wainer, 2001). An exam may be oral, written, or physical. Tests also vary in requirements, rigor and style.
All this has been explained by scholars as being the result of having gifted men and women in society. Students are able to think out of the box and generate unique and exceptional ideas. Giftedness has been defined as a character that involves aptitudes which, when combined with certain personal characteristics and favorable environment, produce an urge in students to learn rapidly and efficiently by themselves in different fields (Calero, Belen and Robles 176).
It also suggests some important reviews that are applicable on the test to make it more effective. In addition, the paper explains five alternative assessment formats that could be used to improve the test. Furthermore, it gives the important feature of each of the five alternative formats available.
Items showing the behavioral aspect are issue to do with duration of working hours and the pace of work. The cognitive questions include sense of self worth and making excuses or complaining about hard work. In HWI the first few items of the test of assessment pass the mark of face validity.
Informal assessments (also referred to as alternative or authentic assessments) permit educators to track the unending progress of their learners often and regularly (Colorado, 2007). While regular tests measure learners at a specific point of the year, regular assessments offer constant views of where learners are all through the academic year.
The authors go on to clarify that it can be informal or formal, an assigned task or an observation. Chase (2009) goes further to argue that performance-based assessment needs learners to achieve complex and considerable tasks, though bringing to bear earlier knowledge, current learning, and significant skills to resolve authentic or realistic problems (Valdez & O'Malley, 2010).
Employers conduct psychometric tests of reasoning ability, or skill, to their staff before hiring them. This exercise is characterized by a set of questions that are not from a specific subject. The main aim of these tests is not to assess one type of skill but is given in a component test to provide a full package of skills assessment.
This is an analytic observational cross-sectional study, where two groups, stroke patients, and a control group, were assessed using the EFPT. The researchers wanted to quantify the relationship between factors. The intervention was not randomly assigned and the results were determined as the same time as the application of the tool.
According to the writer, the ELL students face greater challenges than the ones who are already well verse with the language. Such students have to learn English language along with learning the regular subjects. A report by NAEP 2004 Trends in Academic Progress suggests that the ELL student population has been found to have lower math scores.