Understanding the Principles and Practices of Assessment

16702 words 67 pages
unit 01

UNDERSTANDING THE principles and practices of assessment

D/601/5313

mohammad aziz hasan

7/10/2011 | 1. UNDERSTAND LEGAL AND GOOD PRACTICE REQUIRMENTS IN RELATION TO ASSESSMENT |

1.1 Functions of assessment in learning and development

Assessment
Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment.

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by
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In addition, assessment should be inclusive and equitable. Information about assessment should be explicit, accessible and transparent. Assessment should also be valid and reliable. These help to bring standardisation and make the total provision a quality provision.

Validity of Assessment
An assessment task is said to be valid when it tests what it sets out to test. Stobart and Gipps (1997) identify four types of validity: predictive, concurrent, construct and content. Generally their names offer strong clues as to their concern.
Predictive Validity This measures the extent to which the score on one type of test enables someone to predict a performance later on. For example, the major accounting firms generally regard A-levels as good predictors of the intellectual skills required to become a trainee within the profession.
Concurrent Validity This is a measure of the accuracy of two tests that purport to measure the same thing. However, both tests must be independently valid as well.
Construct Validity This is on the other hand is the notion that for a test to be valid it has to test those attributes it is supposed to. Psychologists call these attributes, or underlying skills, ‘constructs’, because they are a construction about the nature of human behaviour. So, if we wanted to test ‘reading’ we would want to examine all the underlying skills involved, such as reading

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