Evaluating Assessment Instruments Essay

Evaluating Assessment Instruments Essay

Evaluating Assessment Instruments Essay

Prior to beginning work on this discussion, read Chapter 11 in the textbook, the article by Baez (2013), the assigned chapters in the U.S. Department of Labor Employment and Training Administration (2006) guide (Links to an external site.)Links to an external site., and view the video Psychometric testing and employment. (Links to an external site.)Links to an external site..Evaluating Assessment Instruments Essay

For this discussion, you will use the PSY640 Checklist for Evaluating Tests (Links to an external site.)Links to an external site. document to compare two assessment instruments used in industrial and organizational (I-O) psychology assessment. Based on the information in your text and assigned readings, select and evaluate two psychological tests used in industrial-organizational psychological assessment. You may not evaluate any of the tests you evaluated in the Week Four Applications in Personality Testing discussion.Evaluating Assessment Instruments Essay

In addition to the text, locate a minimum of two appropriate scholarly and/or peer-reviewed sources to aid you in the analysis of the psychometric properties of the instruments based on published data. In your initial post, provide the names of the two tests you evaluated, and attach your completed PSY640 Checklist for Evaluating Tests document (Links to an external site.)Links to an external site.. You must maintain the original format of the document and include the textbook and two additional scholarly and/or peer-reviewed sources in the references section.

Assessments play a big part in the decision-making process of educators. In this lesson, we will look at key characteristics such as validity, reliability and variability, and discuss how they can help educators better evaluate the effectiveness of their instruments. Evaluating Assessment Instruments
Understanding the Characteristics of Assessments

In order to effectively use a test to make classroom decisions, there are some questions teachers need to ask.Evaluating Assessment Instruments Essay Is it aligned to the state curriculum or does it consist of an assortment of national curriculum resources? Is it intended to measure content knowledge or other skills and abilities? How is it scored? Are results based on students’ mastery of standards or are students compared to their peer group? The answers to these questions, as well as other information about the reliability, validity, variability, and biases in an assessment, indicate whether or not the test results may be accurately used for the intended purpose. Let’s find out more about how to evaluate the use of a test instrument.

Validity

What is validity? Validity is determined by how well an assessment aligns to its intended purpose. Degrees of validity will likely exist and may change over time based on continued research. For example, if a few of the test items come from outside of the required curriculum on a criterion-referenced achievement test, those items will skew the degree of validity for the test, but will not necessarily invalidate the entire assessment. Frequently, it is not the test itself, but the way the test scores are used that determines whether or not the scores are valid. As test researchers continue to gather evidence about test results, data may surface that either supports or challenges the validity of a test.Evaluating Assessment Instruments Essay

Test items should match test goals. For example, a test that is intended to measure a student’s achievement in TExES Physical Science must contain only those test items that match the standards. In addition, the weighting of questions should be aligned to both the complexity and importance of each standard. For example, if the standard requires students to be able to describe the elements using the periodic table, there will likely be some simpler questions, such as defining the atomic number of an element, but there will also be some more complex questions that are more heavily weighted, such as describing the atomic properties of halogens.

Validity also includes the social consequences of how the test is used. For example, are high school students who pass the End of Course Exam in Chemistry I ready for Chemistry II? Should students who have not taken Chemistry I, but can pass the test, be allowed to enroll in Chemistry II? This scenario outlines the important.Evaluating Assessment Instruments Essay

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