Question 03: What are pre-requisites for development of a test? What are characteristics of a good assessment?Answer:
In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. While assessments are often equated with traditional tests-especially the standardized tests developed by testing companies and administered to large populations of students-educators use a diverse array of assessment tools and methods to measure everything from a four-year-old's readiness for kindergarten to a twelfth-grade student's comprehension of advanced physics. Just as academic lessons have different functions, assessments are typically designed to measure specific elements of learning-e.g., the level of knowledge a student already has about the concept or skill the teacher is planning to teach or the ability to comprehend and analyse different types of texts and readings. Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized academic support, educational programming, or social services. In addition, assessments are developed by a wide array of groups and individuals, including teachers, district administrators, universities, private companies, state departments of education, and groups that include a combination of these individuals and institutions.
Characteristics of a good assessment
Objective
The effective assessment is objective, and focused on student performance. It should not reflect the personal opinions, likes, dislikes, or biases of the instructor. Instructors must not permit judgment of student performance to be influenced by their personal views of the student, favorable or unfavorable.
Flexible
The instructor must evaluate the entire performance of a student in the context in which it is accomplished. Sometimes agood student turns in a poor performance, and a poor student turns in a good one. A friendly student may suddenly become hostile, or a hostile student may suddenly become friendly and cooperative.
Acceptable
The student must accept the instructor in order to accept his or her assessment willingly. Students must have confidence in the instructor’s qualifications, teaching ability, sincerity, competence, and authority.
Thoughtful
An effective assessment reflects the instructor’s thoughtfulness toward the student’s need for self-esteem, recognition, and approval. The instructor must not minimize the inherent dignity and importance of the individual.
Specific
The instructor’s comments and recommendations should be specific. Students cannot act on recommendations unless they know specifically what the recommendations are. A statement such as, “Your second weld wasn’t as good as your first,” has little constructive value. Instead, the instructor should say why it was not as good, and offer suggestions on how to improve the weld.
In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. While assessments are often equated with traditional tests-especially the standardized tests developed by testing companies and administered to large populations of students-educators use a diverse array of assessment tools and methods to measure everything from a four-year-old's readiness for kindergarten to a twelfth-grade student's comprehension of advanced physics. Just as academic lessons have different functions, assessments are typically designed to measure specific elements of learning-e.g., the level of knowledge a student already has about the concept or skill the teacher is planning to teach or the ability to comprehend and analyse different types of texts and readings. Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized academic support, educational programming, or social services. In addition, assessments are developed by a wide array of groups and individuals, including teachers, district administrators, universities, private companies, state departments of education, and groups that include a combination of these individuals and institutions.
Characteristics of a good assessment
Objective
The effective assessment is objective, and focused on student performance. It should not reflect the personal opinions, likes, dislikes, or biases of the instructor. Instructors must not permit judgment of student performance to be influenced by their personal views of the student, favorable or unfavorable.
Flexible
The instructor must evaluate the entire performance of a student in the context in which it is accomplished. Sometimes agood student turns in a poor performance, and a poor student turns in a good one. A friendly student may suddenly become hostile, or a hostile student may suddenly become friendly and cooperative.
Acceptable
The student must accept the instructor in order to accept his or her assessment willingly. Students must have confidence in the instructor’s qualifications, teaching ability, sincerity, competence, and authority.
Thoughtful
An effective assessment reflects the instructor’s thoughtfulness toward the student’s need for self-esteem, recognition, and approval. The instructor must not minimize the inherent dignity and importance of the individual.
Specific
The instructor’s comments and recommendations should be specific. Students cannot act on recommendations unless they know specifically what the recommendations are. A statement such as, “Your second weld wasn’t as good as your first,” has little constructive value. Instead, the instructor should say why it was not as good, and offer suggestions on how to improve the weld.
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