Principles Of Assessment: Testing And Evaluation

Principle 1 - Assessment should be valid

Discuss about the Testing and Evaluation Principle.

The list of the policies that are to be followed for the assessments of designing tests are provided below:

Principle 1 - Assessment should be valid

The validity of the Assessment is used for ensuring that the tasks of the assessment are associated with the evaluation criteria, and student should be able to attend the intended learning outcome for the evaluator (Baker & Buck, 2017). The level of the information that the student has gained should be at an appropriate level.

Principle 2 - Assessment should be reliable and consistent

The assessment should be reliable, and it would require a clear and consistent process for the set of the marking rubrics and grading criteria (Gruber et al. 2018). In addition to this, the student should be able to attain an efficient amount knowledge on the topic so that he or she can pass on the subject and make improvements and contribution to the subject of the study in the future.

Principle 3 - Information about assessment should be explicit, accessible and transparent

The information about the assessment should contain Clear, accurate, consistent and timely information for the tasks that are to be included in the assessment. All the procedures for the evaluation are to be provided to the student and the examiners so that everyone has explicit knowledge about the assessment and the marking criteria (Karami, Revani & Haghayeghi, 2017). This would help in the determination of the amount of knowledge that a student has to gather to make a sufficient amount of insight of the topic of study that is concerned with the student.  

Principle 4 - Assessment should be inclusive and equitable

The Assessment should be made inclusive and created without of much of a compromise to the standards and the methods of academics. In addition to this, the assessments are to be made equitable so that the discipline of the subjects are followed, and the students are evaluated and tested according to to equal stands (Dominguez-Gomez, 2016). It is to be ensured that the individual or the students who are attending the tests are not subjected to any disadvantages within the testing the testing methods applied by the examiner and the same goes for the evaluator. The evaluator should also get a proper benchmark to make the evaluation of the student and to assign appropriate grades to them.

Principle 2 - Assessment should be reliable and consistent

Principle 5 - Assessment should be an integral part of programme design and

The assessments which are developed should not only have a proper plan that ensures that the students and the pupils gather an adequate knowledge on the matter of study for the subject and make significant inroads on the subject they are studying in (Suter & Cornier, 2016). There should not be any restriction for the level of information that a student can gather for a particular area of expertise and the factor for the expertise in the subjects are not to be limited. It is to be made feasible for the students to gather an extensive range of the generic capabilities and skills.

Principle 6 - The amount of assessed work should be manageable

The assessments volume and time constraints are to be made viable for the students so that there is enough time for a student to complete the assignment and develop extensive skills in the subject (Talyor, Deiker & Delisio, 2018). The assessments should have a reliable and valid profile so that they can achieve the benchmarks without overloading themselves and the staffs that would be evaluating the students.

Principle 7 - Formative and summative assessment should be included in each programme

The formative and the summative assessments are to be incorporated within the testing programmes which should ensure that the requirements of the learning outcomes and the benchmarking information levels are addressed adequately (Pellegrino, DiBello & Goldman, 2016). Additionally, diagnostic assessments are to be included in the course of the testing procedure.

Principle 8 - Timely feedback that promotes learning and facilitates

The students are also being engaged in an interactive procedure for the testing of their mettle, and they should be entitled to providing useful feedback for the tasks that have already been submitted and the tasks which have been received are to be further submitted. They should have a proper say on the testing criteria and the subject of testing. They should also have to say on the benchmark that has been set for the level of the knowledge that a particular student has to achieve within a specific amount of time for a specific subject (Dalal-Calyton & Sadler, 2017). The nature, extent and timing of feedback for every task whatsoever mentioned in the assessment should be made very clear for the student who would be subjected to the evaluation process in an early advance.

Principle 3 - Information about assessment should be explicit, accessible, and transparent

Principle 9 - Staff development policy and strategy should include assessment  

All the associated staffs and individual with the assessments should be taking the number of responsibilities required for the proper processing of the testing technique for the student (Hardy et al., 2015). They should also understand their responsibilities and compliance with them accordingly.

Study of the Mid-Year English Language test for Grade 7 Student in public schools prepared by the respective Provincial Council Education Department

For the following test, it is entirely appropriate for a grade 7 student. The questions in the paper seem quite relevant for the student of grade 7 and the subject of the English language. The paper follows most of the principle efficiently and has covered a large sector of the subject in the paper. In addition to this, principles of the validity, reliability and consistency within the assessment have been followed efficiently in the paper. The associated criteria in the paper provide useful information about the level of understating of a student in the English language. In addition to this, marking and grading criteria in the paper is created with the practical measures and standards for the evaluation of an academic paper. The information contained in the paper is very explicit, and the transparent and information about the timing of the assessment has been provided in the paper (Kim, 2015). However, an identified drawback of the present scenario is that that the paper does not provide the exact date and time of the test and hence, it is entirely unclear about the commencement of the test for the student, hence the paper lags in this particular principle area. The paper also follows the principle of inclusive and equitable as the same questions would be distributed to all the student. However, a certain amount of equitability is at question here as the students are to answer all the questions no alternatives are provided and hence, for some student it becomes quite a disadvantage if they lack knowledge on a particular sector of the subject. Additionally, the learning outcomes are not mentioned in the paper, and hence, the principles related to an integral part of programme design and aims and learning outcomes cannot be judged for the paper (Ravitch, 2016). The amount of work for the students to be done in the assessments are quite manageable and an ample amount of time is provided to the students for completion of the assessment.  Additionally, there are formative and summative assessments that have been included in the paper, and this helps the paper in the realisation of the principle of the Formative and summative evaluation which is involved in this programmes of English language. Additionally, the staff development policy and strategy principle can-not be discussed just by studying the paper as other factors relating to the university are to be considered are not available here (Lane, Raymond & Haladyna, 2015).

In addition to there are few recommendations that can improve the paper:

• The date and the time of the test are to be mentioned in the paper.
• The paper should be containing some more numbers of alternative questions, so every student gets an equal chance.

References

Baker, N. L., & Buck, E. H. (2017). Conducting Programmatic Assessments of Online Writing Instruction: CCCC's OWI Principles in Practice. In Handbook of Research on Writing and Composing in the Age of MOOCs (pp. 385-405). IGI Global.

Domínguez-Gómez, J. A. (2016). Four conceptual issues to consider in integrating social and environmental factors in risk and impact assessments. Environmental Impact Assessment Review, 56, 113-119.

Gruber, J. B., Wang, W., Quittner, A., Salyakina, D., & McCafferty-Fernandez, J. (2018). Utilizing Community Health Needs Assessments (CHNAs) in Nonprofit Hospitals to Guide Population-Centered Outcomes Research for Pediatric Patients: New Recommendations for CHNA Reporting. Population Health Management.

Hardy, A., Dorne, J. L. C. M., Aiassa, E., Alexander, J., Bottex, B., Chaudhry, Q., ... & Robinson, T. (2015). Increasing robustness, transparency and openness of scientific assessments. EFSA Journal, 13(3), e13031.

Karami, M., Saeidi Rezvani, T., & Haghayeghi, M. (2017). FACTOR STRUCTURE AND PSYCHOMETRIC PROPERTIES OF THE INDEX OF ETHICS IN EDUCATIONAL ASSESSMENTS PROCESS OF COLLEGE STUDENTS. CEPAL Review, 1.

Kim, B. (2015). Playing with Gameful Activities and Assessments: Avatars and Experience Points in a Graduate Course. International Society of the Learning Sciences, Inc.[ISLS]...

Lane, S., Raymond, M. R., & Haladyna, T. M. (Eds.). (2015). Handbook of test development. Routledge.

Pellegrino, J. W., DiBello, L. V., & Goldman, S. R. (2016). A framework for conceptualising and evaluating the validity of instructional relevant assessments. Educational Psychologist, 51(1), 59-81.

Pellegrino, J. W., DiBello, L. V., & Goldman, S. R. (2016). A framework for conceptualising and evaluating the validity of instructional relevant assessments. Educational Psychologist, 51(1), 59-81.

Ravitch, D. (2016). The death and life of the great American school system: How testing and choice are undermining education. Basic Books.

Suter, G. W., & Cormier, S. M. (2016). Bias in the development of health and ecological assessments and potential solutions. Human and Ecological Risk Assessment: An International Journal, 22(1), 99-115.

Taylor, M., Dieker, L., & Delisio, L. (2018). Exhibiting What is Learned: Using Exhibition Assessments and Universal Design for Learning in College Teaching. Innovative Practice in Higher Education, 3(2).