For example, a test that requires students to make use of vocabulary words only pertinent to certain areas of the country, whether rural or urban (a city child may have never seen a cow, or know that a cow and a bull are the same animal) might result in poorer assessment of that child than is warranted. A Caucasian child might not be asked to describe common Vietnamese foods, but a recent Vietnamese immigrant might be called to do so on an intelligence test. This is hardly culturally fair in assessing intelligence, even if children who are immigrants or bilingual might benefit from additional resource room help. Remember, even though a bilingual child may need English help, this is not a reflection of his or her general intelligence quotient, even if poor English ability may result in a lower test score on an English-administered test. After all, an affluent child would likely have a poorer score, if tested in Spanish -- why should a recent immigrant be subject to the same demands? The solution is to test the child for...
But it is crucial that the initial labeling, however, not be a marker, lest the original assessment be proven wrong, because of the student's cultural background and that the appropriate help is given to remedy the problem, whether it be social, linguistic, or cognitive, or a combination of all three.
Reliability, validity and norming sample populations play critical roles in the usefulness of assessment instruments used in forensics assessments. These three facets of assessment help to determine whether or not the results the assessment yield is credible. Additionally, they each help to evaluate a particular aspect of an instrument, although there is generally a degree of correlation between these factors. Validity is simply the accuracy of a test to effectively measure
Reliability of Test Reliability is defined by Joppe (2002,p.1) as the level of consistency of the obtained results over a period of time as well as an accurate representation of the population under study. If the outcome of the study can be reproduced using a similar methodology then the instrument used in the research are said to be reliable. It is worth noticing that there is an element of replicability as well
P.). For the classroom teacher, an instrument with validity will satisfy these parameters. Content-Based Assessments 1) What evidence should be provided that learners have mastered content? When teachers give content-based assessments, they are measuring how much information students have retained from lectures, discussions, readings and other learning experiences (e.g., homework, projects). In creating a content-based assessment, the teacher must look at all the learning materials and experiences that have taken place during the
Adult Learning Assessment Adult learners comprise one of the fastest-growing segments of students today, and adult learners typically have needs that differentiate them from the younger learner. There is already much scholarship devoted to how the adult student learns new information. This understanding of the different learning styles has been taken into consideration in the design of courses and curricula for adult learners. However, teaching tools are only part of the equation.
Validity When conducting a research study, the researcher needs to pay particular attention to the reliability and validity of his or her research instruments. These concepts form the basis of the academic acceptability and even excellence in a study. Hence, any researcher should be concerned with maximizing especially the validity of his or her work. In addition to internal consistency, various forms of validity can be identified, including face validity, content
Reliability & Validity For the lay person, the notion of personality is often derived from components of an individual's character or make up that has the ability to elicit positive or negative reactions from other individuals. The person who has a propensity for positive reactions from others is often thought to have a 'good' personality. Conversely, the person who tends to elicit not so favorable reactions from others may be thought
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