Should teachers be considered the features of assessment such as validity and reliability? Why or Why not? *
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Should teachers be considered the features of assessment such as validity and reliability? Why or Why not? *
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Answer:
A test score could have high reliability and be valid for one purpose, but not for another purpose. ... Item analysis requires calculating item statistics such as how many students chose ...
Explanation:
SANA MAKATULONG
Such considerations are particularly important when the goals of the school aren’t put into terms that lend themselves to cut and dry analysis; school goals often describe the improvement of abstract concepts like “school climate.”
Schools interested in establishing a culture of data are advised to come up with a plan before going off to collect it. They need to first determine what their ultimate goal is and what achievement of that goal looks like. An understanding of the definition of success allows the school to ask focused questions to help measure that success, which may be answered with the data.
For example, if a school is interested in increasing literacy, one focused question might ask: which groups of students are consistently scoring lower on standardized English tests? If a school is interested in promoting a strong climate of inclusiveness, a focused question may be: do teachers treat different types of students unequally?
These focused questions are analogous to research questions asked in academic fields such as psychology, economics, and, unsurprisingly, education. However, the question itself does not always indicate which instrument (e.g. a standardized test, student survey, etc.) is optimal.
If the wrong instrument is used, the results can quickly become meaningless or uninterpretable, thereby rendering them inadequate in determining a school’s standing in or progress toward their goals.