Testing and Evolution

 Hello friends!

        Once again warmly welcome to my blog. This blog is my thinking activity task which is assigned by our professor Dr. Dilip barad. In this blog we have to discuss about the Testing and Evolution.  CLICK HERE to view more about this task.....

💠Validity :

                        Validity is arguably the most criteria for  the quility of a test. The term validity refers to whether or not the test measures what it claims to measure. On a test with high validity the items will be closely linked to the test's intended focus. For many certification  and licensure tests this means that the items will be highly related to a specific job or occupation.

💠 Reliability :

              Reliability is one of the most important elements of test quality. It has to do with the consistency, or reproducibility, or an examinee's performance on the test. For example, if you were to administer a test with high reliability to an examinee on two occasions, you would be very likely to reach the same conclusions about the examinee's performance both times. A test with poor reliability, on the other hand, might result in very different scores for the examinee across the two test administrations. 

💠 Fairness :

                   The fairness of an exam refers to its freedom from any kind of bias. The exam should be appropriate for all qualified examinees irrespective of race, religion, gender, or age. The test should not disadvantage any examinee, or group of examinees, on any basis other than the examinee's lack of the knowledge and skills the test is intended to measure. Item writers should address the goal of fairness as they undertake the task of writing items.

💠Difference between assessment and evaluation :

Assessment is the process of objectively understanding the state or condition of a thing, by observation and measurement. Assessment of teaching means taking a measure of its effectiveness. “Formative” assessment is measurement for the purpose of improving it. “Summative” assessment is what we normally call “evaluation.”

Evaluation is the process of observing and measuring a thing for the purpose of judging it and of determining its “value,” either by comparison to similar things, or to a standard. Evaluation of teaching means passing judgment on it as part of an administrative process.

Ideally, a fair and comprehensive plan to evaluate teaching would incorporate many data points drawn from a broad array of teaching dimensions. Such a plan would include not only student surveys, but also self-assessments, documentation of instructional planning and design, evidence of scholarly activity to improve teaching, and most importantly, evidence of student learning outcomes.