Reliability and Assessments

Assessments are the process of gathering data under predetermined circumstances so that a school, classroom, or community can examine students’ learning and determine how to evaluate and better its practices. Assessments are used for a variety of important purposes, but their main goal is to gather information that will help to enhance the process of teaching and learning. However, there are many different types of process assessments, from formal examinations to informal evaluations. Each of these procedures serves a distinct purpose; for instance, casual tests are used to compare the parties being evaluated, whereas formal tests will gauge how individuals are being judged. (Formal and Informal Methods of Assessing Reading Development, 2016). Lastly, assessments serve a great purpose by fluency, accuracy, and understanding of the students.

Question 2

Norm-referenced tests are used as a comparison student results to those who had currently taken the tests. In these types of tests, the students’ results are presented in percentages, raw scores or grading system. The main purpose of this type of tests is to grade to evaluate the annual progress of students. Secondly, is the criterion-based assessments compares results of the parties as per a set of conventional performance; moreover, the criterion-based assessments use rubrics to determine whether students have understood a particular set of skill. Lastly, is standard-based assessments which are ideally the test that consider a formal set of instruction, assessment which are graded in definitive system (Formal and Informal Methods of Assessing Reading Development, 2016

Question 3

As described above assessments are system of evaluation that determines to learn through offering of tests, moreover, assessments are bound to authenticity and should include alternative forms of integral assessment models. Reliability is explained as the degree on which assessment tools produce consistent and stable results; moreover, there are four types of relatability estimates namely; Inter-Observer Reliability, Test-Retest Reliability, Parallel-Forms Reliability, Internal Consistency Reliability (Trochim, 2006).

Reference

Standards for the Assessment of Reading and Writing, Revised Edition (2009). (2009). Ncte.org. Retrieved 13 February 2017, from http://www.ncte.org/standards/assessmentstandards

Formal and Informal Methods of Assessing Reading Development. (2016). uwgb.edu. Retrieved 13 February 2017, from http://www.uwgb.edu/education/files/FoundReadWebMaterial/8Assessment_PPT.pdf

Trochim, W. (2006). Types of Reliability. Socialresearchmethods.net. Retrieved 13 February 2017, from http://socialresearchmethods.net/kb/reltypes.php