![]() 9 Careful blueprinting helps to reduce to major validity threats, first is the construct with under representation (biased sampling of course content) and the other is to construct with irrelevant variance (usage of inappropriate tools for assessment). 8 The tool of choice to achieve the best combination and representativeness of issues in exam is test blueprint. 7 Careful combination of highly representative items is the matter, which results in better test validity rather than constructing high-quality representative items alone. One of the major tasks to get a valid test is to ensure the concept of content validity which means that each test item must at least represent one learning outcome. 6Įxam blueprinting achieves valid assessment of students by defining exactly what is intended to be measured in which learning domain and defines what level of competence is required. Validity also ensures that students’ are satisfying minimum performance level showing intended level of competence set out at the intended learning outcomes. Validity of the test is a measure of how the test evaluates what is supposed to measure, in other words, it evaluates and measures test usefulness. Of these, validity, reliability, integrity, and achievement of variance among scores are the most considered when constructing a test for evaluation. There have been many characters for psychometrically sound tests. 3 There are two commonly used approaches to achieve such discrimination between test holders, the first is norm-referenced approach wherein the relative performance of test takers is considered and the second one is criterion-referenced approach wherein the performance of test takers is referenced against a predetermined benchmark. For professional and academic interest, the objective would include such discriminators as proficiency, analytical and reasoning skills, technical aptitude, and behavioral traits, among many others. 2 The basic purpose of all tests is discrimination (to distinguish the level of aptitude, abilities, and skills among the test takers) regardless of the way how the test was constructed or conducted. Herman (1992) pointed out that “People perform better when they know the goal, see models, know how their performance compares to the standard”. ![]() It has been frequently asked by academics “what is the purpose of these tests?” 1 Assessment or knowledge evaluation is not a new concept and we have all at some point taken preinstructional assessment tests, interim mastery test, and mastery tests. Assessment of skills or knowledge is of equal importance to teaching/learning of the skill or knowledge.
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