1. What is a high quality assessment?

High quality assessments are assessments that are valid, reliable and fair. It should
accurately evaluate students’ abilities, appropriately assess the knowledge and skills they intend
to measure, be free from bias and be designed to reduce unnecessary obstacles to performance
that could undermine validity.

2. What are the characteristics of a high quality assessment?

Five characteristics of high quality assessment:

1. Content Validity

2. Reliability

3. Fairness

4. Student engagement and Motivation

5. Consequential Relevance

3. What are the categories of learning targets?

Categories of learning targets:

1. Knowledge targets

2. Reasoning targets

3. Skill targets

4. Product targets

4. What are the properties of assessment methods? Explain?

Properties of Assessment Methods

1. Validity

It is the degree to which a test measures what is supposed to measure

 Criterion Validity
It is when the test item is judged against a specific criterion.
  Concurrent Validity
It refers to the degree of relationship between scores on a test or scale on
another measure of established validity given at about the same time.
 Predictive Validity
Refers to the degree or extent to which scores on a test can predict later
behaviour or test.
 Constructive Validity
Is the degree to which a test measures an attribute or quality it is supposed
to measure.
 Content Validity
It is the degree which test items match some objective criterion.

2. Reliability

It is the degree to which an assessment tool produces stable and consistent results. It also
refers to the instrument’s consistency and stability.

 Inter-Rater
It is used to assess the degree to which different raters or observers give
consistent estimates of the same phenomenon.
 Alternate Forms
It is used to assess the consistency of the results of two tests constructed in
the same way from the same way from the same content.
 Test-Re-Test
It is used to assess the consistency of a measure from one time to another.
 Internal Consistency
Split-half Method
Cronbach’s Alpha
Average Inter-item Correlation
Average Item-total Correlation
3. Practicality and Efficiency

 Teacher should be familiar with the test.

 Number of items is not complicated.
 Implementable

4. Fairness

 Students need to know exactly what the learning targets are and what method of
assessment will be used.
  Assessment has to be viewed as an opportunity to learn rather than an opportunity
to weed out poor and slow learners.

5. Ethics

 The term “ethics” refers to the question of right from wrong.

 Webster Dictionary defines Ethical as “conforming to the standards of conduct of
a given profession or group.

5. Give the revised Blooms’ Taxonomy and explain each?

Revised Blooms’ Taxonomy

 Remembering
The learner is able to recall, restate and remember learned information.
Ex. Recognising, listing, describing, identifying and retrieving
 Understanding
The learner grasps the meaning of information by interpreting and translating what has
been learned.
Ex. Interpreting, exemplifying, summarising, inferring and paraphrasing
 Applying
The learner makes use of information in a context different from the one in which it was
learned.
Ex. Implementing, carrying out, using and executing
 Analysing
The learner breaks learned information into its parts to best understand that information.
Ex. Comparing, organising, deconstructing, attributing and outlining
 Evaluating
The learner makes decisions based on in-depth reflection criticism and assessment.
Ex. Checking, hypothesising, critiquing, experimenting and judging
 Creating
The learner creates new ideas and information using what has been previously learned.
Ex. Designing, constructing, planning, producing and inventing