We have been learning that evaluate or assess is a really complex process which demands different tools and strategies to give an accurate result. This process also requires the collection and interpretation of data (qualitative and quantitative) for providing outcomes. For doing this, it is necessary to mention three principles: PRACTICALITY, How practical in terms of money and time the information was collected, RELIABILITY, how reliable the information is in order to give outcomes, and VALIDITY, how valid the information is regarding what is being assessed.
Although practicality is not the most relevant aspect in here, we need to mention again the importance of time and cost in the methods we are using to evaluate. Reliability is split up in three: Assessor related reliability (it has to do with instability among the people collecting the information), Object-related reliability (it is regarding the person about whom the information is being collected) and Instrument- related reliability (Procedures used to collect information).
The validity factor is the extent to which the information you get is the information you want. (Genesee & Upshur).
As teachers we need to be aware of those aspects when the time of assessing comes, taking into account that we are tools either for improving or frustrating learning processes. A personal question arises here. How reliable and valid have been our processes of gathering information so far?
Hi Danitza,
ResponderEliminarLet me get back to you with a question as well. Can you think of methods and ways you have used to improve the reliability, validity and practicality of your assessment practices without knowing these concepts? That is, even without knowing the technical terms we have these things in mind when we assess our students? Could you think of some examples?
Raúl