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    Chapter 5 Practicality

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    Zarah Joyce Segovia
    This document discusses practicality and efficiency in classroom assessments. Practicality refers to how useful assessments are for instruction and evaluation, while efficiency means developing, administering and grading assessments with minimal waste of resources and effort. Key factors that contribute to practicality and efficiency include the familiarity of assessment methods, the time required, ease of administration, ease of scoring, ease of interpretation, and cost. Assessments should match learning outcomes, be quick to complete but still test understanding, have clear instructions, and be objectively scored like multiple choice or use rubrics for essays.

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    Chapter 5 Practicality

    Uploaded by

    Zarah Joyce Segovia
    224 views2 pages
    This document discusses practicality and efficiency in classroom assessments. Practicality refers to how useful assessments are for instruction and evaluation, while efficiency means developing, administering and grading assessments with minimal waste of resources and effort. Key factors that contribute to practicality and efficiency include the familiarity of assessment methods, the time required, ease of administration, ease of scoring, ease of interpretation, and cost. Assessments should match learning outcomes, be quick to complete but still test understanding, have clear instructions, and be objectively scored like multiple choice or use rubrics for essays.

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    Assessment in student learning

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    Chapter 5 Practicality

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    This document discusses practicality and efficiency in classroom assessments. Practicality refers to how useful assessments are for instruction and evaluation, while efficiency means developing, administering and grading assessments with minimal waste of resources and effort. Key factors that contribute to practicality and efficiency include the familiarity of assessment methods, the time required, ease of administration, ease of scoring, ease of interpretation, and cost. Assessments should match learning outcomes, be quick to complete but still test understanding, have clear instructions, and be objectively scored like multiple choice or use rubrics for essays.

    Copyright:

    © All Rights Reserved
    224 views2 pages

    Chapter 5 Practicality

    Uploaded by

    Zarah Joyce Segovia
    This document discusses practicality and efficiency in classroom assessments. Practicality refers to how useful assessments are for instruction and evaluation, while efficiency means developing, administering and grading assessments with minimal waste of resources and effort. Key factors that contribute to practicality and efficiency include the familiarity of assessment methods, the time required, ease of administration, ease of scoring, ease of interpretation, and cost. Assessments should match learning outcomes, be quick to complete but still test understanding, have clear instructions, and be objectively scored like multiple choice or use rubrics for essays.

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    Chapter 5 Practicality & Efficiency

    Practicality pertains to “usefulness” , that is , it can be used to improve classroom instruction and for
    outcomes assessment purpose.

    Efficiency in this context pertains to development, administration and grading of assessment with the
    least waste of resources and effort.

    Basically, Practicality and efficiency contribute to high quality assessment. The following factors are to
    be considered and balanced with the previously discussed principles about validity and reliability:

    1. Familiarity of the method- this simply means that the teacher should be well-versed with various
    assessment methods and how each is utilized. Remember! The learning outcome should match
    the assessment method.
    2. Time required- there should be a consideration on how much time will be used in constructing,
    administering and checking of answers. For example, a multiple choice test may take time to
    construct but be accomplished by the students in a relatively short period of time. Moreover,
    test is easily and objectively scored. However, in essays although the teacher will find it easily
    thought of, it will require time for the students to organize their thoughts and will be time
    consuming to check. Remember! Essays are good for testing small groups and becomes
    disadvantageous as the class grows.
    3. Ease in Administration- Assessments should be easy to administer. To avoid questions during
    assessments, the teacher should give clear instructions which are easy to comprehend and to
    follow.
    4. Ease of scoring- assessments should be scored accordingly. For example: in multiple choice,
    alternative response and matching type of test, these tests are checked objectively. While
    essays and performance tasks should be provided with a rubric, checklist or rating scale for
    evaluation.
    5. Ease of Interpretation
    6. Cost

    Chapter 6 – Ethics

    “Teacher’s assessments have important long-term and short term consequence for students;
    thus teachers have an ethical responsibility to make decisions using the most valid and reliable
    information possible.”(Russel & Airasian, 2012) . this simply mean that teachers are accountable
    in ensuring that their assessment are valid and reliable. Validity and reliability bare aspects of
    fairness and fairness is an ethical value.

    Other aspects of fairness includes:


    1. Student’s Knowledge of Learning Targets and assessments
    Transparency is defined as a disclosure of information to students about assessments. This
    includes what learning outcomes are to be assessed and evaluated, assessment methods
    and formats, weighing of items, criteria or rubric and the allotted time in completing the
    assessment.

    By being transparent to the learners, they are now part of the assessment process.
    2. Test-taking skills

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