NAME: MELAB ABIGAEL

REG NO: ED101/G/16458/22

INSTITUTION: KIRINYAGA UNIVERSITY

SCHOOL: OF BUSINESS AND EDUCATION

DEPARTMENT: OF EDUCATION

UNIT NAME: EDUCATIONAL MEASUREMENT AND EVALUATION

UNIT CODE : EDU 2301

TAKE AWAY CAT AND ASSIGNMENT .

TAKE AWAY CAT

QUESTION ONE : DIFFERENTIATE BETWEEN RELIABILITY AND TEST VALIDIT BY HIGHLIGHTING THE FIVE
CATEGORIES IN EACH CASE .

RELIABILITY

Reliability is the extent to which the research measures that which it is purported to measure.
HERE ARE FIVE CATEGORIES OF RELIABILITY

1. Test-retest reliability;

Test-retest reliability is a measure of reliability obtained by administering the same test twice over a
period of time to a group of individuals. The scores from Time1 and Time2 can then be correlated in
order to evaluate the test for stability overtime. Example: A test designed to assess student learning in
psychology could be given to a group of students twice, with the second administration perhaps coming
a week after the first. The obtained correlation coefficient would indicate the stability of the scores.

2. Parallel forms reliability;

It is a measure of reliability obtained by administering different versions of an assessment tool to the

Example:If i wanted to evaluate the reliability of critical thinking assessment i might create a large set of
items that all pertain to critical thinking and then randomly split the questions up into two sets ,which
would represent the parallel [Link] of the above require two administrations.
3. Inter-rater reliability;
is a measure of reliability used to assess the degree to which different judges or raters agree
in their assessment decisions.

Example:Inter-rater reliability might be employed when different judges are evaluating the degree to
which artportfolios meet certain standards.

4. Internal consistency reliability;

It is determining how all items on the test relate to all other items. Is a measure of reliability used to
evaluate the degree to which different test items that probe the same construct produce similar results.

5. Inter-method reliability;

This refers to the consistency of a measurement when different methods or instruments are used. If the
results of the different methods or instruments are consistent,the measurement is considered to have a
good inter-method reliability .

VALIDITY

Validity refers to how well a test measures what it is purported to measure or the extent to which a test
measures what it is supposed to measure.

HERE ARE FIVE CATEGORIES OF TEST VALIDITY

1. Content Validity:

When we want to find out if the entire content of the behavior/construct/area is represented in the
test, we compare the test task with the content of the behavior. Example,if we want to test knowledge
on American Geography it is not fair to have most questions limited to the geography of NewEngland.

2. Face Validity:

Face validity refers to the degree to which a test appears to measure what it purports to measure.

Example:If a measure of art appreciation is created, all of the items should be related to the different
components and types of art.

3. Construct Validity;
Is the degree to which a test measures an intended hypothetical construct. If a test measures a
particular construct, it is considered to have a good construct Validity.

[Link]-Related Validity;

When you are expecting a future performance based on the scores obtained currently by the measure,
correlate the scores obtained with the performance.

Example:If a physics program designed a measure to assess cumulative student learning throughout the
major. The new measure could be correlated with a standardized measure of ability in this discipline,
such as an ETS field test or the GRE subject test. The higher the correlation between the established
measure and new measure ,the more faith stakeholders can have in the new assessment tool.

[Link] Validity;

When applied to outcomes assessment it is used to assess how well a measure is able to provide
information to help improve the program under study. Example:When designing a rubric for history one
could assesss tudent’s knowledge across the discipline. If the measure can provide information that
students are lacking knowledge in a certain area, for instance the Civil Rights Movement, then that
assessment tool is providing meaningful information that can be used to improve the course or program
requirements.

QUESTION TWO: OUTLINE THE BEST PRACTICES IN THE PROCESS OF TEST MODERATION .

Test moderation is a critical process that ensures the integrity and fairness of assessments. Here are the
best practices for effective test moderation:

[Link] Clear Guidelines:

Develop and communicate clear guidelines for test moderation. This includes defining the scope of the
test,acceptable resources,and the expected format for responses.

[Link] and Expertise:

Ensure that test moderator is well-trained and have the necessary expertise to handle the specific types
of questions and subjects they will be moderating. Continuous professional development is essential.
[Link] and Fairness:

Apply moderation guidelines consistently across all test takers to ensure [Link] any form of bias
or favoritism.

[Link] for Cheating:

Implement and use anti-cheating measures such as plagiarism detection software, proctoring services,
and surveillance technologies to prevent dishonest practices.

[Link]:

Be prepared to adapt to unexpected situations or technical issues that may arise during the test. Have
contingency plans in place.

[Link]:

Keep detailed records of the moderation process, including any issues encountered and how they were
[Link] documentation can be useful for future reference and audits.

[Link] Mechanism:

Establish a feedback mechanism for test takers to report any issues or concerns. Address these issues
promptly and fairly.

[Link]-Test Analysis:

Conduct a thorough analysis of the test results and the moderation process. Identify areas for
improvement and implement changes for future assessments.

[Link]:

Ensure that all test taker information and moderation details remain confidential .Protecting this
information is crucial for maintaining trust and integrity.

[Link] Improvement:

Regularly review and update moderation practices to stay current with best practices and technological
advancements.
By adhering to these best practices, test moderators can help ensure that assessments are conducted
fairly,accurately,and reliably, there by upholding the integrity of the testing process.

QUESTION 3: EXPLAINE WHAT IS MEANT BY POSITIVE DISCRIMINATION AND NEGATIVE DISCRIMINATION

Positive discrimination and negative discrimination are two forms of differential treatment based on
certain characteristics or attributes of individuals or groups. Positive discrimination refers to the practice
of giving preferential treatment or advantages to certain groups or individuals who are
underrepresented or disadvantaged in [Link] is often done to promote diversity ,equity, and
inclusion in various areas such as education, employment and politics .For example, affirmative action
policies in some countries aim to increase opportunities for historically marginalized groups, such as
racial minorities or women,in higher education and employment.

On the other hand, negative discrimination refers to the unfair treatment or denial of opportunities to
certain individuals or groups based on their characteristics or [Link] can take many forms,such
as discrimination based on race,gender,religion,disability ,or other protected characteristics. Negative
discrimination can occur in various areas of life,including employment,housing,education,and access to
[Link] often results in unequal opportunities and outcomes for those who are discriminated against,
perpetuating social inequalities and injustices. Negative discrimination is generally considered to be
unjust and is prohibited by anti-discrimination laws in many countries.

ASSIGNMENT QUESTION;

TEST CONSTRUCTION IS AN INTEGRAL DUTY FOR PRACTICING [Link] AND ANALYSE ANY FIVE
IDENTIFIABLE TEST CHARACTERISTICS.

Certainly,test construction is a crucial aspect of a teacher's role, and understanding the characteristics of
effective tests can help in creating assessments that accurately measure student learning. Here are five
identifiable test characteristics and their analysis:
[Link]:

-Definition:Validity refers to the extent to which a test measures what it is intended to measure.

-Analysis:A valid test ensures that the assessment accurately reflects the specific content or skills it aims
to [Link] example,a math test should accurately assess mathematical knowledge and skills, not
reading comprehension.

[Link]:

-Definition:Reliability pertains to the consistency of a test's results overtime.

-Analysis:A reliable test should yield consistent results when administered to the same group of
students on multiple occasions. This consistency helps in making meaningful comparisons and tracking
student progress overtime.

[Link]:

-Definition:Objectivity refers to the impartiality of a test, ensuring that it is free from examiner bias.

-Analysis:Objective tests,such as multiple-choice questions, provide clear and unambiguous

[Link]:

-Definition:Practicality involves the feasibility of administering and grading a test within a reasonable
timeframe and resources.

-Analysis:A practical test should be manageable interms of time and resources required for
administration and [Link] should be feasible to implement in a classroom setting without causing
undue burden on the teacher or students.

[Link]:

-Definition:Fairness ensures that the test provides equal opportunities for all students to demonstrate
their abilities.

-Analysis:A fair test should be designed to accommodate diverse learners ,including those with
disabilities or different learning styles .It should avoid cultural biases and ensure that all students have
an equal chance to succeed.

By considering these characteristics, teachers can design assessments that are effective, equitable, and
aligned with educational objectives.