Measurement quality of an instructor-developed CFL summative assessment instrument

2018 ◽  
pp. 210-229
Author(s):  
Shuai Li
Keyword(s):  
Summative Assessment ◽  
Assessment Instrument ◽  
Measurement Quality

Quality of Instruments Used to Assess Competencies in Athletic Training

2012 ◽  
Vol 7 (4) ◽  
pp. 187-197 ◽  
Author(s):  
Jim F. Schilling
Keyword(s):  
Athletic Training ◽  
Quality Criteria ◽  
Summative Assessment ◽  
Assessment Method ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Validity And Reliability ◽  
Professional Programs ◽  
Assessment Of Competencies

Context: An emphasis on knowledge and skill competency acquisition continues to gain importance in allied health professions. Accuracy and fairness in the summative assessment of competencies are essential to ensure student competence. A positive demonstration of validity, reliability, and authentic quality criteria are needed to achieve evidence-based practice considerations in the assessment of competencies. Objective: To present a variety of instruments used in the assessment of competencies established in the fifth edition of the athletic training competencies document and judge them based on validity, reliability, and authenticity criteria. Data Sources: Literature reviewed for this article included published articles pertaining to the assessment of competencies used in health care professional programs. Data Synthesis: Self, written, and observation assessment methods with specific types of instruments for each category are used in the summative assessment of competencies. Quality of the assessment instruments are considered to ensure score authenticity, validity, and reliability of measures. The type of assessment instrument and its content was recommended depending on the level of competence, which was categorized according to the depth of understanding and complexity of skill in the competencies. Conclusions: There was no one-size-fits-all assessment method determined. Certain instruments demonstrated greater quality than others and were used depending on assessment goals and resources.

scholarly journals The Assessment Instrument of Mathematics Learning Outcomes Based on HOTS Toward Two-Dimensional Geometry Topic

2020 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
I Gede Wahyu Suwela Antara ◽  
I Komang Sudarma ◽  
I.Ketut Dibia
Keyword(s):  
Item Difficulty ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Assessment ◽  
Assessment Instrument ◽  
Higher Order Thinking Skills ◽  
High Order Thinking Skill ◽  
Essay Test ◽  
High Order Thinking

This study aims to (1) developing a mathematics assessment instrument based on Higher Order Thinking Skills (HOTS); and describe the quality of the instrument. This study was a research and development study adapting 4D model from Thiagarajan. The model including the following steps : (1) define, (2) design, (3) develop, and (4) desseminate. Due to limited of time, this research was only carried out until the developing step.The result shows that the instrument that consists of 18 essay test item are valid and appropriate to be used. The instrumen’s reliability coefficients are 0.659 (High). The instrument has the average of item discrimination  0.44 (Very Good) and the average of item difficulty of the instrument are 0.584 (Medium). The conclusion is the assessment instrument is feasibel being as an assessment instrumen to measure the high order thinking skill toward two-dimentional geometry topic.

scholarly journals Implementation of an Authentic Assessment Model to Improve the Quality of Learning Assessment

2019 ◽  
Vol 25 (1) ◽  
pp. 103-115
Author(s):  
Rini Agustiningsih ◽  
Dwi Rahdiyanta
Keyword(s):  
Instrument Validation ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Research Subjects ◽  
Vocational High Schools ◽  
Assessment Results

An assessment instrument is one of the most important factors to guarantee objectivity, fairness, and accuracy in assessing the level of students' performances in the learning process. This study aims to produce an authentic assessment model in problem solving learning. The objectives of this studyare to examine: (1) the feasibility of the developed authentic assessment model in the aspects of practicality, effectiveness, and feasibility of assessment; and (2) the accuracy of the assessment results from the authentic assessment model. This study was a research and development that adopts the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) development model. The research subjects consisted of eight teachers and 44 students selected with a purposive sampling technique. This study was conducted in 4 Vocational High Schools in Yogyakarta. The research instrument validation was examined by expert judgment. The data were collected using questionnaires and observation sheets. Its data wereanalysed with descriptive statistical techniques, inter-rater reliability, inter-item correlation, and intraclass correlation.The results of the study show that (1) the developed authentic assessment model was feasible to be implemented since it fulfilled the requirements of practicality, effectiveness and implementation; and (2) the level of accuracy of the assessment results from the authentic assessment model has a very good criteria with  κ mean  of 0.978.

scholarly journals Developing Culture-Based English Language Assessment Instrument for Second Semester of Grade Seven of Junior High School in Buleleng Sub-District to Support the Implementation of Curriculum 2013

2018 ◽  
Vol 23 (2) ◽  
pp. 21
Author(s):  
Ida Ayu U Wasundari ◽  
Ni Komang Arie Suwastini ◽  
I Gede Batan
Keyword(s):  
High School ◽  
Research And Development ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Assessment ◽  
Expert Judgment ◽  
Assessment Instrument ◽  
Source Analysis

This research aimed at developing culture-based English language assessment instrument for the second semester of grade seven of junior high school in Buleleng Subdistrict to support the implementation of Curriculum 2013. This research was categorized as research and development. Research and development model which was used in this research proposed by Peffers et.al (2007). The suitable English assessment for the second semester of grade seven of junior high school was English assessment with integrated Balinese culture in order to support the development of character building. The steps of developing this English assessment instrument included assessment goal analysis, assessment standard analysis, syllabus analysis, learning source analysis, designing blue print, developing assessment, expert judgment, and revision. This research produced English assessment instrument which assessed students’ affective, cognitive, and psychomotor domains. The reliability and quality of the developed assessment instrument were found out by giving expert judgment form to the experts of assessment and English language teaching. The scores which were given by the two experts were 650 from the first expert and 802 from the second expert. Based on those scores, the quality of the developed English assessment instrument was categorized as excellent. The reliability of the data was categorized as excellent in which the score of Alpha Cronbach’s coefficient was 0.9. It means that the developed culturebased English assessment instrument was suitable to be used in teaching and learning process that implements Curriculum 2013 in Buleleng Sub-district.

scholarly journals Pengembangan Lembar Kerja Peserta Didik Berbasis Masalah dalam Meningkatkan Pemahaman Konsep Aljabar

2020 ◽  
Vol 8 (2) ◽  
pp. 173-182
Author(s):  
Basri Basri ◽  
Thamrin Tayeb ◽  
Andi Ika Prasasti Abrar ◽  
Fitriani Nur ◽  
Andi Dian Angriani
Keyword(s):  
Everyday Life ◽  
Development Process ◽  
Assessment Instrument ◽  
Test Evaluation ◽  
Development Research ◽  
Teacher Response ◽  
Mathematical Concepts ◽  
Initial Investigation ◽  
Product Assessment

Abstract:Lembar Kerja Peserta Didik (LPKD) can help students understand the concept of material, both theoretically and in real events that often occur in everyday life. This study tries to determine the development process and quality of LKPD to improve students' understanding the concepts of algebra. The development research used refers to the Plomps model, which includes 4 phases: (a) the initial investigation, (b) the design, (c) the realization, and (d) the test, evaluation, and revision. The product assessment instrument used was the LKPD validation sheet, the LKPD observance sheet, student and teacher response questionnaires, student and teacher activity observation sheets, and tests of students' ability to understand mathematical concepts. The LKPD that was designed and tested on grade VII students at one of the schools in Soppeng had met the criteria of being valid, effective, and practical.Abstrak:Lembar Kerja Peserta Didik (LPKD) berbasis masalah dapat membantu peserta didik memahami konsep materi, baik secara teori maupun dalam peristiwa nyata yang sering terjadi dalam kehidupan sehari-hari. Penelitian ini mencoba mengetahui proses pengembangan dan kualitas LKPD matematika berbasis masalah untuk meningkatkan pemahaman konsep aljabar peserta didik. Penelitian pengembangan yang digunakan mengacu pada model pengembangan Plomp, yang meliputi 4 fase, yaitu: (a) fase investigasi awal, (b) fase desain, (c) fase realisasi, dan (d) fase tes, evaluasi, dan revisi. Instrumen penilaian produk yang digunakan adalah lembar validasi LKPD, lembar pengamatan keterlaksaan LKPD, angket respon peserta didik dan guru, lembar pengamatan aktivitas peserta didik dan guru, dan tes kemampuan pemahaman konsep matematika peserta didik. LKPD yang didesain dan diujicobakan kepada siswa kelas VII di salah satu sekolah di Soppeng telah memenuhi kriteria valid, efektif dan praktis.

scholarly journals TEAM MIDTERM IN AN INTRODUCTORY PROCESS DESIGN COURSE

2017 ◽  
Author(s):  
Marnie V. Jamieson ◽  
John M. Shaw
Keyword(s):  
Learning Outcomes ◽  
Process Design ◽  
Summative Assessment ◽  
Immediate Feedback ◽  
Student Teams ◽  
Assessment Techniques ◽  
Set Up ◽  
The Individual ◽  
Reduced Time

The introductory design course combines team and individual formative and summative assessment techniques. Individual summative midterm and final examinations were used to assess individual performance.Students were given the opportunity to increase their individual midterm examination marks by rewriting the same examination as a team following the individual summative assessment. This formative exercise providedstudents with a comparison of the efficacy and quality of teamwork versus individual work, and provided immediate feedback and correction for many conceptual and mechanical errors on the summative midterm  examination. This paper reports on the strategy and set up of the midterm examination, the results obtained by individual students and student teams, and learning outcomes (including anecdotal comments from students regarding the experience and reduced time spent reviewing examinations with students) based on two iterations of the course.

Exploring the Measurement Quality of an Attitudinal Scale of Street Code-Related Violence: Similarities and Differences Across Groups and Contexts

2010 ◽  
Vol 8 (3) ◽  
pp. 187-212 ◽  
Author(s):  
Terrance J. Taylor ◽  
Finn-Aage Esbensen ◽  
Bradley T. Brick ◽  
Adrienne Freng
Keyword(s):  
Age Groups ◽  
Social Contexts ◽  
Measurement Quality ◽  
Code Of The Streets ◽  
Scant Attention ◽  
Race Ethnicity ◽  
Similarities And Differences ◽  
Using Data ◽  
Demographic Subgroups

Elijah Anderson’s ‘‘code of the streets’’ has received considerable attention as a promising approach to understanding youths violence. One area which has received scant attention, however, is the measurement quality of the street code concept. Using data collected from more than 3,300 middle school youths residing in seven geographically and demographically diverse U.S. cities between 2007 and 2009, the authors seek to answer the following questions: (a) What are the psychometric properties of the attitudes toward street code-related violence scale (in terms of dimensionality and internal consistency) across demographic subgroups (i.e., race/ethnicity, sex, and age groups) and social contexts (i.e., cities)? and (b) To what extent does the level of acceptance of the attitudes associated with street code-related violence vary across demographic subgroups and social contexts? Results illustrate that the scale performs similarly across groups and contexts, but the actual level of acceptance of street code-related violence varies considerably.

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