1. Critically Evaluating an Assessment Task
Deena Boraie
The American University in Cairo
1 2/17/2019
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2. Learning Theories
“Learning theories are conceptual frameworks that describe how information is absorbed, processed, and retained during learning.”
Retrieved from on January 19, 2014

3. Learning Theories and Assessment
Behaviorism
Social Learning
Change in knowledge. System of positive and negative reinforcement.
Active involvement of learner to integrate new knowledge with existing knowledge through social interactions.
Dependent on instructor for knowledge.
Instructor observes, assesses and engages students while they are doing tasks.
Begin with easy tasks focus on memorization: facts and terminology
Begin with complex tasks and teach basic skills while solving problems
Assessment is based on tests
Open-ended performance assessment tasks. No tests.
@ 2016 PLP - All rights reserved

4. Learning Theories and Assessment
Cognitivism
Social Learning
Learning is a sequential development of mental processes: Bloom’s Taxonomy
Active involvement of learner to integrate new knowledge with existing knowledge through social interactions.
Instructor provides assistance and support to learner
Instructor observes, assesses and engages students while they are doing tasks.
Developing conceptual knowledge, techniques, and problem solving skills
Begin with complex tasks and teach basic skills while solving problems
Assessment is based on tests & performance tasks
Open-ended performance assessment tasks. No tests.
@ 2016 PLP - All rights reserved

5. Modified Bloom’s Taxonomy
Creating
Generating new ideas, products, or ways of viewing things
Evaluating
Justifying a decision or course of action
Analysing
Breaking information into parts/exploring relationships
_______________________________________________
Applying
Using information in another familiar situation
Understanding
Explaining ideas or concepts
Remembering
Recalling information 

6. Current Assessment Theory
Quality assessments must be based on standards: validity, reliability and fairness
Use more open-ended performance assessment tasks focusing on critical thinking, solving complex problems, applying knowledge in real-world contexts
Assessment FOR and OF learning
Use self-assessment
Use multiple-assessments: individual and group, variety of tools

7. Assessment Standards
As teachers, should you ensure your assessments have validity, reliability, and fairness?
Yes or No? Why?

8. Definitions
An assessment is valid if it measures what it is supposed to measure.
Reliability is defined as the accuracy and “the consistency of assessment results” (Nitko, 2007).
Fairness is when an assessment is free of bias against test takers of different cultures, gender, ethnic background or handicapping conditions.

9. Strategies to Ensure Validity
Assessments must be based on what you taught and linked to course objectives or learning outcomes
Should match the cognitive levels and skills reflected in your teaching
Use a variety of appropriate assessment tools
Use multiple assessments
Achievement is the only basis for grading

10. Strategies to Ensure Reliability
Use a systematic scoring procedure i.e. scoring rubric or scoring answer key or guide
Assessments should be of sufficient length
Sufficient time should be given
Use multiple raters for high stakes assessments

11. Strategies for Fairness
No bias in the content
give students sufficient information about the assessment: time, format
make grading criteria clear to students
conduct administration of assessment professionally
return results in a timely manner
students have the right to privacy
students have the right to have assessment results explained

12. Standards for Quality Assessments
PLP: Presidentional Leadership Program
Standards for Quality Assessments
Validity
Fairness
Reliability
Learning Objectives
Scoring Rubrics
Student Rights
PLP 2016

13. Formative vs Summative
AfL - Formative
AoL - Summative
AfL is an integral part of teaching and learning.
AoL evaluates or judges student achievement.
Purpose is to improve learning and not for grading or judging students’ achievement
Counts toward the final grade.

14. Critique a Quiz Worksheet
Critique the quiz in terms of the standards of high quality assessments.
You have 10 minutes.

15. Thank You...