Grade 2 – 2nd Periodical Tests – All Subjects + TOS | SY 2023-2024

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Reliability and validity of classroom assessments

Since no assessment is as significant as a single accountability test, classroom assessments are exempt from the same reliability requirements as external accountability tests. This is so that mistakes in judgment can be corrected in the setting of the classroom. However, it is crucial to maintain some consistency in classroom evaluations in order to guarantee impartiality and the veracity of the data. If students believe that the evaluation is unpredictable or unfair, none of the assessment benefits will materialize. Although not with the same accuracy as standardized testing, teachers are often accurate in class rankings. For instance, a research found a significant association between test scores and teachers’ standards-based assessments of their students’ math proficiency.

The use of individualistic factors, halo effects, and the propensity to stick with early assessments of competence rather than modifying in response to data are just a few biases that are known to be present in teacher-based evaluations. Choosing when such specialized education makes sense for classroom use of assessment will then be a crucial practical question. How much may shared training in the creation and application of scoring criteria for classroom assessments improve both teacher knowledge of curricular reform and reliability?

What links between standards for judging classroom work and outside performance standards must be developed in situations when outside assessments are in line with education curricula? What kind of training is necessary for teachers, solely for classroom use, to be able to formulate and analyze theories about students’ conceptual understandings, in order to get more from assessment than merely a dependable score? Due to the emphasis on using more meaningful content and processes in assessment tasks, validity has allegedly gotten the greatest attention in the assessment reform literature to date. However, there are still concerns about whether new assessment methods are measuring what they are supposed to.