EDUC 671 - Article Analysis - Validity and Reliabilty
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Arts Humanities
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Feb 20, 2024
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Article Review – Validity and Reliability:
‘But I’ve Not Got Time for Any More Assessment’ Angela J. Tippett
Department of Education, Liberty University
EDUC 671: Curriculum Evaluation
Dr. Bailey Anderson
July 25, 2021
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Article Summary: Careful consideration regarding the validity and reliability are required for
effective assessment, both at the classroom level as well as at the school level. There is much evidence that assessment for learning makes a great impact on learning in the classroom (Earle, 2017). Often, assessments have either reliability or validity, not both. Assessments for learning must strike a balance between the authentic assessment of the material and the reliability of the results in giving a complete picture of student understanding. Assessment moderation, by teachers and by students, can be a useful tool in building greater knowledge of the subject material, but also to help focus and share the objectives and desired outcomes across teaching teams or at the school level (Earle, 2017). Discussing the goals, objectives, and what staff will consider a successful outcome, prior to entering the classroom, would increase the validity and reliability of assessments based on these ideals. Defining the purpose of assessments as a part of the planning process for teachers is very beneficial for both the teachers and the students. The TAPS project offers real-world examples of how to put these theories into practice, which is often easier, so that teachers and schools can adapt these discussions to fit their own classrooms and subject matter (Earle, 2017). By looking at assessments from a layered approach, beginning with the individual classroom as the foundation and culminating with the whole school, formative and summative assessments can be used to enhance learning. Teacher assessment strategies can have multiple purposes and can come in a variety of forms, from open assessments which are higher in validity, to multiple choice quizzes, which are much more reliable (Earle, 2017). Finding the balance between these two components depends first upon the
purpose, and second, upon the teacher choices. The right choice is the one which supports expected student outcomes, increases teacher knowledge, and results in greater student success.
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Article Analysis
: Although validity and reliability are relatively new teaching terms in my vocabulary, I fully support the idea that assessment for learning must be built in, not just during the lesson, but during the planning process, even into the fabric of the school. The idea of planning from an assessment point of view, having team discussions regarding objectives and goals to better determine which types of assessments to use, is critical from my perspective. Continuity from class to class and teacher to teacher would make learning much less stressful for
the students, especially as they reach middle school and beyond. By having these discussions prior to lesson planning, building assessments into the learning process would make the instruction much more effective, and the adaptation of the lessons based on these assessments much more fluid. Personal Reflection
: Assessment for learning makes so much sense on paper, but in practice, might take most teachers some time to rethink their planning process. The idea that assessments need to be both valid, authentic and content driven, and reliable, dependable and data driven, at the same time is a bit daunting for me as a teacher. To plan with my objectives in mind, my expected student outcomes at the heart of the lesson, and my assessments built in to better shape my instructional focus will be front and center during my planning process for my future classes.
I am just not sure how long it will take for me to re-invent the way I look at the process. I realize
that these components must be considered and rethinking my way through assessments is going to be time consuming and challenging at first. I also see how critical these pieces of the planning
puzzle are and how much more successful my students will be once I have integrated these things into my lessons. Ultimately, student success is the motivating factor in everything we do as teachers, and whether it is time consuming or not is immaterial when our students can be more
confident and achieve greater success in our classrooms.
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References
Earle, S. (2017). ‘But I’ve Not Got Time for Any More Assessment’: Balancing the Demands of
Validity and Reliability. Impact. 1
(1), 44-46.