PPT-Ensuring Meaningful Performance Assessment Results: A Reflective Practice Model for Examining

Cynthia Conn PhD Assistant Vice Provost Professional Education Programs Kathy Bohan EdD Associate Dean College of Education Sue Pieper PhD Assessment Coordinator Office of Curriculum Learning . 0 RELIABILITY ALLOCATION Reliability Allocation deals with the setting of reliability goals for individual subsystems such that a specified reliability goal is met and the hardware and software subsystem goals are well b Announcements. I. ndependent work session on the standardized test critiques next week. Meet Brigid at the Educational Diagnostician office (. Hokona. Hall, room 108) at 4:30 with your partner to pick up your assessment (one copy per pair). . Session 2 –. Developing. enquiry skills. Introduction. Welcome to the second session on reflective practice.. In this session we are going to use the work you did in Session 1 to build skills to use in reflective practice.. Session 1 –. Understanding . reflective practice. Introduction. Welcome to the first session on reflective practice.. There are four sessions altogether and each session will introduce you to ideas and effective ways of working using reflective practice. This resource is part of the professional learning pathway developed by the Welsh Government. Each session will take about 90 minutes to read and complete the suggested activities.. Thinking Questions. What is an IV?. What is a DV?. What is repeated measures design?. What is matched pairs design?. What is independent groups design?. What is a hypothesis? Can you name the 3 types . Is the Test Appropriate, Useful, and Meaningful?. Properties of Validity. Does the test measure what it purports to measure?. Validity is a property of inferences that can be made.. Validity should be established over multiple inferences.. Validity . Is the translation from concept to . operationalization. accurately representing the underlying concept. . Does your variables measure what you think in abstract concepts.. This is more familiarly called Construct Validity.. . of. . diagnosis. DSM. The . D. iagnostic and . S. tatistical . M. anual of Mental Disorder (Edition 4), was last published in 1994. . The DSM is produced by the American Psychiatric Association. . Latvian experience. Inga . Fārte-Zālīte. Head, STANAG . 6001 Testing Team . NAF Language School, Latvia. Brno, . Sept 2016. Background. C. onsequential validity. and what it implies. Guidelines for determining whether . Jamie DeLeeuw, Ph.D.. 5/7/13. Reliability. Consistency of measurement. The measure itself is dependable.. ***A measure must be reliable to be valid!***. High reliability = greater consistency = lower randomness (error). Basics . What is reliability? . What is validity? . Can you have one without the other? Why or why not? . Reliability. Observed score . = True score random error systematic error. Explain. Why is this important? . Reliability of diagnosis. = the extent to which clinicians agree on the same diagnosis for the same patient. .. The extent to which the same diagnosis is given in different cultures. Reliability in diagnosis. for paediatric medicine . www.esneft.nhs.uk/reflection. . Janet Bayliss Assistant Librarian,. Ipswich Hospital Library, ESNEFT. Tel. 01473 702544 ext. 1544. www.eel.nhs.uk/esneft. Email: hospital.library@esneft.nhs.uk. Primary/EY School Direct. August . 2019. Objectives. To:. p. romote personal reflection;. develop your understanding of ‘reflective practice’ and its centrality to professionalism;. understand the purpose of .