Group+evaluation+criteria


 * Group analysis and assessment of the test - assessment rubric**
 * = CATEGORY ||= 5--4 ||= 3--2 ||= 1--0 ||
 * Clarity of Directions / Layout || Students had full understanding of the directions on the test. Paper-based layout was clear and economical and white space effectively employed. Computer-based instructions were easy to follow and navigation was intuitive . || Students had some problems understanding the directions and occasionally needed clarification from the test administrator. Layout was clear but white space is inadequate or uneconomical. Computer-based instructions were either missing some steps or not easy to follow and navigation was cumbersome . || Students had difficulty understanding, and need the intervention of the test administrator to follow the directions. Layout was confusing, white space not used effectively. Computer-based instructions were confusing and students got lost in navigation . ||
 * Cultural Fairness/Relevance || Test was culturally fair and of relevance to all students. It adhered to all different cultures equally. || Some questions were culturally fair and relevant while others were not. || Test was not culturally fair or relevant because it only adhered to one particular culture or inappropriate theme. ||
 * Validity/Reliability || The test evaluated all the information required according to the test specifications: the questions elicited the skills and knowledge expected. The overall test was appropriate to the target test-taker. || The test evaluated most of the information required according to the test specifications: While the questions elicited the general skills and knowledge expected, the questions were in part not appropriate to the test-taker. || The test attempted to evaluate the information required according to the test specifications, but the questions did not elicit the skills and knowledge expected and was largely irrelevant or inappropriate. ||
 * Authenticity/Washback || The test items presented the students with authentic and meaningful contexts, with high relevance to teaching and learning, creativity and critical thinking. || The test items presented the students with realistic contexts, with some relevance to teaching and learning, creativity and critical thinking. || The test items presented the students with little or no meaningful contexts, with no obvious relevance to teaching and learning, creativity and critical thinking. ||
 * Practicality / media || The test was easily administered. Students were able to respond adequately in the time alloted. It provides a variety of media and input || The test administration may face some minor problems that may interfere with evaluating the student's ability in the time allotted. It provides some variety of media and input || The test administration may face some major problems that may interfere with evaluating the student's ability in the time allotted. It provides no variety of media or input ||
 * Scoring/Interpretation || All components of the test were easy to score and the evalution of the responses provided ample and specific data to objectively interpret the results according to the purpose of the test as set out in the test design statement. || The test was largely easy to score, with only a few problematic questions. The evalution of the responses lacked some specificity, but in general provided enough data to reach an objective interpretation of the results according to the purpose of the test as set out in the test design statement. || Scoring the test was problematic. The evalution of the responses lacked specificity, and in general the data was not sufficient to reach an objective interpretation of the results according to the purpose of the test as set out in the test design statement. ||

**Copy and paste the blank chart below into your group's wiki page with your test documents. Meet as a group and complete the chart.**
 * = CATEGORY ||= Assessment Points ||= COMMENTS ||
 * Clarity of Directions / Layout ||=  ||   ||
 * Cultural Fairness/Relevance ||=  ||   ||
 * Validity/Reliability ||=  ||   ||
 * Authenticity/Washback ||=  ||   ||
 * Practicality / media ||=  ||   ||
 * Scoring/Interpretation ||=  ||   ||
 * = TOTAL ||  || . ||