Reflective Paper on: Code of Fair Testing practices in education and Code of professional roles in Educational measurement
Code of Fair Testing practices in education
The code states the major duties of those who develop and use educational tests. It is mainly used in educational areas like: Admissions, educational assessments, educational diagnosis and student statement. It means that the code has been developed mainly for educational purposes and cannot be used in other fields e.g. employment testing and certification testing. It is essential that a more advanced code of testing practice be developed which can be used in various fields.
This code of practice highlights separately the roles of test developers and test users. It refers to test users as those people who select the tests and make decisions basing on the basis of test scores. It is also clear that test developers include those who structure the tests and those who set the policies for testing particular programs. The obligations of those associated with the test is said to overlap i.e. none can only specialize either in the making of the policies or using the policies. To comment on this, it should be mandatory for those associated with test practices at any level, be it the formulation of the policies or their implementation should have the general knowledge and skills about their duties regardless of their levels. The test developers should avail information needed by the test users to select appropriate tests; this will in turn help the users to in the selection of tests that will be appropriate for their intended purposes.
In interpreting scores, both the developers and the users should work jointly to achieve their objectives in ensuring appropriate interpretation is done. In relation to fairness, the developers have to ensure that different users find it easy to implement regardless of gender, races and ethnic back ground. From this it is clear that incorporating other issues with testing practices will definitely affect the end results.
Code of professional roles in Educational measurement
In the article: Developing standards in teachers’ competence in students’ assignment; standard is generally accepted principle by the professional association. Assessment is referred to as a process of obtaining information used in making decisions in education about a student; giving feedback to the student concerning his Progress, strength and weaknesses.
Assessment in this case is all about knowledge and skills that is critical to the teachers. Students assessment is considered as essential part of teaching hence there cannot be a successful teaching without students’ assessment. To achieve success in assessment, it is important that teachers should be trained to be well equipped and to know how to go about the assessment.
Standards for Teacher competence in educational assessment
Teachers need to be acquainted with the information from broad range assessment alternatives and their strengths and weaknesses. It is therefore important to realize that one can only give what he/she has. Teachers need to be acquainted with skills of developing assessment methods. This is because the skills will help the teachers to plan the collection information upon which they are to make decisions on the exact method to use. There is no absolute way of judging assessments; it should be done based on (Noell, 2001). Generally the skills form the basis for the success of any assessment amongst the students. Teachers also need the skills to interpret the results; this is because the results form the basis for final decision making. It is also worth noting that the possession of these skills enables teachers to compile a good report on students’ assessment results.
Another importance of the skills is that it helps in developing valid students grading and skills of making educational decisions on the assessment should also be developed by teachers.
This paper gives the in-depth use of the two codes. It also presents the writers additional discoveries on the subject matters discussed.
VanDerHeyden, A. M., Witt, J. C., Naquin, G., & Noell, G. (2001). Curriculum-based measurement : School Psychology Review, 30(3), 363–382