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Assessments - Coggle Diagram

- - - - finding out how much learners already know about a given topic;
      - delivering various versions or levels of a course based on learners’ performance on diagnostic assessments;
      - allowing learners to test out if they already possess adequate knowledge of the content;
      - and helping to shape learners’ expectations about the course coverage.
- - - - assessment questions should be clearly written and easy to understand
      - When writing test questions, the goal is to accurately assess the knowledge and skills specified in the learning objectives
      - To improve item validity, you should write assessment items that focus on the application of knowledge rather than just comprehension levels
  - - - ability of the measured items to produce consistent results over a period of time.
      - To increase reliability, tests should not be too short in length as short tests can influence the overall results whereas longer tests will not affect the results as much.
      - the reliability of that assessment strongly depends on learning objectives.
      - Distractors should still make sense, but at the same time, they must be decidedly incorrect
      - In addition, the difficulty level of all test questions should not be the same. Creating all assessment items at the same difficulty level will significantly decrease reliability.