When an assessment’s results are reliable, educators can be confident that conducting repeated or equivalents measurements of learning will give consistent results the recurring assessments. Impractical tests, however, may present some challenges to both students and educators, they can be too long, require several examiners to conduct and score, or are generally unnecessarily expensive. Finally, assessment practicality implies that a test has been easy to design, implement, and score. For example, when assessing writing skills, it is unfair to instruct learners answer a question in which they do not have background knowledge. Reliability of an assessment denotes that same results for the same groups of students will be attained (Kadir, Zaim, & Refnaldi, 2018).Ī test’s validity identifies the degree to which the chosen method of assessment measures what it states to measure. However, understanding the differences is important for being able to identify any shortcomings of assessments and make changes to avoid their occurrence. The three terms can be often confused between each other because all of them denote the quality of assessments, thus showing if they are effective at measuring the accomplishment of students.
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