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How can assessment instruments be validated for Higher Education?

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Assessment instruments are tools that measure students' learning outcomes, such as tests, quizzes, assignments, or projects. They are essential for Higher Education, as they provide feedback, motivation, and evidence of achievement for both students and instructors. However, not all assessment instruments are equally valid, reliable, and fair. How can you ensure that your assessment instruments are aligned with your learning objectives, reflect the content and skills you want to evaluate, and minimize the sources of error and bias that can affect the results? In this article, you will learn about some methods and strategies to validate your assessment instruments for Higher Education.

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Nathalie DREAN ??????

?? Enseignement supérieur pluridisciplinaire , RH, Management, Communication, Digital, Projet Pro, Personnel Branding…

1 Define validity

Validity is the degree to which an assessment instrument measures what it claims to measure. It is not a fixed property, but rather a judgment based on the evidence and the context of its use. When designing and evaluating your assessment instruments, there are various types of validity to consider, such as content validity (the extent to which it covers the relevant content and skills of learning objectives), construct validity (the extent to which it reflects the underlying theoretical constructs or concepts of the learning domain), criterion validity (the extent to which it correlates with other measures of the same or related outcomes), and consequential validity (the extent to which it has positive or negative effects on students, instructors, and the educational system).

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Nathalie DREAN ??????

?? Enseignement supérieur pluridisciplinaire , RH, Management, Communication, Digital, Projet Pro, Personnel Branding, Entrepreneuriat. Facilitatrice et top 1% LinkedIn ? Ecoles d'ingénieurs, de Management, Universités.
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La validité d'un instrument d'évaluation en enseignement supérieur se mesure par sa capacité à évaluer précisément ce qu'il prétend mesurer. Pour y parvenir, il est essentiel d'aligner les évaluations sur les objectifs d'apprentissage définis. La validité peut être renforcée par une approche triangulaire, combinant évaluations formatives, sommatives et des feedbacks de pairs. Cela permet de couvrir divers aspects de la compétence étudiante, allant de la connaissance théorique à l'application pratique.

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Samuel Quinto, FRSA

Founder IBRANEURO, Secretary of Culture of Atibaia, Doctorate, Neurosciences, Mental health, Health management & Music
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Validation of assessment instruments in Higher Education involves rigorous processes to ensure their reliability and validity. This typically includes expert reviews, pilot testing with representative samples, and statistical analyses to assess the instrument's consistency and accuracy. Feedback from faculty, students, and stakeholders is crucial in refining the instrument. Additionally, comparing the instrument's results with established measures or outcomes helps establish its construct validity. Continuous monitoring and adjustments ensure ongoing validity and reliability, contributing to the overall effectiveness of the assessment process in Higher Education.

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Eric McCullough

Paramedic, Always the Hat in Monopoly
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The value of your validity determines the value of our achievement. Subject matter experts should be the ones to weigh on content validity and should be from both in-field and academic settings. Otherwise, your assessments will be unbalanced. Also, they must align with current industry-established standards lest they be considered inadequate and inaccurate.

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2 Establish alignment

Alignment is essential for achieving content validity and enhancing the clarity, coherence, and transparency of your assessment plan. To establish alignment, you should begin by defining your learning objectives clearly and explicitly, using measurable verbs and specific criteria. Then, select or design assessment instruments based on the level and type of learning outcomes you wish to assess, using appropriate formats and tasks. It is also important to align your assessment instruments with your instructional methods, using the same language, examples, and resources. Last but not least, align your assessment instruments with your grading criteria by utilizing rubrics, scales, or checklists that specify the expected performance and the scoring rules.

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Nathalie DREAN ??????

?? Enseignement supérieur pluridisciplinaire , RH, Management, Communication, Digital, Projet Pro, Personnel Branding, Entrepreneuriat. Facilitatrice et top 1% LinkedIn ? Ecoles d'ingénieurs, de Management, Universités.
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La validité des instruments d'évaluation dans l'enseignement supérieur repose sur leur capacité à mesurer fidèlement les compétences et connaissances qu'ils prétendent évaluer. Cela implique une conception rigoureuse, alignée sur les objectifs pédagogiques spécifiques. La validation requiert une approche méthodique, incluant des tests pilotes, l'analyse des résultats, et l'intégration des retours des parties prenantes

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3 Conduct reviews

Reviews are the process of checking and improving your assessment instruments before, during, and after their implementation. This helps to achieve construct validity, as well as identify and correct any errors, flaws, or gaps in your assessment plan. To conduct reviews effectively, you should seek feedback from colleagues, peers, or experts on your assessment instruments. Pilot testing with a sample of students can also provide valuable opinions and experiences. Additionally, analyze the results of your assessment instruments with statistics such as item difficulty, item discrimination, and reliability coefficients to evaluate their quality and consistency. Finally, revise your assessment instruments based on the feedback, pilot test, and analysis by adding, deleting, or modifying items, tasks, or instructions.

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Nathalie DREAN ??????

?? Enseignement supérieur pluridisciplinaire , RH, Management, Communication, Digital, Projet Pro, Personnel Branding, Entrepreneuriat. Facilitatrice et top 1% LinkedIn ? Ecoles d'ingénieurs, de Management, Universités.
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Pour valider les instruments d'évaluation dans l'enseignement supérieur, les examens doivent être con?us de manière à refléter fidèlement les objectifs d'apprentissage du programme. Cela nécessite une corrélation étroite entre le contenu des examens et les compétences et connaissances que les étudiants sont censés ma?triser. Une approche mixte, combinant évaluations théoriques, pratiques et basées sur la performance, permet une validation plus complète.

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4 Consider diversity

Diversity is the recognition and respect of the differences and similarities among your students, such as their backgrounds, cultures, languages, abilities, and preferences. This diversity can affect the validity of your assessment instruments, as it can influence the students' performance, motivation, and perception of the assessment. To consider diversity, you should avoid items or tasks that require specific knowledge not relevant to your students; provide multiple options for them to demonstrate their learning; adapt or accommodate your assessment instruments to meet their needs and preferences; and involve them in the assessment process. For example, you can ask them to self-assess, peer-assess, or co-create the assessment instruments.

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Nathalie DREAN ??????

?? Enseignement supérieur pluridisciplinaire , RH, Management, Communication, Digital, Projet Pro, Personnel Branding, Entrepreneuriat. Facilitatrice et top 1% LinkedIn ? Ecoles d'ingénieurs, de Management, Universités.
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Valider les instruments d'évaluation dans l'enseignement supérieur en tenant compte de la diversité requiert une approche inclusive qui respecte les différentes origines, capacités et styles d'apprentissage des étudiants. Cela signifie concevoir des évaluations qui permettent à tous les étudiants de démontrer leurs compétences sans biais culturels, linguistiques ou socio-économiques. Une telle validation implique des révisions régulières des évaluations pour s'assurer qu'elles sont équitables et représentatives de la diversité de la population étudiante.

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5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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Renaud Gicquel

Professor, Developer of educational digital ressources - Professeur, Développeur de ressources numériques pédagogiques
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Be cautious. With access to generative AI to all, the assessment of students working according to the approaches such as PBL requires special precautions, because they only need to ask their question to an AI like ChatGPT to obtain a very elaborate answer, which they then only have to deepen, possibly continuing to use AI. Under these conditions, it is no longer necessary for them to carry out the work of self-reflection that is at the heart of such approach. It is therefore preferable to assess them orally by checking in with them several times, face-to-face or remotely, in order to monitor their progress and verify their personal involvement, and to keep a record of it, which can be used in the event that the student disputes the grade.

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How can assessment instruments be validated for Higher Education?

1

2

3

4

5

1 Define validity

2 Establish alignment

3 Conduct reviews

4 Consider diversity

5 Here’s what else to consider

Higher Education

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How can assessment instruments be validated for Higher Education?

1

2

3

4

5

1 Define validity

2 Establish alignment

3 Conduct reviews

4 Consider diversity

5 Here’s what else to consider

Higher Education

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