Reference no: EM131032725

PART 1:

Validity and Reliability

"Whether discussing formal or informal assessments, the assessment process must have integrity across an assessment's development, use, and analysis" (Howard, V. F., & Aiken, E., 2015, p. 93). Before beginning the discussion, make sure you have read section 3.4 of our textbook that discusses the importance of reliability and validity in assessment. Next, watch the following videos on test validity and reliability:

Introduction to test validity. To view a transcript of the video, please click HERE.

Reliability. To view a transcript of the video, please click HERE.

Then, address the following:

Summarize your understanding of reliability and validity, including how they are related.

Explain the importance of reliability and validity in assessment.

Analyze the following situation:

A center or school is looking for an assessment instrument to measure reading ability. The selection has been narrowed to two possibilities:

Test A shows measures of strong validity, but there is no information about its reliability.

Test B includes measures of strong reliability, but there is no information about its validity.

Which test would you recommend? Be sure to include a comprehensive rationale with three reasons that support why you chose the test you did.

Guided Response: Review several of your peers' responses. Respond to at least two of your peers by discussing whether you agree or disagree with the test they recommended. Justify your point of view by providing at least two reasons for why you agree or disagree. Also, include examples of how they could increase the validity or reliability of the test they chose.

Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

you can find these vido on u tube.

PART 2:

Observation Plan

"According to child development specialists, one of the most accurate ways to learn about children is to observe them in daily activities" (Wortham, 2012, p. 117). Among the many types of qualitative and quantitative observation tools discussed in Chapter 4, anecdotal records, time sampling, and event sampling are widely used in schools and centers across the nation. Another commonly used form of observation is a running record. For this discussion, you will begin to develop a plan for the observation types you will use in your written assignment this week, which involves the observation of an actual child. Here is what you are asked to do:

Qualitative Observation Tools: You will need to choose either an anecdotal record or running record as your form of qualitative observation to use. If you need more clarification about anecdotal and running records before choosing which tool you will use, review section 4.2 of the course text or read the optional resources Anecdotal Records and Running Records. For the qualitative observation tool you choose, address the following:

Describe this qualitative observation tool and explain its characteristics.

Discuss whether you will be using this tool to observe social/emotional development, physical development, cognitive development, or language development.

Explain the purpose for using this tool to assess your chosen domain.

Quantitative Observation Tools: You will need to choose either time sampling or event sampling as your form of quantitative observation to use.

If you need more clarification about anecdotal and running records before choosing which tool you will use, review section 4.3 of the course text or read the optional resources Time Sampling and Event Sampling. For the quantitative tool you choose, address the following:

Describe this quantitative observation tool and explain its characteristics.

Discuss whether you will be using this tool to observe social/emotional development, physical development, cognitive development, or language development.

Explain the purpose for using this tool to assess your chosen domain.

Discuss how you will eliminate bias from your observation. Be sure to specifically explain how you will use at least three of the nine strategies that are shared in section 4.1 of the course text for eliminating bias from observations.

Guided Response: Review several of your peers' responses. Respond to at least two of your peers and share with them how using a functional behavioral assessment along with their chosen observation tool would allow them to better meet the needs of the child they are observing. In addition provide them with an additional developmental domain (i.e., cognitive, physical, etc.) that they might think about using for their observation this week and provide a rationale.

Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.