Construction and Analysis of Items for Assessing Learning Outcomes: Concise Models for Ensuring Validity

How can we effectively tell whether learners have acquired, and exhibit outcomes that were initially established for them, instructions tailored to? This question leads to assessment of learning or instructional results. It is instance held an outcomes-based approach this requires assessment, in authentic ways, what considered be most important students’ attainments. Unfortunately, the use inappropriate assessment/test items/instruments a widespread phenomenon has become practice/malpractice urgently need improvement. To ensure such improvement satisfy criteria administration; validity. The prevailing culture however still steeped pre-occupation with reliability. due notion reliable it must first valid, subsequent assumption reliability invariably ensures its validity, as there no structured/formulaic way determining known without necessarily being valid. paper therefore attempts fill validity void, by presenting two well-structured models/flowcharts; one, verifying usefulness/appropriateness items other construction/writing valid/appropriate items.