Professional Documents
Culture Documents
alarm clock petrol pump speedometer meeting new people opinion of this class
Assessment - The process of measuring something with the purpose of assigning a numerical value. Scoring -The procedure of assigning a numerical value to assessment task. Evaluation - The process of determining the worth of something in relation to established benchmarks using assessment information. Test - An instrument or activity used to accumulate data on a persons ability to perform a specified task. In kinesiology the content of these tests are usually either cognitive, skill, or fitness.
A measurement takes place when a test is given and a score is obtained . If the test collects quantitative data, the score is a number. If the test collects qualitative data, the score may be a phrase or word such as excellent.
Not the same as testing! An ongoing process to ensure that the course/class objectives and goals are met. A process, not a product. A test is a form of assessment. (Brown, 2004, p. 5)
Norm-referenced test
standardized tests (SPM, STPM, CPT, TOEFL, IELTS) Place test-takers on a mathematical continuum in rank order
Criterion-referenced tests
give test-takers feedback on specific objectives (criterea) test objectives of a course known as instructional value
Authentic assessment
reflects student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities (OMalley & Valdez, 1996).
Examples:
performance assessment portfolios self-assessment
Diagnose students strengths and needs Provide feedback on student learning Provide a basis for instructional placement Inform and guide instruction Communicate learning expectations Motivate and focus students attention and effort Provide practice applying knowledge and skills
Based on the Bell Curve Use standardized tests Comparing students to students Want to create a spread
Item analysis Distinguish items: High achievers get correct and low achievers get wrong
1920
1970
Specific standards established Certain information/learning is necessary to continue the next steps of learning. Students learning is compared to the criteria or standards (NOT to each other) Assumption: If students do not reach standards, find other means of teaching students Banks of testing items created to match different types of curriculum (mostly multiple items)
1920
1970
1980s
Authentic Assessment
Not all of what we teach can be assessed by paper and pencil tests nor by multiple choice items Students need to demonstrate what they learned: performance based (based on constructivist learning theory) Assessment is different than testing or grading (closer to diagnosis) Multiple means of assessment
Rubrics (specific criteriateaching is planned around criteria) Includes attention to non-academic or difficult to assess
Cooperative learning Critical thinking skills Social learning
Have layers May be based on developmental levels May be weighted for different categories at different times of the years Need to be sensitive to the time to present to learners
Too early=overwhelming (havent taught it yet) Too late=not useful for modifying or developing products
Eventually students can develop rubrics (they have internalized the criteria)
Pre-assessment (diagnostic)
Formative (ongoing)
Summative (final)
Teacher-made test
Portfolios Projects
Standardized tests
How would you document a student performance during a discussion? Which types of assessments noted in the chart could be considered authentic assessment?
A reliable test is consistent and dependable. If you give the same test to the same students in two different occasions, the test should yield similar results.
Student-related reliability Rater reliability Test administration reliability Test reliability
The most common issue in student related reliability is caused by temporary illness, fatigue, a bad day, anxiety, and other physical and psychological factors which may make an observed score deviate from a true score.
Human error, subjectivity, and bias may enter into the scoring process. Inter-rater reliability occurs when two or more scorers yield inconsistent scores of the same test, possibly for lack of attention to scoring criteria, inexperience, inattention, or even preconceived bias toward a particular good and bad student.
Test administration reliability deals with the conditions in which the test is administered.
Street noise outside the building bad equipment room temperature the conditions of chairs and tables, photocopying variation
A test is valid if it actually assess the objectives and what has been taught.
Content validity Criterion validity (tests objectives) Construct validity Consequential validity Face validity
A test is valid if the teacher can clearly define the achievement that he or she is measuring A test of tennis competency that asks someone to run a 100-yard dash lacks content validity If a teacher uses the communicative approach to teach speaking and then uses the audiolingual method to design test items, it is going to lack content validity
The extent to which the objectives of the test have been measured or assessed. For instance, if you are assessing reading skills such as scanning and skimming information, how are the exercises designed to test these objectives? In other words, the test is valid if the objectives taught are the objectives tested and the items are actually testing this objectives.
A construct is an explanation or theory that attempts to explain observed phenomena If you are testing vocabulary and the lexical objective is to use the lexical items for communication, writing the definitions of the test will not match with the construct of communicative language use
Accuracy in measuring intended criteria Its impact on the preparation of test-takers Its effect on the learner Social consequences of a test interpretation (exit exam for pre-basic students at El Colegio, the College Board)
Face validity refers to the degree to which a test looks right, and appears to measure the knowledge or ability it claims to measure
A well-constructed, expected format with familiar tasks A test that is clearly doable within the allotted time limit Directions are crystal clear Tasks that relate to the course (content validity) A difficulty level that presents a reasonable challenge
The language in the test is as natural as possible Items are contextualized rather than isolated Topics are relevant and meaningful for learners Some thematic organization to items is provided Tasks represent, or closely approximate, real-world tasks
Washback refers to the effects the tests have on instruction in terms of how students prepare for the test Cram courses and teaching to the test are examples of such washback In some cases the student may learn when working on a test or assessment Washback can be positive or negative
Performance assessment- any form of assessment in which the student constructs a response orally or in writing. It requires the learner to accomplish a complex and significant task, while bringing to bear prior knowledge, recent learning, and relevant skills to solve realistic or authentic problems (OMalley & Valdez, 1996; Herman, et. al., 1992).
Portfolio assessment Student self-assessment Peer assessment Student-teacher conferences Oral interviews Writing samples Projects or exhibitions Experiments or demonstrations
Constructed response Higher-order thinking Authenticity Integrative Process and product Depth versus breadth
Specify to students the purpose of the journal Give clear directions to students on how to get started (prompts for instance I was very happy when) Give guidelines on length of each entry Be clear yourself on the principal purpose of the journal Help students to process your feedback, and show them how to respond to your responses
Commonly used when teaching writing One-on-one interaction between teacher and student Conferences are formative assessment as opposed to offering a final grade or a summative assessment. In other words, they are meant to provide guidance and feedback.
Commonly used with the communicative language teaching approach (CLT) It is a collection of students work that demonstrates to students and others the efforts, progress and achievements in a given area. You can have a reading portfolio or a writing portfolio, for instance You can also have a reflective or assessment portfolio as opposed to collecting every piece of evidence for each objective achieved in the course
Specify the purpose of the portfolio Give clear directions to students on how to get started Give guidelines of acceptable materials or artifacts Collect portfolios on a pre-announced dates and return promptly Help students to process your feedback Establish a rubric to evaluate the portfolio and discuss it with your students
Cooperative test construction involves the students contribution to the design of test items. It is based on the concept of collaborative and cooperative learning in which students are involved in the process (Brown, 2001, p. 420)