Assessment and Testing

Evaluation Process that measures progress toward accomplishing objectives Diagnostic – determine competence Formative – monitor progress Summative – end of unit Norm-referenced - ranking Criterion-referenced - mastery

Purpose of Good Tests Provide basis for assigning grades Provide way to chart progress Help teachers improve instruction Motivate students Help students see which skills and knowledge are mastered and still need development

Components of Good Test Validity Reliability Objectivity Discrimination Comprehensiveness Score-ability

Steps in Test Construction Reexamine learning objectives Construct several items for each objective Compile a draft Write separate instructions Ask colleague to examine test Make necessary revisions Make a key

Table of Specifications Structure decision making Decide on content areas Determine number of points Select percent of emphasis for each content area Specify level of items

Key Points Address important information Write clear and understandable items Include easy and difficult items Keep related material together Prepare and duplicate professionally

Key Points (continued) Allow enough time Allow adequate time to prepare Consider room logistics Be aware of potential cheating

Types of Test Items Recall True-False Multiple Choice Matching Fill-in-the-blank Short-answer True-False Multiple Choice Matching

Recall Students must totally recall answers More difficult than recognition questions Used when testing “who, what, when, and where” More accurately reflect knowledge Measure memory rather than judgment Hard to design with one response

Completion Item Suggestions Write short statements Review and omit important word(s) Make blanks same length Omit words that test knowledge Include the verb – singular & plural Provide blanks along margin

Short Answer Essay Easy to develop Provide best indication of overall knowledge Measure written communication Difficult to grade objectively Time-consuming to read Ask for specific information Make sure item is clear

True-False Easy to create and score Easy for students to take Cover wide range of material Effective with situations that have only two alternatives Only two possible responses Test memory Difficult to construct

True-False Tips Half true and half false – no pattern Avoid words that help guessing Approximately same length Have students circle answer Modified questions Indicate what makes it false Insert information to make it true Justify response

Multiple Choice Easy to take and score Can be varied – simple to complex Can measure judgment May measure reading ability Can test specific, irrelevant trivia Incorrect answers aren’t obvious Only one correct response included

Multiple Choice Suggestions Include correct response and three alternatives (distractors) Include only plausible alternatives Make alternatives short Avoid trivial facts Avoid all and none of the above Avoid use of negative words Avoid use of a or an as final word

Matching Easy to construct, take, and score Scoring is objective Emphasize mere memorization Difficult to construct without clues At least 5 but not more than 12 Answer list has 50% more responses Placement of question and answer

Evaluating Skills Development Observation Skills projects Skills tests Portfolios

Evaluation by Observation Most powerful evaluation tool Provides continuous measure Conduct during class Correct improper procedures Develop list of key behaviors Expectations related to objectives Keep written records

Evaluating Skills Projects Apply some or all skills taught Small groups or individually Observe work and examine completed project Develop soft skills Evaluation based on clear criteria Can involve writing report

Skills Tests Watch student perform tasks Measure quality, speed, and adherence to procedures Good for measuring: Performance under job-like conditions Application of knowledge Actual skills development Time consuming

Skills Test Steps Analyze skills in detail List tools required Determine time frame List in order the operations and key procedures and tools needed Ask colleague to examine Make necessary revisions Transform into a test and checklist

Portfolios Letter of introduction Evidence of research in career field Letters of recommendation Work-related samples Evidence of participation in student, civic, or professional activities Develop criteria for evaluation

Scoring Written Tests Count total number of answers required Count number of correct responses Divide number of correct responses into total number of answers Record score as percentage

Scoring Skills Tests & Projects Rating scale Judge performance on a continuum Numerical, descriptive or combination Indicate quality Rubric – more thorough descriptions Checklists List of performance criteria Indicates presence or absence

Scoring Skills Tests & Projects Anecdotal records Written accounts of behaviors Are significant and cannot be obtained otherwise Description, when, circumstances Recommendation Participation charts Degree and type of involvement in discussions and activities

Item Analysis Item missed many times Missed by all Correct by all Probably ambiguous Discard or rewrite Correct by all Probably too easy Missed by least capable Valid Reliable Discriminating

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