1. TESTING AND EVALUATION COPYRIGHT © 2013 GEORGIA PUBLIC SAFETY TRAINING CENTER www.gpstc.org

2. 2 Prepare for a test! This is the “squares test”

3. 3 How Many Squares Do You See? Answer?

4. 4 How Many Squares Do You See? (contd) Answer? 1 234 5678 910 1112 13 14 1516

5. 5 Answer? 20 19 1817 How Many Squares Do You See? (contd)

6. 6 Answer? 22 21 How Many Squares Do You See? (contd)

7. 7 Answer? 24 23 How Many Squares Do You See? (contd)

8. 8 Answer? 25 How Many Squares Do You See? (contd)

9. 9 Answer? 26 How Many Squares Do You See? (contd)

10. 10 Answer? 27 How Many Squares Do You See? (contd)

11. 11 Answer? 28 How Many Squares Do You See? (contd)

12. 12 Answer? 29 How Many Squares Do You See? (contd)

13. 13 Answer? 30 How Many Squares Do You See? (contd)

14. 14 Terminal Performance Objective For a chosen topic, the public safety training instructor will construct a variety of different types of written exam questions, in accordance with the American Society for Training and Development (ASTD) Learning System.

15. 15 Enabling Objectives Define the term Evaluation. Explain how the instructor’s performance can be improved through evaluations. Explain the purpose of testing. Discuss the concept of performance testing.

16. 16 Enabling Objectives (contd) List the steps in administering and grading written tests. List the characteristics of a good test. Compare and contrast the different types of written test questions. Construct written test questions for a total of five (5), three (3) different types.

17. 17 To Test & Evaluate A jury WEIGHS evidence. A teacher GRADES students. An antique dealer APPRAISES an article. A panel of experts JUDGES a beauty contest. A realtor ASSESSES the value of real estate.

18. 18 Accountability A TWO WAY STREET Students have a responsibility to LEARN Instructors have an obligation to TEACH.

19. 19 Provides an estimate of achievement for some useful purpose. Appraising the adequacy of student performance. Determines how well both the instructor and student are progressing toward specific objectives. Continuous process of observing and measuring changes in behavior. What is Evaluation?

20. 20 Evaluation Triangle

21. 21 Evaluating Your Own Performance Pre-test and Post-test Indicator of your performance Feedback for possible Lesson Plan revision

22. 22 Purpose of Testing Why Test? – Improve Teaching/Learning Process – Aid in Instruction Gaps in Learning Gaps in Instruction – Reinforce Learning Stimulate Thought Encourages Learning Improves Study Habits

23. 23 Purpose of Testing (contd) Tests Provides – Incentives To Study Sense of Competition Assign Grades – Valid – Comprehensive – Differentiating

24. Performance Testing What is the best way to determine if students can perform a specific task? Have them do it, or at least simulate the activity. Require actions such as identification, simulation and work samples.

25. 25 Performance Testing (contd) Psychomotor Skills – Measure specific skills that require action Report writing Handling tools Weapons CPR Approach to emergency scenes

26. 26 Performance Testing (contd) Psychomotor Skills – Practical Exercise Practice skills and get feedback and coaching – Performance Exam Demonstrate proficiency under controlled conditions

27. 27 Performance Testing (contd) Advantages – Face Validity – Job Related – Reliable – Observe Individual Differences Disadvantages – Not Comprehensive – Time Consuming – Tools, Equipment, Material – Design Difficult – May be Unreliable

28. 28 Performance Testing (contd) Construction and Use – Step One:Specify Performance Objective to be measured – Step Two:Select Rating Factors (Use a Form) – Step Three:Prepare directions – Step Four:Try out if new – Step Five:Use more than one rater – Step Six:Follow procedures – Step Seven:Give immediate feedback – Step Eight:Rotate teams and members

29. 29 Written Tests Often limited to lower cognitive learning levels of recall and recognition No set “correct” response. Can vary with each student’s solution to the problem. OBJECTIVE SUBJECTIVE

30. 30 Written Tests (contd) Classified According to Purpose – Prescriptive Measuring readiness Determining placement – Progress Measure improvement Diagnose learning difficulty – Comprehensive Measure terminal performance

31. 31 Written Tests (contd) Delivery and Use of Test – Instructions – Security – Administration Before:notify, tell when, what, how and what they should bring During:good environmental conditions, relieve stress, encourage to do own work After: give results, review and evaluate test

32. 32 Characteristics of a Good Test Measures the material taught Yields consistent results Scorer bias eliminated Liberal sampling of course materials Detects small differences in student achievement Effective/efficient administration VALID USABLE OBJECTIVE COMPREHENSIVE DIFFERENTIATING RELIABLE

33. 33 Essay (Subjective) Advantages – Relatively easy to construct – Effectiveness in writing – Offers opportunity to select, organize, and integrate facts Disadvantages – Low validity – Reliability low – Time consuming

34. 34 Essay Example Question:Explain the difference between hearing and listening. Include any key points or limitations of either process.

35. 35 True/False (Objective) Disadvantages – 50/50 – Does not reflect how much they really know – Hard to write Advantages – Test recall and recognition

36. 36 True/False Example Question: You should always anticipate danger. A) True B) False

37. 37 Fill-in-the-blank (Objective or Subjective) Advantages – Demonstrates knowledge Disadvantages – Hard to construct

38. 38 Fill-in-the-blank (contd) Example Question:You have a better chance of making the right decision if you ______ before you act.

39. 39 Listing (Objective or Subjective) Advantages – Demonstrate knowledge Disadvantages – Subjectivity – Grading

40. 40 Listing Example Question:List the three different heat- related medical emergencies in order from least severe to most severe.

41. 41 Multiple Choice (Objective) Advantages – Test recall and recognition Disadvantages – Hard to design – Lengthy preparation time

42. 42 Writing Multiple Choice Items Terminology – Stem – Options – Key – Distractors

43. 43 Multiple Choice Example Question:The human heart has __ chambers. a. 1 b. 2 c. 3 d. 4

44. 44 Pointers for Multiple Choice No questions answering each other Logical answer Avoid “none of the above” and “all of the above” Same length answers Answers should be in ascending order Only 1 correct answer with distractors Highlight keywords: IS, NOT, EXCEPT

45. 45 Matching (Objective) Advantages – Test recall and recognition Disadvantages – Hard to construct (distracters)

46. Matching Example Question: Given a household fire extinguisher, match the picture symbol to the class fuel source it will mitigate. BACBAC

47. 47 Questions in General Minimize length of questions Questions do not answer themselves Answers to question not obvious No trick questions Questions MUST relate to your PERFORMANCE OBJECTIVES

48. 48 Enabling Objectives Define the term Evaluation. Explain how the instructor’s performance can be improved through evaluations. Explain the purpose of testing. Discuss the concept of performance testing. List the steps in administering and grading written tests. List the characteristics of a good test. Compare and contrast the different types of written test questions. Construct written test questions for a total of five (5), three (3) different types.