1. Educational Psychology: Theory and Practice Chapter 13 Assessing Student Learning

2. Scenario “He and his students are on a happy trip, but where are they going?” (p. 405)

4. Instructional Objectives: Mager l Behavioral Objective n Performance n Conditions n Criterion

6. Instructional Objectives: Mager Write an Objective Containing Performance, Conditions and Criterion.

7. Taxonomy of Educational Objectives (Bloom) Ê Knowledge Ë Comprehension Ì Application Í Analysis Î Synthesis Ï Evaluation

8. Instructional Objectives: Mager Identify the Level of Bloom’s Taxonomy That Fits the Objective You Wrote.

9. Task Analysis l Identify Prerequisite Skills l Identify Component Skills l Plan How Component Skills will be Assembled

10. Importance of Evaluation l Evaluation As Feedback n For Students n To Teachers l Evaluation As Information n To Parents n For Selection n For Accountability

11. Importance of Evaluation l Evaluation As Incentive n Motivation for Students n Criteria to Increase Student Effort n Grade Frequently A+

12. Test Construction l Principles of Achievement Testing n Correspond with Instructional Objectives n Table of Specifications n Tap Different Levels of Complexity (Bloom) n Correspond with Instruction (Validity) n Consistency of Tests (Reliability) n Measures Past Performance n Clarity of Questions – Next Slide

13. Test Construction l Writing Objective Test Items n True-False n Multiple Choice n Fill-In-the-Blank n Matching Items n Essay n Problem-Solving

14. Types of Standardized Tests l Aptitude Tests l Grade Equivalent Tests l Norm-Referenced Achievement Tests l Criterion-Referenced Achievement Tests l Validity and Reliability

16. IQ 55 70 85 100 115 130 145