1. Criterion-Referenced Testing and Curriculum-Based Assessment EDPI 344

2. Class Outline  Group summaries  Article presentation  Group work

3. Principles in Constructing a CRT 1.Define clearly your learning task. 2.Define learning objectives. 3.Specify standards of performance. 4.Adequate sample of behaviours. 5.Items reflecting specific behaviours from the instructional objectives. 6.Scoring system.

4. Criterion Referenced Testing  CRT focused on description; Standardized (RT) classification.  CRT are important to determine what to teach.  By designing your own CRT, you are sure that you included all the contents and goals you want to teach.

6. Curriculum Based Assessment  Involves the measurement of the level of a student in terms of the expected curricula outcomes of the school.  Students are assessed based on the school’s curriculum.  Uses:  Assess students’ performance in the curriculum  Role of instructional material  Students’ errors and missing skills

7. Criterion-Referenced Curriculum-Based Assessment  Focuses on measurement of student mastery of objectives derived from classroom performance  CBA is not standardized, therefore comparison between subjects, schools is not feasible.  CR CBA is used for planning purposes.  CBM is more adequate to monitor the curriculum and decision making.

8. Why to design clear criteria and standards for grading????  Save time in the grading process  Allow you to make grading consistent and fair  Help students participate in their own learning, because they know what they are aiming for  Save you from having to explain your criteria to students after they have handed in their work, as a way of justifying the grades they are contesting

9. Primary Trait Analysis  PTA creates a scoring rubric that can be used to assess any student performance or portfolio of student performances.  Could be used to establish criteria for an external exam or for classroom work. Unstated Criteria Criterion Referenced Norm referenced scoring Criterion Reference d Scoring

10. Steps for constructing a PTA scale 1.Choose a test or assignment that tests what you want to assess. 2.Identify the criteria or traits that will count in the evaluation. They have to be nouns or noun phrases. 3.For each trait construct a two-to five-point scale. 4.Try out the scale with a sample of student work or review with colleagues.

11. Rating scales  Indicate the degree to which a particular dimension (trait, skill, knowledge) is present.  Three to ten is a good number.  The more number of points you include, the more informative for the student.  Descriptive (never, seldom, occasionally, frequently, always).  Gradation of the criteria (novice, intermediate, advanced, superior).

12. Rubrics  Scoring guide that uses criteria to differentiate between levels of student proficiency.  Organize and clarify the scoring criteria.  Related to assessment for learning.  Should be criterion-referenced (compare the students’ performance with the expectation). No supporting arguments Few supporting arguments that have weak plausibility and relevance Some supporting arguments that have acceptable plausibility and relevance Many supporting arguments that are clearly plausible and relevant

13. How to develop rubrics  Determine the levels of performance  Theory  Experts  Your own experience  Select performance samples and rank them.  Try the rubric.  Determine if the rubrics are holistic or analytical.

14. Comparison between Holistic and Analytic Rubrics Each category contains several criteria, overall impression.  Quick grading.  Little indication of the criteria used to make judgments. Each criterion receives a separate score.  Meaningful feedback.  Take longer to create and score.

15. Rubrics checklist o Do criteria focus on important aspects of the performance? o Is the type of rating matched with purpose? o Are the traits directly observable? o Are the criteria understandable? o Are the traits clearly defined? o Is scoring error minimized? (Halo effect, personal bias, generosity, severity…) o Is the scoring system feasible?

18. Class exercise 1.Describe the characteristics of an “excellent” brownie. 2.Determine if holistic or analytic scale should be use. 3.Three groups: “pretty good”; “fair” & “poor”. Each group should link their characteristics with those defined for “excellent” cake. 4.Post the charts in order: 4=Excellent; 3=Pretty good; 2=Fair; 1=Poor. Check for value judgements or personal preferences.

19. Class exercise (2) 1.Volunteers… Use your senses to describe what you observe and taste. Then, determine which score point on the rubric most nearly matches your observation. Not comparisons please!!! 2.Refine the rubric criteria. 3.Discussion… 1.What considerations would you make for rubrics in inclusive classrooms? 2.Would you be willing to share with your students the design of these rubrics?

20. Triangle, square, and circle summary Write 3 important points to remember Write something that is squared away in your mind Write a question that is still going around in your mind

21. Triangle, square, and circle summary