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Week1 B Assessment Overview
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Week1 B Assessment Overview


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  • 1. Assessing Learning Outcomes Week 1B: Role of Assessment Course Number: IPT 652 Meeting time: T&TH 2:00 -3:50 pm
  • 2. Topics For Today (this week)
    • Role of Assessment
    • More Terms
  • 3. Purpose of Assessment
    • Why Assess?
  • 4. Education and Assessment
    • A general purpose of education is to help students achieve a set of intended learning goals
    • Assessment can be an integral part of the educational process
  • 5. Some Reasons for Assessment
    • The specific purpose of assessment varies [p.38 ]
      • Placement – Pre-instructional assessment
      • Diagnostic – assess learner’s needs
      • Formative – during the educational process to help guide instructional activities
      • Summative – determine the extent to which learning objectives were achieved by students.
      • Accountability – for students, teachers and schools
      • Proper use of assessment data can be used to improve the educational process. Improper use ….?
  • 6. Assessment Adjectives
    • Valid - Measures what it is suppose to measure and is used and interpreted properly.
    • Reliable – consistently measures what it measures. Note the assessment results are reliable not the assessment instrument.
  • 7. Additional Assessment Terms
    • It is difficult to communicate about Assessment if we don’t have a correct and shared understanding of terms.
  • 8. Assessment Types (format) [see 1-8]
    • Standardized [1-9] and Performance
      • Standardized test – Professionally made, administered, scored and interpreted in a standard manner. Goal is to make the conditions similar for all those taking the test.
      • Performance Assessments – Authentic situations in which students must perform or accomplish some task which will be assessed. [1-12]
  • 9. Question (choose the best answer)
    • The best way to get good test results is to
    • Use tests that are objectively scored to maximize agreement
    • Use subjectively scored assessments to maximize flexibility and completeness.
    • No one really knows
  • 10. Assessment Issues (format and scoring)
    • Objective vs Subjective
      • Objective – Fixed choice
        • Cost effective, high reliability, efficient
        • Overemphasize facts and low-level skills, test drive instruction limiting what we teach
      • Subjective – Complex-performance (authentic)
        • time consuming, less reliable, require expertise/training
        • Test important real-world skills, whole person capability
      • Represent two ends of the testing continuum, best to mix carefully to obtain best results
  • 11. Assessment Purpose (nature)
    • Maximum vs Typical performance [1-13]
      • Maximum performance – the best the person can achieve when motivated to obtain highest score possible
        • (predicts what students is capable of)
      • Typical performance – how the person normally performs or typical behavior.
        • (concerned with what student will do, not what they are capable of)
  • 12. Question (choose the best answer)
    • What type of assessment is a portfolio
    • Maximum performance
    • Typical performance
  • 13. Assessment Purpose (format)
    • Speed vs Power
      • Speed – how well a student performs in a set amount of time.
      • Power – how the person performs given ample time to accomplish the task
      • Why would you do this?
  • 14. Assessment Purpose (interpretation)
    • Norm Referenced vs Criterion Referenced tests
      • Norm Reference – compares result to all others taking the test. (wants to discriminate, compare to others)
      • Criterion Reference – compares performance to a specific expected level. (wants to measure proficiency against a set standard)
      • Look similar but are constructed differently. [pg 42, 1-10]
  • 15. Question (choose the best answer)
    • NCLB legislation requires states to align test with standards. Which best describes the type of standards use by most states
    • Content standards
    • Performance standards
    • Federal Education Standards
    • All the above
  • 16. Standards and Testing
  • 17. Question (choose the best answer)
    • The Utah CRT assessment is best described as
    • Standardized or Performance based
    • Speed or Power test
    • Formative or Summative
    • Maximum or Typical performance
    • Objective or Subjective
    • Criterion referenced or Norm Referenced
  • 18. Review and Summary
    • Assessment Terms need to be understood
    • Trend for Increased Assessment
    • Reasons for Assessment Vary
    • Assessment is a means to an end not and end in itself.
  • 19. Summary
    • Measurement and Assessment play an important role in education
    • Used properly, assessment will improve the teaching and learning process
    • Teachers (and others) need to understand both measurement and assessment concepts, benefits, and limitations
  • 20. Next Week
    • Bloom’s Revised
    • Appendix G
    • 2-7 to 2-22
    • Chapter 3