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A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
A New Generation of Assessments: 3 Things You Need to Know
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A New Generation of Assessments: 3 Things You Need to Know

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With the adoption of the Common Core State Standards and the increasing prevalence of computers, tablets, and internet access in the classroom, educational assessment is an a period of rapid change. …

With the adoption of the Common Core State Standards and the increasing prevalence of computers, tablets, and internet access in the classroom, educational assessment is an a period of rapid change. Join us as we discuss why technical terms like formative, summative, criterion-referenced, norm-referenced, and benchmark are useful conceptual categories, but in practice have fuzzy borders.

In this webinar you will learn:

• What these assessment distinctions are and what truly matters
• How technology is transforming the test-taking experience and making data more accessible to everyone
• Why assessing the reliability and validity remains crucial but must be approached in a new way

Published in: Education, Technology
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Transcript

  • 1. A New Generation of Assessments Three Things You Need to Know October 30, 2013 Sean McGrew, Ph.D.
  • 2. Poll 1: What is this? A: A tool for chopping wood B: A murder weapon
  • 3. Three Things to Know 1. Everything depends on use of assessments 2. Assessment distinctions have fuzzy borders 3. Computer-based testing is (finally) changing the practice
  • 4. Validity in the Context of Use “Validity refers to the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests. Validity is, therefore, the most fundamental consideration in developing and evaluating tests. The process of validation involves accumulating evidence to provide a sound scientic basis for the proposed score interpretations. It is the interpretations of test scores required by proposed uses that are evaluated, not the test itself.” AERA/APA/NCME Standards for Educational and Psychological Testing, 1999.
  • 5. Reliability Reliability “refers to the consistency of . . . measurements when the testing procedure is repeated on a population of individuals or groups” (AERA, 1999)
  • 6. Poll 2: What’s the most important attribute? What’s the most important attribute of an educational assessment?  Utility  Validity  Reliability  It depends
  • 7. Fuzzy Borders Formative vs. Summative Norm-Referenced vs. Criterion-Referenced Interim/Benchmark/Formative Test/Assessment
  • 8. Poll 3: OK: Of a formative or diagnostic? What’s the most important attribute of an diagnostic of formative assessment used to diagnose skill deficits and/or inform instruction?  Utility  Validity  Reliability
  • 9. Poll 4: Of a high-stakes test? What’s the most important attribute of a high-stakes test used to rank or rate students?  Utility  Validity  Reliability
  • 10. Poll 5: Reporting Categories Important to You
  • 11. Poll 6: Scores
  • 12. Poll 7: Logistics
  • 13. Computer-Based Coming of Age PROS  Easy to edit/update  Rapid scoring and reporting  Possibility of multimedia content  Possibility of adaptive testing CONS  Hardware requirements  Often need internet access  Assumes comfort level with computers  Harder to ensure same experience for all students  Less proven metrics for reliability (if get away from multi-choice)
  • 14. Not all Computer-Based tests are Adaptive Adaptive Tests  Basic idea goes back to Binet’s 1905 intelligence tests  First done by computers in 1970s and 1980s  Widespread by late 1990s PROS  Shorter  More accurate for wider range of students CONS  Harder to know ‘what’s on the test’  Harder to review item and standard results for a group of students
  • 15. Common Core Test Consortia  Smarter Balanced: Computer-Based ADAPTIVE  PARCC: Computer-Based, NOT ADAPTIVE
  • 16. Next-Generation Reporting  Focus on Longitudinal Analysis  Teachers expected to incorporate results provided online
  • 17. GROWTH
  • 18. Catapult Learning’s Common Core INTERIM TEST REPORTING TOOL
  • 19. 21
  • 20. 22
  • 21. 23
  • 22. Grade 3 Assessment Blueprint Standard 2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems. 2.OA.C.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns. 2.OA.B.2: Fluently add and subtract within 20 using mental strategies 3.OA.A.2: Interpret whole-number quotients of whole numbers 3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.OA.C.7: Fluently multiply and divide within 100 Section Number of Items Pre-req 4 Pre-req 4 Pre-req 4 Unit 1: A,B 4 Unit 1: A,B Unit 1: A,B 4 8 Total 28 items 24
  • 23. To teach, or re-teach? To teach, or else re-teach, that is the question: Whether ’tis Nobler in the mind to suffer The Slings and Arrows of outraged Bosses, Or to take Arms against student weaknesses, And by opposing end them: Re-teach, press on No more; and by Re-teach, to say we end The Heart-ache, and the thousand Natural shocks Common Core enforces. ’Tis a consummation Devoutly to be wished. Re-teach, press on, Press on, perchance to fail; Aye, there’s the rub. Adapted from William Shakespeare, Hamlet III.i
  • 24. Connect with Us!  Stay connected with our latest updates, blog posts, upcoming webinars, and more.  Catapult Learning on Twitter @catapultlearn  Dr. Sean McGrew on Twitter @SeanPMGrew  Share your successes! If you put our methods into action, let us know about it. Use the hashtag #catapulting 26

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