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Assessment literacy 2007

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  • Sub-set is like a political survey / you only ask 250 people instead 25000
  • Transcript

    • 1. Basic A ssessment Literacy Everything You W anted to Know A bout Testing But W as N ever T hat Interested
    • 2. T est builders in empowered desktopFocus just on MC & D BQ s
    • 3. Smartest kid in class
    • 4. Sticky Ideas
    • 5. Q uality data requires a quality testQ uality tests are not easy to create
    • 6. A ssessment literacy means:5 ld e & n B Mn a in E pat l hn e ?
    • 7. A ssessment literacy means:G t rg eedb in r a n b u a e dpnal f mt aot h in e o io s dn ah vmn t etciee et uU in t a es et rcst po oe sgh s s n poeso rm t e s m mx u ah vmn aimm ciee et
    • 8. W hat’s a “ good test?”“ The most basic and obvious answer to that question is that good tests measure what you want to measure, and bad tests do not.” Ben C lay Is This a Trick Question?
    • 9. Q uestions to ask W hy? W hat? U sers/U ses H ow? T argets Method H ow Much? Sample A ccurate? A void Bias
    • 10. W hy? W hat?U sers/U ses H ow? T argets Method H ow Much? Sample A ccurate? A void Bias
    • 11. W hy?Is the Purpose for the assessment clear? oW hy are these targets being assessed? oW ho will use the information? oW hat will the information be used for?
    • 12. W hy? W hat?U sers/U ses H ow? T argets Method H ow Much? Sample A ccurate? A void Bias
    • 13. W hat?A re the Targets clear and appropriate? oSpecific & clearly defined expectations oC enter on the core of the discipline oA ligned to program / course / unit level curriculum
    • 14. Four target typesKnowledge oG eorge W ashington / 1787 / U S C onstitutionReasoning oEvaluatedifferences between government types
    • 15. Skills oA nalyze a primary source documentProducts oC reate a reasoned argument for allowing immigration reform
    • 16. A n assessment that accurately reflects its intended target is Valid
    • 17. W hy? W hat?U sers/U ses H ow? T argets Method H ow Much? Sample A ccurate? A void Bias
    • 18. H ow?D ifferent targets require different methods oMatch appropriate method with intended purpose and target
    • 19. G eneral categoriesO bjective oStudent selects correct response from several alternatives / supplies a word or short phrase to answer a question oEasy to grade / hard to create
    • 20. Subjective oStudent organizes / presents an original answer oH ard to grade / easy to create
    • 21. O bjective vs. Subjective o“ Bydefinition, no test can be truly objective”
    • 22. Specific categoriesSelected Response oMultipleC hoice, T rue/False, Matching, Fill-in-the-blankEssays oShort A nswer, Extended ResponsePerformance T asksPersonal C ommunication
    • 23. Mark Pett ©2001
    • 24. Let’s try it!N ame the parts of the human skeleton oSelected responseA ppraise a composition on the basis of its organization oShort answer essayD emonstrate safe lab skills
    • 25. C ite four examples of satire in Huckleberry Finn oShort answer essayD esign a logo for a web page oPerformance taskD escribe the impact of a Bull Market oExtended response essay
    • 26. D iagnose a physical ailment oExtended response essayList important mental attributes necessary in an athlete oShort response essayC ategorize great A merican fiction writers
    • 27. W hy? W hat?U sers/U ses H ow? T argets Method H ow Much? Sample A ccurate? A void Bias
    • 28. H ow much?H ow can we Sample appropriately? o“ A ll assessments are just a small part of an ‘ideal’ assessment of infinite length.”
    • 29. “ H ave I gathered enough information of the right kind so that I can draw confident conclusions about student achievement?”
    • 30. W hy? W hat?U sers/U ses H ow? T argets Method H ow Much? Sample A ccurate? A void Bias
    • 31. Mark Pett ©2001
    • 32. A ccurate?W hat are possible sources of Interference or Bias?
    • 33. A ssessment oPoorly written, poor target-method match, culturally biased, inappropriate reading levelA ssessor oIncorrectly scored
    • 34. Student oTest anxiety, cheat, guess, interpretation different than intentEnvironment oC old, hot, poor light, time restraints, noise, lunch, recess
    • 35. Eliminating errors due to bias increase the Reliability of our assessments
    • 36. W hat was new?W hat was re-new?
    • 37. Steps to Structured ResponsetestPrepare a blueprintSelect material to assessBuild test items from propositions
    • 38. Step 1Prepare a blueprint
    • 39. Cnn ot t e Ko & nw Poes rcs& Tt oa l Tr t ae gs U drad ne t sn Ap a n pl t ic ioFr s fom o 1 0 5 1 5gvrmnoe et nS ut e f St c r oU r u 7 5 1 2gvrmnoe et nRh & igts 8 5 1 3r p nibitse os il s ieo cizn fitesTt oa l 2 5 1 5 4 0
    • 40. Step 2Select material to assess
    • 41. “ It is always tempting to emphasize the parts of the course that are easiest to test, rather than the parts that are important to test.” Ben C lay Is This a Trick Question?
    • 42. So what’s worthassessing?
    • 43. Review the C ase StudyW hich test items, if any, need to be changed?C an you think of a test that included items you felt weren’t worth learning or assessing?H ow do you make decisions about what’s worth assessing?
    • 44. So . . . ?A select sub-set of all possible important elementsProfessional judgment of relative importance
    • 45. Step 3Build test items from propositions o“ C learlystated sentences that reflect elements of content aligned to C ourse / U nit EU s & EQ s.” oC reate more than blueprint requires
    • 46. ExamplesIn a monarchy, the right to govern is secured through birth.The executive and legislative branches differ in that the latter is elected directly by the people.
    • 47. T rue or FalseIn a monarchy, the right to govern is secured through birth.orIn a monarchy, the right to govern is secured through the approval of those governed.
    • 48. Fill in the BlankH ow is the right to govern secured in a monarchy?
    • 49. Multiple C hoiceH ow is the right to govern secured in a monarchy? A . W ith military power B. T hrough birth C . By popular vote D . Through purchase
    • 50. T rue or FalseThe executive and legislative branches differ in that the latter is elected directly by the people.orMembers of executive and legislative branches are both elected directly by the people.
    • 51. Fill in the BlankElection of members of the executive and legislative branches differ in what way?
    • 52. Multiple C hoiceElection of members of the executive and legislative branches differ in what way? A . Legislators are restricted by term limits; presidents are not B. Legislators are elected directly; presidents are not. C . O ne must register to vote for legislators; not for president D . O ne must register to vote for presidents;
    • 53. Franzipanics Q uiz
    • 54. Specific assessment criteria
    • 55. Multiple choiceA dvantages oEffectivemeasurement oReduces guessing oC an cover wide range of contentD isadvantages oD ifficult to create
    • 56. Multiple C hoice suggestionsStem is a clear, explicit & singular questionU se at least four alternativesA void grammatical / sentence structural cuesH ighlight the negative in negatively stated stems
    • 57. A lternatives are the same format and lengthA ll alternatives should be plausibleA void answer patterns
    • 58. Is the question any good?Student who knows the content will know the answer before reading the alternatives
    • 59. “ Your goal is not to trick students or require them to make difficult judgments about two nearly equal options.”
    • 60. “ Your goal is to write questions that students who understand the material will answer correctly and students who do not understand will answer incorrectly.” D r. John Johnson Penn State U niversity
    • 61. Bill W atterson ©1995
    • 62. T rue or falseA dvantages oC anmeasure large amounts of basic knowledge oStudents can process many questions quicklyD isadvantages oG uessing works o
    • 63. T rue & false suggestionsStatements are absolutely true or falseExpress item as simply & clearly as possibleMeasure only one idea per itemU se possible misconceptions as false items
    • 64. MatchingA dvantages oMeasures large amounts of knowledge level content oU seful for factual content areasD isadvantages oC an be time consuming for students oD oes not measure higher learning
    • 65. Matching suggestionsU se items that share same foundation of knowledgeA void grammatical cuesKeep stem list to10-15 itemsResponse list should be larger than stem list
    • 66. Fill-in-the-BlankA dvantages oG ood for 5 W s and H oH elps minimize guessingD isadvantages oD ifficult to assess high levels of learning oMay have more than one correct
    • 67. Fill-in-the-Blank suggestionsO mit only significant items from stemInsure only one correct answerA void grammatical cuesBlank at stem’s endShould count for more points
    • 68. T hings to discussPossible accommodationsStudent evaluations of testPilot version / full versionW ho takes the testW ho administers the test