Intro To Educational Assessment
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Intro To Educational Assessment

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  • Student evaluations – Appropriate assessment procedures allow teachers to monitor student progress and provide constructive feedback.Instructional decisions – Appropriate assessment procedures can provide information that allows teachers to modify and improve their instructional practices.Selection, placement and classification decisions = educational tests and assessments provide useful information to help educators select , place and classify students.Policy decisions - we are in an era of increased accountability an policy makers and educational administrators are relying on information that promotes self-understanding and helps students plan for the future.Counseling and decisions – educational assessments also provide information that promotes self-understanding and helps students for the future.

Intro To Educational Assessment Intro To Educational Assessment Presentation Transcript

  • Introduction to Educational Assessment
    Lesson 1
  • Test is a procedure in which sample of an individual’s behavior is obtained, and score using standardized procedures ( AERA et al., 1999)
    TEST
  • It is a set of rules for assigning numbers to represent objects, traits , attributes, or behaviors.
    MEASUREMENT
  • It is any systematic procedure for collecting information that can be used to make inferences about the characteristics of people or objects (AERA et., 1999)
    ASSESSMENT
  • Refers to the stability , accuracy or consistency of test scores.
    RELIABILITY
  • Refers to the accuracy of the interpretation of test scores
    VALIDITY
  • Maximum Performance Tests
    Typical Response Tests
    Classification of Tests
  • They are designed to assess the upper limits of the examinee’s knowledge and abilities.
    They are often classified as achievement tests or aptitude tests
    Achievement tests measure knowledge and skills in an area in which examinees has received instruction.
    Aptitude tests measure cognitive abilities and skills that are accumulated as the result of overall life experiences (AERA et al., 1999)
    Maximum Performance Tests
  • They can also be classified as either speed tests or power tests.
    Speed tests - performance reflects only differences in the speed of performance.
    Power tests – performance reflects only the difficulty of the items the examinee is able to answer correctly.
    Maximum Performance Tests
  • They are also classified as objective or subjective.
    Objective – when the scoring of the test does not rely on the subjective judgment of the person scoring the test.
    Example , multiple- choice tests can be scored using a fixed scoring key ( multiple-choice tests are often scored by a computer)
    Subjective – when the scoring of the test does rely on the subjective judgment of the person scoring the test
    Example , essay exams
    Maximum Performance Tests
  • They are designed to measure the typical behavior and characteristics of examinees.
    They are often classified as being either objective or projective.
    Objective tests use selected-response items ( e.g. true-false, multiple choice ) that are not influenced by the subjective judgment of the person scoring the test.
    Projective tests involve the presentation of the ambiguous material that can elicit an almost infinite range of responses.
    Typical Response Tests
  • Norm-referenced score interpretations compare an examinee’s performance to the performance of other people.
    Criterion-referenced score interpretations compare an examinee’s performance to a specific level of performance.
  • Psychological and educational constructs exist
    Psychological and educational constructs can be measured
    Although we can measure constructs , our measurement is not perfect
    There are different ways to measure any given construct
    All assessment procedures have strengths and limitations
    Basic Assumptions on educational assessment
  • Multiple sources of information should be part of the assessment process
    Performance on tests can be generalized to non test behaviors.
    Assessment can provide information that helps educators make better educational decisions
    Assessment can be conducted in a fair manner.
    Testing and assessment can benefit our educational institutions and society as a whole.
    Basic Assumptions on educational assessment
  • Student evaluations
    Instructional decisions
    Selection , placement and classification decisions
    Policy decisions
    Counseling and guidance decisions
    Uses of assessments