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

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

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