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S3 assessment type - which one - ellis

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  • Take advantage of the collective expertise in the room and have a discussion rather than a lecture. Nevertheless, this talk is oriented to experienced teachers who have limited formal training in assessment.
  • In the sciences, precision vs. accuracy (bullseye, scale)
  • In the sciences, precision vs. accuracy (bullseye, scale)
  • In the sciences, precision vs. accuracy (bullseye, scale)
  • Transcript

    • 1. Aligning Assessment Type andPurpose with UseNational Chinese Language Conference 2013David P. Ellis, PhDNational Foreign Language CenterUniversity of Maryland
    • 2. Test Type
    • 3. Achievement vs. Performance vs.ProficiencyContent ResponseAchievementPerformanceProficiency
    • 4. Achievement vs. Performance vs.ProficiencyContent ResponseAchievement Curriculum-Specific Memorized/RehearsedPerformanceProficiency
    • 5. Achievement vs. Performance vs.ProficiencyContent ResponseAchievement Curriculum-Specific Memorized/RehearsedPerformanceProficiency Non-Specific Novel/Non-Rehearsed
    • 6. Achievement vs. Performance vs.ProficiencyContent ResponseAchievement Curriculum-Specific Memorized/RehearsedPerformance Domain-Specific Applied/Semi-RehearsedProficiency Non-Specific Novel/Non-Rehearsed
    • 7. ActivityEither alone or in pairs, classify thefollowing assessments as achievement,performance, or proficiency.
    • 8. Test Type ActivityTest Type Test TypeDriving test (road) SATDriving test (written) Semester finalVocabulary quiz Writing placementRole play (knownprompt)Typing testRole play (unknownprompt)Translation test
    • 9. Test Type Activity AnswersTest Type Test TypeDriving test (road) Performance SAT ProficiencyDriving test (written) Achievement Semester final AchievementVocabulary quiz Achievement Writing placement ProficiencyRole play (knownprompt)Performance Typing test PerformanceRole play (unknownprompt)Proficiency Translation test Performance
    • 10. Test Scoring
    • 11. Test Scoring ConsiderationsCriterion-Referenced Norm-ReferencedTest Reliability Test ValidityIntra-Rater Reliability Inter-Rater Reliability
    • 12. Test Scoring ConsiderationsCriterion-Referenced Absolute Norm-Referenced RelativeTest Reliability Test ValidityIntra-Rater Reliability Inter-Rater Reliability
    • 13. Test Scoring ConsiderationsCriterion-Referenced Absolute Norm-Referenced RelativeTest Reliability Precision Test Validity AccuracyIntra-Rater Reliability Inter-Rater Reliability
    • 14. Test Scoring ConsiderationsCriterion-Referenced Absolute Norm-Referenced RelativeTest Reliability Precision Test Validity AccuracyIntra-Rater Reliability Within Inter-Rater Reliability Across
    • 15. ActivityEither alone or in pairs, classify the scoringmethod of the following assessments aseither criterion-referenced or norm-referenced.
    • 16. Test Scoring ActivityTest Scoring Type Test Scoring TypeDriving test SATOral ProficiencyInterview (OPI)Semester finalVocabulary quiz Writing placementRole play TOEFL
    • 17. Test Scoring Activity AnswersTest Scoring Type Test Scoring TypeDriving test Criterion-Referenced SAT Norm-ReferencedOral ProficiencyInterview (OPI)Criterion-Referenced Semester final DependsVocabulary quiz Criterion-Referenced Writing placement DependsRole play Depends TOEFL Norm-Referenced
    • 18. Test Use
    • 19. Test Use (Decision Purpose)Reason ExampleDiagnosticPlacementProgressMasterySelectionPrediction
    • 20. Test Use (Decision Purpose)Reason ExampleDiagnostic MRI after head injuryPlacement Writing test for incoming ESL studentsProgress Pop quiz on last night’s reading materialMastery Driving testSelection Employment testPrediction SAT
    • 21. Test Use (Decision Type)Formative SummativeWhatWhenWhyWho
    • 22. Test Use (Decision Type)Formative SummativeWhat Assessment FOR learning Assessment OF learningWhenWhyWho
    • 23. Test Use (Decision Type)Formative SummativeWhat Assessment FOR learning Assessment OF learningWhen DURING a course/section At the END of a course/sectionWhyWho
    • 24. Test Use (Decision Type)Formative SummativeWhat Assessment FOR learning Assessment OF learningWhen DURING a course/section At the END of a course/sectionWhy To INFORM subsequent teaching To ASSIGN a score/gradeWho
    • 25. Test Use (Decision Type)Formative SummativeWhat Assessment FOR learning Assessment OF learningWhen DURING a course/section At the END of a course/sectionWhy To INFORM subsequent teaching To ASSIGN a score/gradeWho Teacher, Self, Peers Teacher
    • 26. Test Design (Item Types)Item Type Advantage DisadvantageConstructed responseMultiple choiceTrue FalseCheck all that applyClozeMatchingCategorization
    • 27. Test Design (Item Types)Item Type Advantage DisadvantageConstructed response Requires a novel response Cannot be machine scoredMultiple choice Increases ability to createreliable testsDoes not require a novelresponseTrue False Easy to create items 50-50 chance w/guessingCheck all that apply Allows for numerous answercombinationsCan be perceived as unfairCloze Can test multiple concepts(vocab) within a single contextUnclear what skill is beingtestedMatching Allows demonstration ofpairwise relationshipsCorrect answers can be foundby process of eliminationCategorization Allows demonstration ofsemantic relationshipsScoring is complex
    • 28. Thank YouDavid P. Ellis, PhDdellis@nflc.umd.edu

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