Evaluating assessments 101: Discrimination <ul><ul><li>A quick and dirty introduction by </li></ul></ul><ul><ul><li>René M...
Goals of assessment <ul><li>Discriminate  between learners on the basis of the  degree  to which they have  attained  the ...
What is discrimination? <ul><li>“ The ability or power to see or make  fine  distinctions; discernment” </li></ul><ul><ul>...
How to make discriminating assessments <ul><li>Include questions of varying difficulty </li></ul><ul><ul><li>and / or </li...
Measuring discrimination <ul><li>Average scores </li></ul><ul><li>Minimum and maximum scores </li></ul><ul><li>Standard de...
Level <ul><li>Average score  ≈ Difficulty </li></ul><ul><ul><li>Not too high or too low (10%-90%)‏ </li></ul></ul><ul><ul>...
Differentiation <ul><li>Minimum scores  should be low </li></ul><ul><li>Maximum scores  should be high </li></ul><ul><li>S...
Next time: <ul><li>Measuring the right learning outcomes </li></ul><ul><ul><ul><li>Correlation and professional judgement ...
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Evaluating Assessments 101

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A brief introductions in evaluation of assessments, focussing on discrimination

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  • Welcome to improving assessment My name is Rene Meijer and I work as the head of the centre for interactive assessment development at the University of Derby in the UK The aim of this podcast is to provide a set of practical tips and suggestions to improve assessment practice Assessment is one of the most powerful influences on learning, but it doesn&apos;t really seem valued as such when looking books or other media on education. Hence my attempt to perhaps fill a bit of that gap. As I do not have a clear idea on who will be listening to this, and this is my first attempt at doing a podcast, I&apos;m going to start of with some very basic but useful stuff around evaluation. Feedback is very welcome though, and so if you have any suggestions with regards to topics, length of the casts or anything else, please let me know. I will also try to accompany most podcasts with slides and other example materials. Details of these are available on the podcast site: http://improvingassessment.blogspot.com/ or my blog http://renesassessment.blogspot.com/ you can also leave comments there
  • Evaluating Assessments 101

    1. 1. Evaluating assessments 101: Discrimination <ul><ul><li>A quick and dirty introduction by </li></ul></ul><ul><ul><li>René Meijer </li></ul></ul>
    2. 2. Goals of assessment <ul><li>Discriminate between learners on the basis of the degree to which they have attained the intended learning outcomes </li></ul>
    3. 3. What is discrimination? <ul><li>“ The ability or power to see or make fine distinctions; discernment” </li></ul><ul><ul><ul><ul><li>The Free Dictionary </li></ul></ul></ul></ul><ul><ul><li>Pass or Fail: low discrimination </li></ul></ul><ul><ul><li>Percentile score: allows higher discrimination </li></ul></ul>
    4. 4. How to make discriminating assessments <ul><li>Include questions of varying difficulty </li></ul><ul><ul><li>and / or </li></ul></ul><ul><li>Allow partial credit for questions </li></ul>
    5. 5. Measuring discrimination <ul><li>Average scores </li></ul><ul><li>Minimum and maximum scores </li></ul><ul><li>Standard deviation </li></ul><ul><li>Please see </li></ul><ul><ul><li>Example using marks </li></ul></ul><ul><ul><li>Example using percentiles </li></ul></ul>
    6. 6. Level <ul><li>Average score ≈ Difficulty </li></ul><ul><ul><li>Not too high or too low (10%-90%)‏ </li></ul></ul><ul><ul><li>Spread out </li></ul></ul>
    7. 7. Differentiation <ul><li>Minimum scores should be low </li></ul><ul><li>Maximum scores should be high </li></ul><ul><li>Standard deviation should be high </li></ul>
    8. 8. Next time: <ul><li>Measuring the right learning outcomes </li></ul><ul><ul><ul><li>Correlation and professional judgement </li></ul></ul></ul>

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