An Assessment Model
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Example of presentation of an Assessment model presented in a international Conference (Madrid 2010). www.slydesign.it
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An Assessment Model
- 1. THE PASSING SCORE CRITERION IN ASSESSMENT
- 3. Performance: bad or good? Passing Threshold Assessment Success
- 7. School and University Traditional criteria Assessment choices Threshold Theoretical Frame
- 9. of A law ? at ure n “Sufficiency” criterion 60 /100 correct answers
- 11. No law to determine a “Passing Score” value
- 13. Nothing can be “a priori” established Passing Score criterion is false, unfounded, and meaningless
- 15. In fact… …which is the rational explanation of the “sufficiency” criterion?
- 19. Alternative method to define the test passing thresholds
- 21. Identifying a passing threshold means determining… … a Balance Point Acquisition of competencies Certification
- 23. Problems Random a nswers Passing threshold Ina dequate Test
Editor's Notes
- Good morning, ladies and gentleman. \nI am Bruno Ronsivalle and I am a Professor at “Sapienza” University of Rome and R&D manager in ABI, the Italian Banking Association. \nToday, we are going to talk about a calculation model to define passing thresholds in evaluation. [CLIC]\n
- Almost always, the passing threshold determines the success of an assessment test. [CLIC]\nThis value represents the limit which establishes if a performance is bad or good. [CLIC]\n
- Almost always, the passing threshold determines the success of an assessment test. [CLIC]\nThis value represents the limit which establishes if a performance is bad or good. [CLIC]\n
- Almost always, the passing threshold determines the success of an assessment test. [CLIC]\nThis value represents the limit which establishes if a performance is bad or good. [CLIC]\n
- Almost always, the passing threshold determines the success of an assessment test. [CLIC]\nThis value represents the limit which establishes if a performance is bad or good. [CLIC]\n
- But how can this value be identified? \n[CLIC] Which criteria can establish how many correct answers a candidate must give to show the competencies attainment?[CLIC]\n
- But how can this value be identified? \n[CLIC] Which criteria can establish how many correct answers a candidate must give to show the competencies attainment?[CLIC]\n
- But how can this value be identified? \n[CLIC] Which criteria can establish how many correct answers a candidate must give to show the competencies attainment?[CLIC]\n
- Many trainers base their assessment strategies on school and university traditional criteria. [CLIC]\nBut very often, instructional designers can hardly describe [CLIC] \nhow they make their assessment choices [CLIC]\nwhy they opt for a certain passing threshold [CLIC]\nor which is their reference theoretical frame. [CLIC]\n
- Many trainers base their assessment strategies on school and university traditional criteria. [CLIC]\nBut very often, instructional designers can hardly describe [CLIC] \nhow they make their assessment choices [CLIC]\nwhy they opt for a certain passing threshold [CLIC]\nor which is their reference theoretical frame. [CLIC]\n
- Many trainers base their assessment strategies on school and university traditional criteria. [CLIC]\nBut very often, instructional designers can hardly describe [CLIC] \nhow they make their assessment choices [CLIC]\nwhy they opt for a certain passing threshold [CLIC]\nor which is their reference theoretical frame. [CLIC]\n
- Many trainers base their assessment strategies on school and university traditional criteria. [CLIC]\nBut very often, instructional designers can hardly describe [CLIC] \nhow they make their assessment choices [CLIC]\nwhy they opt for a certain passing threshold [CLIC]\nor which is their reference theoretical frame. [CLIC]\n
- Many trainers base their assessment strategies on school and university traditional criteria. [CLIC]\nBut very often, instructional designers can hardly describe [CLIC] \nhow they make their assessment choices [CLIC]\nwhy they opt for a certain passing threshold [CLIC]\nor which is their reference theoretical frame. [CLIC]\n
- Many trainers base their assessment strategies on school and university traditional criteria. [CLIC]\nBut very often, instructional designers can hardly describe [CLIC] \nhow they make their assessment choices [CLIC]\nwhy they opt for a certain passing threshold [CLIC]\nor which is their reference theoretical frame. [CLIC]\n
- Usually, most of them adopt the “sufficiency” criterion: [CLIC]\na student passes the test only if he or she correctly answers 60 of 100 questions. [CLIC]\nThe belief is that a 60% correct resolution of the test represents the evidence a student gets the competence under consideration, [CLIC]\nas if it was an rule of nature!\n
- Usually, most of them adopt the “sufficiency” criterion: [CLIC]\na student passes the test only if he or she correctly answers 60 of 100 questions. [CLIC]\nThe belief is that a 60% correct resolution of the test represents the evidence a student gets the competence under consideration, [CLIC]\nas if it was an rule of nature!\n
- Usually, most of them adopt the “sufficiency” criterion: [CLIC]\na student passes the test only if he or she correctly answers 60 of 100 questions. [CLIC]\nThe belief is that a 60% correct resolution of the test represents the evidence a student gets the competence under consideration, [CLIC]\nas if it was an rule of nature!\n
- Usually, most of them adopt the “sufficiency” criterion: [CLIC]\na student passes the test only if he or she correctly answers 60 of 100 questions. [CLIC]\nThe belief is that a 60% correct resolution of the test represents the evidence a student gets the competence under consideration, [CLIC]\nas if it was an rule of nature!\n
- Usually, most of them adopt the “sufficiency” criterion: [CLIC]\na student passes the test only if he or she correctly answers 60 of 100 questions. [CLIC]\nThe belief is that a 60% correct resolution of the test represents the evidence a student gets the competence under consideration, [CLIC]\nas if it was an rule of nature!\n
- Clearly such criterion is not based on a scientific argument. [CLIC]\nBecause there’s not a rule of nature able to determine a reliable “passing score” value. [CLIC]\n
- Clearly such criterion is not based on a scientific argument. [CLIC]\nBecause there’s not a rule of nature able to determine a reliable “passing score” value. [CLIC]\n
- We believe that nothing can be “a priori” established [CLIC]\nand the “passing score criterion” is not only unfounded but in some cases false and meaningless. [CLIC]\n
- We believe that nothing can be “a priori” established [CLIC]\nand the “passing score criterion” is not only unfounded but in some cases false and meaningless. [CLIC]\n
- We believe that nothing can be “a priori” established [CLIC]\nand the “passing score criterion” is not only unfounded but in some cases false and meaningless. [CLIC]\n
- We believe that nothing can be “a priori” established [CLIC]\nand the “passing score criterion” is not only unfounded but in some cases false and meaningless. [CLIC]\n
- We believe that nothing can be “a priori” established [CLIC]\nand the “passing score criterion” is not only unfounded but in some cases false and meaningless. [CLIC]\n
- It’s a fact that every time I ask a rational explanation to this assumption, I always get the same answer: [CLIC]\n
- It’s a fact that every time I ask a rational explanation to this assumption, I always get the same answer: [CLIC]\n
- It’s a fact that every time I ask a rational explanation to this assumption, I always get the same answer: [CLIC]\n
- “Just common sense”. Isn’t that simple? \n
- In order to get a less elusive answer to this question, we are going to show an alternative and more rigorous method to define the test passing thresholds. [CLIC] \n
- In order to get a less elusive answer to this question, we are going to show an alternative and more rigorous method to define the test passing thresholds. [CLIC] \n
- In order to get a less elusive answer to this question, we are going to show an alternative and more rigorous method to define the test passing thresholds. [CLIC] \n
- Let’s start providing a definition of “Passing threshold”. [CLIC]\nWhat does “identifying a passing threshold” mean? [CLIC] \nIt means determining a balance point where probabilistic values about students getting competencies can be formally certified. [CLIC]\n
- Let’s start providing a definition of “Passing threshold”. [CLIC]\nWhat does “identifying a passing threshold” mean? [CLIC] \nIt means determining a balance point where probabilistic values about students getting competencies can be formally certified. [CLIC]\n
- Let’s start providing a definition of “Passing threshold”. [CLIC]\nWhat does “identifying a passing threshold” mean? [CLIC] \nIt means determining a balance point where probabilistic values about students getting competencies can be formally certified. [CLIC]\n
- Let’s start providing a definition of “Passing threshold”. [CLIC]\nWhat does “identifying a passing threshold” mean? [CLIC] \nIt means determining a balance point where probabilistic values about students getting competencies can be formally certified. [CLIC]\n
- But several problems can affect the “passing score criterion” objectivity. [CLIC]\nFor example, students could randomly answer or the passing threshold could be inadequate and so on. [CLIC]\nAll these variables affect the test validity. So, how can we determine such balance point? [CLIC] \n
- But several problems can affect the “passing score criterion” objectivity. [CLIC]\nFor example, students could randomly answer or the passing threshold could be inadequate and so on. [CLIC]\nAll these variables affect the test validity. So, how can we determine such balance point? [CLIC] \n
- But several problems can affect the “passing score criterion” objectivity. [CLIC]\nFor example, students could randomly answer or the passing threshold could be inadequate and so on. [CLIC]\nAll these variables affect the test validity. So, how can we determine such balance point? [CLIC] \n
- But several problems can affect the “passing score criterion” objectivity. [CLIC]\nFor example, students could randomly answer or the passing threshold could be inadequate and so on. [CLIC]\nAll these variables affect the test validity. So, how can we determine such balance point? [CLIC] \n
- But several problems can affect the “passing score criterion” objectivity. [CLIC]\nFor example, students could randomly answer or the passing threshold could be inadequate and so on. [CLIC]\nAll these variables affect the test validity. So, how can we determine such balance point? [CLIC] \n