Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Intro To Educational Assessment


Published on

Published in: Technology, Education
  • Login to see the comments

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 />