Developing Assessment Instruments
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This document discusses developing criterion-referenced assessment instruments. It defines criterion-referenced assessment as measuring specific skills outlined in learning objectives. There are four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Test design considerations include matching assessment tasks to the learning domain and determining mastery levels. Effective test items are goal-centered, learner-centered, context-centered, and assessment-centered.
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Developing assessment instruments
This document discusses developing criterion-referenced assessment instruments. It describes four types of tests: entry skills tests administered before instruction to assess prerequisites; pretests administered before instruction to determine prior mastery; practice tests used during instruction for practice and feedback; and posttests administered after instruction parallel to pretests. It also outlines four categories of criteria for developing test items: goal-centered, learner-centered, context-centered, and assessment-centered. Objective test formats like multiple choice, true/false, and matching are described as well as considerations for writing test items, sequencing items, and directions.
Chapter 7 Developing Assessment Instruments
This document discusses different types of criterion-referenced tests such as entry behavior tests, pretests, practice tests, and posttests. It also covers domains that can be assessed like verbal information, intellectual skills, attitudes, and psychomotor skills. Test items should match objectives and consider learners, context, and quality. Dick and Carey's 5 steps for creating instruments are outlined which involve identifying elements, paraphrasing, sequencing, selecting judgments, and determining scoring. The goal is to effectively evaluate learning and ensure objectives are achieved.
Developing assessment instruments
The document discusses developing assessment instruments. It describes criterion-referenced assessments which directly measure skills based on performance objectives. There are four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. When developing tests, considerations include matching learning domains to items and determining mastery levels. Effective test items use goal-centered, learner-centered, context-centered, and assessment-centered criteria. Alternative assessment instruments also require identifying elements to evaluate, sequencing elements, selecting response formats, and determining scoring.
Developing assessment instruments
This document discusses developing assessment instruments for measuring learner skills and knowledge. It describes four types of criterion-referenced tests: entry-skills tests administered before instruction; pretests before new content; practice tests during instruction; and posttests after instruction. It also matches test item types like short answer, matching, and essays to different cognitive domains and learning behaviors.
Developing assessment instruments
This document discusses developing assessment instruments for learners. It describes the Dick and Carey 5 steps for creating an assessment instrument which includes identifying elements to be evaluated, paraphrasing elements, sequencing elements, selecting the type of judgement, and determining how the instrument will be scored. The document also covers types of assessment items, domains and item types including verbal information, attitudes, psychomotor skills, and intellectual skills. It provides criteria for writing effective test items such as ensuring items are goal centered, learner centered, context centered, and assessment centered.
Developing assessment instruments
This presentation discusses the different types of assessment instruments used to evaluate learning and determine mastery. It covers criterion-referenced tests, which assess specific learning objectives, as well as formative assessments like pretests, practice tests, and posttests. The document provides guidance on selecting appropriate assessment types based on learning domains and objectives, and outlines best practices for developing effective assessment items and evaluating existing materials to ensure they are goal-centered, learner-centered, context-centered, and assessment-centered. The importance of determining the right level of mastery for objectives is also discussed.
Developing Assessment Instruments
The document discusses developing assessment instruments for instructional design. It covers:
- Types of criterion-referenced tests including entry skills tests, pre-tests, practice tests, and post-tests.
- Designing criterion-referenced tests with considerations for test format, mastery levels, test item criteria, and assessing different domains.
- Alternative assessment instruments like rubrics for evaluating performances, products, and attitudes. Portfolio assessments are also discussed.
Developing Assessment Instruments Chapter 7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
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Developing assessment instruments
This document discusses developing criterion-referenced assessment instruments. It describes four types of tests: entry skills tests administered before instruction to assess prerequisites; pretests administered before instruction to determine prior mastery; practice tests used during instruction for practice and feedback; and posttests administered after instruction parallel to pretests. It also outlines four categories of criteria for developing test items: goal-centered, learner-centered, context-centered, and assessment-centered. Objective test formats like multiple choice, true/false, and matching are described as well as considerations for writing test items, sequencing items, and directions.
Chapter 7 Developing Assessment Instruments
This document discusses different types of criterion-referenced tests such as entry behavior tests, pretests, practice tests, and posttests. It also covers domains that can be assessed like verbal information, intellectual skills, attitudes, and psychomotor skills. Test items should match objectives and consider learners, context, and quality. Dick and Carey's 5 steps for creating instruments are outlined which involve identifying elements, paraphrasing, sequencing, selecting judgments, and determining scoring. The goal is to effectively evaluate learning and ensure objectives are achieved.
Developing assessment instruments
The document discusses developing assessment instruments. It describes criterion-referenced assessments which directly measure skills based on performance objectives. There are four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. When developing tests, considerations include matching learning domains to items and determining mastery levels. Effective test items use goal-centered, learner-centered, context-centered, and assessment-centered criteria. Alternative assessment instruments also require identifying elements to evaluate, sequencing elements, selecting response formats, and determining scoring.
Developing assessment instruments
This document discusses developing assessment instruments for measuring learner skills and knowledge. It describes four types of criterion-referenced tests: entry-skills tests administered before instruction; pretests before new content; practice tests during instruction; and posttests after instruction. It also matches test item types like short answer, matching, and essays to different cognitive domains and learning behaviors.
Developing assessment instruments
This document discusses developing assessment instruments for learners. It describes the Dick and Carey 5 steps for creating an assessment instrument which includes identifying elements to be evaluated, paraphrasing elements, sequencing elements, selecting the type of judgement, and determining how the instrument will be scored. The document also covers types of assessment items, domains and item types including verbal information, attitudes, psychomotor skills, and intellectual skills. It provides criteria for writing effective test items such as ensuring items are goal centered, learner centered, context centered, and assessment centered.
Developing assessment instruments
This presentation discusses the different types of assessment instruments used to evaluate learning and determine mastery. It covers criterion-referenced tests, which assess specific learning objectives, as well as formative assessments like pretests, practice tests, and posttests. The document provides guidance on selecting appropriate assessment types based on learning domains and objectives, and outlines best practices for developing effective assessment items and evaluating existing materials to ensure they are goal-centered, learner-centered, context-centered, and assessment-centered. The importance of determining the right level of mastery for objectives is also discussed.
Developing Assessment Instruments
The document discusses developing assessment instruments for instructional design. It covers:
- Types of criterion-referenced tests including entry skills tests, pre-tests, practice tests, and post-tests.
- Designing criterion-referenced tests with considerations for test format, mastery levels, test item criteria, and assessing different domains.
- Alternative assessment instruments like rubrics for evaluating performances, products, and attitudes. Portfolio assessments are also discussed.
Developing Assessment Instruments Chapter 7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
Principles of high quality assessment criteria and techniques
The document discusses principles of high quality assessment. It emphasizes that assessments should be aligned with clear learning targets. Students should understand evaluation criteria and receive regular feedback. When constructing assessments, teachers should identify the instructional decisions that will be made based on results. Learning targets can include knowledge, skills, reasoning abilities and dispositions, and should be specific and observable. Setting clear goals and objectives helps ensure assessments are valid and reflect what students have learned.
Rubric Development for Teachers
The document provides a rubric template for developing rubrics to assess student work. It recommends describing the specific assignment or activity to be assessed. Key attributes of exemplary work should be imagined and categorized into facets or dimensions. Standards for each dimension should be outlined precisely using measurable language aligned with standards. The type of rubric and grading scheme should be determined and explained. Developing clear, detailed rubrics helps students understand expectations and allows for more objective assessment of their work.
Test and Non Test Assessment
The document discusses various methods of assessing student performance, including formal and informal assessments. Formal assessments include written tests consisting of multiple choice, true/false, matching, fill-in-the-blank, and essay questions. Other formal assessments mentioned are homework, case studies, problem-solving assignments, projects, portfolios, and observations. The purpose of assessment is to provide feedback to help students increase competence in a given domain.
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Standardized tests are designed to have consistent objectives and criteria across different forms of the test. They measure students' mastery of prescribed grade-level competencies. Developing a standardized test involves determining its purpose, designing test specifications, creating and selecting test items, evaluating items, specifying scoring procedures, and ongoing validation studies. The document outlines these steps and provides examples of standardized language proficiency tests like TOEFL and IELTS.
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This document discusses developing effective assessment instruments. It defines assessment and criteria, and outlines objectives like describing how tests are used by instructional designers. It also covers types of criterion-referenced tests, designing tests for different domains, determining mastery levels, writing test items, formats, and evaluation. Key aspects include relating all assessment back to the objectives, allowing multiple opportunities to demonstrate skills, and using tools like portfolios to assess growth over time. The goal is to create valid assessments that accurately measure learners' abilities and provide useful feedback for improving instruction.
Achievement test
Achievement tests are designed to measure students' knowledge and academic progress over time in the subjects and skills learned in school. They evaluate the effectiveness of schools, teachers, and help determine appropriate course placement for students. Achievement tests are "backward-looking" in that they assess how well students have learned expected material. Characteristics of a good achievement test include reliability, validity, ease of administration, cost, time, acceptability, specificity, and being precise and clear. The construction of an achievement test involves planning, designing, preparing items and scoring keys, and analyzing questions.
Planning Classroom Tests and Assessments
The document discusses eliminating irrelevant barriers and unintended clues in objective test items that can undermine the validity of an assessment. Factors like complex sentences, difficult vocabulary, and unclear instructions are construct-irrelevant barriers that limit students' responses. Test items should measure the intended learning outcomes and not other irrelevant abilities. Care should be taken to avoid ambiguity, wordiness, biases and other barriers that prevent students from demonstrating their actual achievement levels. Clues within items could allow students without sufficient learning to still answer correctly, preventing the items from functioning as intended.
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This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
Blueprint in education
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
Apt501 assignment 5
An assessment is used to evaluate student progress, instruction quality, and instructional methods. There are different types of criterion-referenced tests, including entry tests, pretests, practice tests, and posttests. When developing assessment items, they should be goal-centered, learner-centered, context-centered, and assessment-centered. Portfolios can be used to assess student work and growth over time using rubrics. When creating an assessment instrument, objectives and analyses should be considered to ensure congruence.
Designing and conducting summative evaluations
Summative evaluation is defined as the design of evaluation studies and collection of data to verify the effectiveness of instructional materials with target learners. It has two main phases: the expert judgment phase and the field trial phase. The expert judgment phase involves analyses to determine if materials have potential to meet organizational needs, including congruence with goals, content accuracy, and design adequacy. The field trial phase tests effectiveness with target learners and examines impact on learners, jobs, and the organization. Summative evaluation is used to make "go-no-go" decisions about keeping or replacing instructional materials and typically involves external evaluators providing objective assessment.
Performance assessment- week 17
The document discusses various methods of performance assessment including performance testing, anecdotal records, checklists, and rating scales. Performance testing directly observes student performance on tasks requiring skills like critical thinking. Anecdotal records involve recording observations of students in narrative form. Checklists are lists to record presence/absence of behaviors. Rating scales provide qualitative and quantitative judgments of student attributes on a scale. These methods allow measuring achievements, habits, behaviors and attitudes beyond traditional tests.
Assessment of Learning
This document discusses assessment validity and reliability in technical and vocational education. It defines validity as whether a test measures what it is intended to measure and reliability as whether a test yields consistent results. There are three types of validity evidence: content, criterion, and construct validity. Content validity ensures test items adequately cover the domain. Criterion validity shows a test can predict future performance. Construct validity demonstrates a test captures the intended concept by correlating with similar tests and not correlating with dissimilar tests. The document also discusses standardized vs teacher-made tests and different forms of validity evidence like predictive, concurrent, convergent, and divergent validity.
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The document discusses performance-based assessments which evaluate students based on what they know and can do through observation of tasks, activities, and problem solving. It provides examples of rubrics which are scoring methods that list criteria and quality levels for evaluating student work and presentations. The document also provides tips for designing effective rubrics to assess student performance.
How to Create Meaningful Rubrics for Student Assessment
Presented by Aimee F. Strang, Pharm.D., MS-HPEd, Assistant Dean of Curricular Assessment, Albany College of Pharmacy and Health Sciences
Rubrics are powerful assessment tools. Well written rubrics guide student learning and provide formative feedback for improvement. However, creating valid rubrics can be a challenge. This presentation will focus on how to create rubrics within the ExamSoft suite of software, and tips for making them as useful as possible. Topics include selecting appropriate criteria, creating differentiating descriptions, and assigning grading schemas. Emphasis will be placed on ensuring rubrics measure student learning as defined by the course objectives.
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This document discusses test construction, administration, and scoring. It covers determining what to measure, creating instruments to measure objectives, planning a test, preparing test items, and assembling the final test. When constructing a test, the document recommends determining objectives using a taxonomy, creating a table of specifications, and writing different item types like essay, true-false, matching, and multiple choice. It provides guidelines for writing high-quality items and measuring complex objectives. The document also discusses determining an appropriate test length and assembling the final test booklet.
Achievement test
This document discusses achievement tests, which measure how much a student has learned in a particular subject area. Achievement tests are formal assessments designed to evaluate a student's knowledge and mastery of specific topics. The document outlines important characteristics of effective achievement tests, such as reliability, validity, objectivity, specificity, and ease of administration. Achievement tests can be used to evaluate students' strengths and weaknesses, inform teaching, and determine promotion to the next grade level.
Test specification
The document outlines a test specification for a reading comprehension test for 7th grade students. It details the test blueprint covering content from grades 1-12, developed by four individuals. It provides information on scoring methods, time allotment, instructions, test purpose and construct. It also summarizes measures of central tendency, frequency distribution, standard deviation, reliability, validity, difficulty level, discriminating power and distractor analysis that will be used to evaluate the test. The conclusion summarizes the analysis of a sample test including highest/lowest scores, modes, median, mean, reliability, validity, item validity, difficulty levels and items requiring revision.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Rubrics for performance assessment
This document discusses two types of rubrics used for performance assessment: analytical rubrics and holistic rubrics. Analytical rubrics assess multiple criteria separately and provide a total score, allowing for detailed feedback. Holistic rubrics use a single overall score based on general impression rather than separate criteria. The document provides examples of each type and discusses their advantages and disadvantages, such as analytical rubrics taking more time but providing more specific feedback than holistic rubrics.
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Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
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Principles of high quality assessment criteria and techniques
The document discusses principles of high quality assessment. It emphasizes that assessments should be aligned with clear learning targets. Students should understand evaluation criteria and receive regular feedback. When constructing assessments, teachers should identify the instructional decisions that will be made based on results. Learning targets can include knowledge, skills, reasoning abilities and dispositions, and should be specific and observable. Setting clear goals and objectives helps ensure assessments are valid and reflect what students have learned.
Rubric Development for Teachers
The document provides a rubric template for developing rubrics to assess student work. It recommends describing the specific assignment or activity to be assessed. Key attributes of exemplary work should be imagined and categorized into facets or dimensions. Standards for each dimension should be outlined precisely using measurable language aligned with standards. The type of rubric and grading scheme should be determined and explained. Developing clear, detailed rubrics helps students understand expectations and allows for more objective assessment of their work.
Test and Non Test Assessment
The document discusses various methods of assessing student performance, including formal and informal assessments. Formal assessments include written tests consisting of multiple choice, true/false, matching, fill-in-the-blank, and essay questions. Other formal assessments mentioned are homework, case studies, problem-solving assignments, projects, portfolios, and observations. The purpose of assessment is to provide feedback to help students increase competence in a given domain.
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Standardized tests are designed to have consistent objectives and criteria across different forms of the test. They measure students' mastery of prescribed grade-level competencies. Developing a standardized test involves determining its purpose, designing test specifications, creating and selecting test items, evaluating items, specifying scoring procedures, and ongoing validation studies. The document outlines these steps and provides examples of standardized language proficiency tests like TOEFL and IELTS.
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This document discusses developing effective assessment instruments. It defines assessment and criteria, and outlines objectives like describing how tests are used by instructional designers. It also covers types of criterion-referenced tests, designing tests for different domains, determining mastery levels, writing test items, formats, and evaluation. Key aspects include relating all assessment back to the objectives, allowing multiple opportunities to demonstrate skills, and using tools like portfolios to assess growth over time. The goal is to create valid assessments that accurately measure learners' abilities and provide useful feedback for improving instruction.
Achievement test
Achievement tests are designed to measure students' knowledge and academic progress over time in the subjects and skills learned in school. They evaluate the effectiveness of schools, teachers, and help determine appropriate course placement for students. Achievement tests are "backward-looking" in that they assess how well students have learned expected material. Characteristics of a good achievement test include reliability, validity, ease of administration, cost, time, acceptability, specificity, and being precise and clear. The construction of an achievement test involves planning, designing, preparing items and scoring keys, and analyzing questions.
Planning Classroom Tests and Assessments
The document discusses eliminating irrelevant barriers and unintended clues in objective test items that can undermine the validity of an assessment. Factors like complex sentences, difficult vocabulary, and unclear instructions are construct-irrelevant barriers that limit students' responses. Test items should measure the intended learning outcomes and not other irrelevant abilities. Care should be taken to avoid ambiguity, wordiness, biases and other barriers that prevent students from demonstrating their actual achievement levels. Clues within items could allow students without sufficient learning to still answer correctly, preventing the items from functioning as intended.
PLANNING CLASSROOM TESTS AND ASSESSMENTS
This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
Blueprint in education
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
Apt501 assignment 5
An assessment is used to evaluate student progress, instruction quality, and instructional methods. There are different types of criterion-referenced tests, including entry tests, pretests, practice tests, and posttests. When developing assessment items, they should be goal-centered, learner-centered, context-centered, and assessment-centered. Portfolios can be used to assess student work and growth over time using rubrics. When creating an assessment instrument, objectives and analyses should be considered to ensure congruence.
Designing and conducting summative evaluations
Summative evaluation is defined as the design of evaluation studies and collection of data to verify the effectiveness of instructional materials with target learners. It has two main phases: the expert judgment phase and the field trial phase. The expert judgment phase involves analyses to determine if materials have potential to meet organizational needs, including congruence with goals, content accuracy, and design adequacy. The field trial phase tests effectiveness with target learners and examines impact on learners, jobs, and the organization. Summative evaluation is used to make "go-no-go" decisions about keeping or replacing instructional materials and typically involves external evaluators providing objective assessment.
Performance assessment- week 17
The document discusses various methods of performance assessment including performance testing, anecdotal records, checklists, and rating scales. Performance testing directly observes student performance on tasks requiring skills like critical thinking. Anecdotal records involve recording observations of students in narrative form. Checklists are lists to record presence/absence of behaviors. Rating scales provide qualitative and quantitative judgments of student attributes on a scale. These methods allow measuring achievements, habits, behaviors and attitudes beyond traditional tests.
Assessment of Learning
This document discusses assessment validity and reliability in technical and vocational education. It defines validity as whether a test measures what it is intended to measure and reliability as whether a test yields consistent results. There are three types of validity evidence: content, criterion, and construct validity. Content validity ensures test items adequately cover the domain. Criterion validity shows a test can predict future performance. Construct validity demonstrates a test captures the intended concept by correlating with similar tests and not correlating with dissimilar tests. The document also discusses standardized vs teacher-made tests and different forms of validity evidence like predictive, concurrent, convergent, and divergent validity.
Assessment1
The document discusses performance-based assessments which evaluate students based on what they know and can do through observation of tasks, activities, and problem solving. It provides examples of rubrics which are scoring methods that list criteria and quality levels for evaluating student work and presentations. The document also provides tips for designing effective rubrics to assess student performance.
How to Create Meaningful Rubrics for Student Assessment
Presented by Aimee F. Strang, Pharm.D., MS-HPEd, Assistant Dean of Curricular Assessment, Albany College of Pharmacy and Health Sciences
Rubrics are powerful assessment tools. Well written rubrics guide student learning and provide formative feedback for improvement. However, creating valid rubrics can be a challenge. This presentation will focus on how to create rubrics within the ExamSoft suite of software, and tips for making them as useful as possible. Topics include selecting appropriate criteria, creating differentiating descriptions, and assigning grading schemas. Emphasis will be placed on ensuring rubrics measure student learning as defined by the course objectives.
Ssr test construction admin and scoring
This document discusses test construction, administration, and scoring. It covers determining what to measure, creating instruments to measure objectives, planning a test, preparing test items, and assembling the final test. When constructing a test, the document recommends determining objectives using a taxonomy, creating a table of specifications, and writing different item types like essay, true-false, matching, and multiple choice. It provides guidelines for writing high-quality items and measuring complex objectives. The document also discusses determining an appropriate test length and assembling the final test booklet.
Achievement test
This document discusses achievement tests, which measure how much a student has learned in a particular subject area. Achievement tests are formal assessments designed to evaluate a student's knowledge and mastery of specific topics. The document outlines important characteristics of effective achievement tests, such as reliability, validity, objectivity, specificity, and ease of administration. Achievement tests can be used to evaluate students' strengths and weaknesses, inform teaching, and determine promotion to the next grade level.
Test specification
The document outlines a test specification for a reading comprehension test for 7th grade students. It details the test blueprint covering content from grades 1-12, developed by four individuals. It provides information on scoring methods, time allotment, instructions, test purpose and construct. It also summarizes measures of central tendency, frequency distribution, standard deviation, reliability, validity, difficulty level, discriminating power and distractor analysis that will be used to evaluate the test. The conclusion summarizes the analysis of a sample test including highest/lowest scores, modes, median, mean, reliability, validity, item validity, difficulty levels and items requiring revision.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Rubrics for performance assessment
This document discusses two types of rubrics used for performance assessment: analytical rubrics and holistic rubrics. Analytical rubrics assess multiple criteria separately and provide a total score, allowing for detailed feedback. Holistic rubrics use a single overall score based on general impression rather than separate criteria. The document provides examples of each type and discusses their advantages and disadvantages, such as analytical rubrics taking more time but providing more specific feedback than holistic rubrics.
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Principles of high quality assessment criteria and techniques
Principles of high quality assessment criteria and techniques
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SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
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Assessment tools
Tech tools for assessment.
Tech tools for formative assessment in differing situations: computer lab, 1:1, and one device classrooms.
Tools for Assessment
Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
Assessment Tools and Strategies
Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
Assessment tools
This document discusses different types of teacher-made assessment tools, including objective and essay tests. It provides details on various types of objective tests such as simple recall tests, completion tests, true-false tests, and constant alternative tests. Guidelines are provided for constructing different types of objective test items, with examples given for each type. The objective tests are designed to test factual knowledge through short answers that can be quickly scored.
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
Assessment of Learning
Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
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The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
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- Standardized tests are formal assessments administered under standardized conditions to large groups of students. They provide norm-referenced scores allowing comparison between students. Teacher-made tests are informal classroom assessments created by teachers.
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- Standardized test results provide information on student achievement compared to peers. Teacher tests provide information on mastery of specific classroom content.
Designing and conducting summative evaluations
This document discusses summative evaluation, which determines whether instruction achieves its intended outcomes. Summative evaluation has two phases: expert judgment and impact analysis. The expert judgment phase involves analyses of instructional congruence with organizational needs, content, design, transfer feasibility, and existing materials. The impact phase focuses on whether skills transfer to the workplace by establishing criteria, selecting respondents, planning studies, analyzing data, and reporting results. Formative evaluation identifies weaknesses for revision, while summative evaluation documents skill transfer and makes recommendations based on expert review and workplace data. The goal of summative evaluation is to help organizations meet their goals through continued learning and improvement.
Assessing learning in Instructional Design
The document discusses assessment and evaluation in instructional design. It defines assessment as collecting data about learners and evaluation as analyzing that data. Assessment plays a role in measuring, diagnosing, and instructing learners. Evaluations should be both reliable, producing consistent results, and valid, accurately measuring the intended objectives. Instructional designers should match the type of assessment, such as cognitive tests or performance tests, to the learning objectives and collect data using appropriate methods. A successful learner evaluation provides data on learner progress, determines if objectives were met, and identifies the overall success of the evaluation.
teaching and learning process (evaluation)
The document discusses evaluation in the teaching and learning process. It defines evaluation as making judgments based on criteria and evidence to examine the teaching and learning process. Evaluation is a systematic, continuous process to determine student growth toward curriculum objectives. There are different types of evaluation, including formative (ongoing), summative (final), diagnostic, criterion-referenced, and norm-referenced. Evaluation follows steps of planning, implementation, and analysis to improve instruction and assess student achievement of learning objectives.
Evaluation in Teaching learning process
The document discusses different aspects of evaluation in teaching and learning including the concept, meaning, definition, characteristics, principles, types, and steps. Evaluation is defined as the process of making judgments about the effectiveness of teaching and learning based on criteria and evidence. There are different types of evaluation classified by function (formative, summative, diagnostic, placement), approach (criterion-referenced, norm-referenced), and interpretation (formative, summative). Effective evaluation is systematic, continuous, comprehensive, objective, reliable, and valid. It follows the planning, process, and product phases with steps like determining objectives, selecting instruments, and analyzing results.
Gary howard developing assessment instruments
This document discusses developing criterion-referenced assessment instruments. It describes four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. These tests are used to assess prerequisite skills, previous mastery, provide feedback during instruction, and determine overall effectiveness. The document also covers developing test items aligned to instructional objectives, using various item formats, and creating alternative assessments like portfolios. It emphasizes the importance of congruence between instructional goals, learner characteristics, performance contexts, and assessments throughout the instructional design process.
White_Paper-The_Art_of_Evaluation
The document provides guidance on creating effective assessments. It discusses defining objectives, aligning objectives with test items and instructional content. The ADDIE model is described as applying to assessment development with analysis, design, development, implementation and evaluation phases. Best practices for constructing different types of test items like multiple choice, true/false and short answer are outlined. The key points are that assessments should measure intended objectives, be developed as part of instruction based on learning theory, and follow best practices for reliable and valid evaluation.
Chapter 10 Designing and Conducting Formative Evaluations
Formative evaluation involves iterative testing of instructional materials with target learners to identify issues and improve effectiveness. It proceeds through three main stages - one-to-one testing to identify gross errors; small group testing to assess revisions; and field testing in the intended environment. Feedback is gathered at each stage through methods like interviews and assessments. The goal is to refine the materials and ensure they clearly communicate content to learners in a way that achieves the objectives. Subject matter, learning, and learner experts also review the materials to evaluate accuracy, pedagogy and appropriateness for the audience.
lesson-5-230418074306-42cb5f85.pptx
This document provides guidelines for constructing written tests to assess student learning. It discusses selecting an appropriate test format based on the learning outcomes being measured and the level of thinking required. Multiple choice tests are considered suitable for some learning targets, especially in large classes where immediate results are needed. The document outlines questions to consider when choosing a format, such as matching test items to learning objectives, cognitive level, and course content. Tests should align with instructional activities and address the desired learning outcomes to provide fair and challenging assessments of student knowledge and skills.
Norms Referenced and Criteria Referenced Evaluation
This document discusses criterion-referenced and norm-referenced evaluation. Criterion-referenced evaluation measures student performance against predetermined learning standards to determine if learning objectives are met, while norm-referenced evaluation compares student performance to others in their grade to determine their achievement relative to peers. Key differences are that criterion-referenced tests focus on specific skills and knowledge, while norm-referenced tests measure broader abilities and rank students.
Assessment of learning
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
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Developing Assessment Instruments
- 2. BACKGROUND Achievements testing is currently at the forefront of the school-reform movement in the United States, and learner-centered assessment permeates the school- reform literature.The definitions of learner-centered assessment are congruent with traditional definitions of criterion-referenced testing, a central element of systematically designed instruction. Learner-centered assessments are to be criterion-referenced (i.e., linked to instructional quality.
- 3. CONCEPTS The major concept in the chapter is criterion-referenced assessment, usually an instrument composed of items or performance tasks that directly measure skills described in one or more performance objectives. The term criterion is used because assessment items serve as a benchmark to determine the adequacy of a learner’s performance in meeting the objectives; that is, success on these assessments determines whether a learner has achieved the objectives in the instructional unit.
- 4. FOUR TYPES OF CRITERION-REFERENCED TESTS AND THEIR USES FOURTYPES OFTEST FOURTYPES OFTEST Entry SkillsTests:The first type of test, an entry skills test, is given to learners before they begin instruction. Pretests:The purpose of a pretest is not necessarily to show a gain in learning after instruction by comparison with a posttest but rather to profile the learners. PracticeTests:The purpose for practice tests is to provide active learner participation during instruction. Posttests: Posttests are administered following instruction, and they are parallel to pretests, except they do not include items on entry skills.
- 5. TEST DESIGN How does one go about designing and developing a criterion-referenced test? A primary consideration is matching the learning domain with an item or assessment task type. Assessment in the attitudinal domain can also be complex.
- 6. MASTERY LEVELS The concept of mastery level, as opposed to criterion indicates the mastery level, is more often applied to a test for an entire unit of instruction or an entire course. Researchers who work with mastery learning systems suggest that mastery is equivalent to the level of performance normally expected from the best learners.
- 7. TEST ITEM CRITERIA These categories are goal-centered criteria, learner-centered criteria, context-centered criteria, and assessment-centered criteria.
- 12. MASTERY CRITERIA What is the proper number of items needed to determine mastery of an objective? How many items must learners answer correctly to be judged successful on a particular objective?
- 13. TEST ITEM FORMAT AND PERFORMANCE OBJECTIVES Test items can be altered from the “best possible” response format to one that will save testing time or scoring time. The testing environment is also an important factor in item format selection. What equipment and facilities are available for the test situation?
- 14. OBJECTIVES TESTS Objective tests include test items that are easy for learners to complete and designers to score.
- 15. WRITING OBJECTIVE TEST ITEMS Whether centered on goals, learners, contexts, or assessments, designers can use all four main criteria in developing effective objective test items.
- 17. A typical sequencing strategy for designers who need to hand-score constructed responses and to analyze responses within objectives is to cluster items for one objective together. SEQUENCING ITEMS
- 18. Developing alternative assessment instruments used to measure performance, products, and attitudes does not involve writing test items per se but instead requires writing directions. ALTERNATIVE ASSESSMENT INSTRUMENTS FOR PERFORMANCES, PRODUCTS, AND ATTITUDES
- 19. DEVELOPING THE INSTRUMENT 1. Identify the elements to be evaluated. 2. Paraphrase each element. 3. Sequence the elements on the instrument 4. Select the type of judgment. 5. Determine how the instrument will be scored.
- 20. DEVELOPING THE RESPONSE FORMAT The fourth step pin developing an instrument to measure performances, products, or attitudes is to determine how the evaluator will make and record the judgments.