This document outlines best practices for test developers and users regarding developing, selecting, administering, scoring, reporting and interpreting tests. It provides guidance on selecting appropriate tests based on purpose and intended test takers, developing tests that measure intended constructs, administering and scoring tests in a standardized way, accurately reporting and interpreting results, and informing test takers of their rights and responsibilities. The goal is to ensure tests are used properly and results are interpreted appropriately.
This document lists and defines different shapes including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres. It discusses the differences between 2D and 3D shapes and has the child explore and identify different shapes. It concludes with suggesting a group activity to further explore shapes.
This document introduces different shapes including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. It explains the defining characteristics of each shape such as the number of sides and whether they are two-dimensional or three-dimensional. Examples are provided to illustrate three-dimensional shapes like cubes, cones, and cylinders. The purpose is to help kindergarten students learn to identify different shapes.
The document is a science lesson plan for 4th grade students about rocks and minerals. It includes 10 questions for students to answer by exploring various educational websites about the differences between rocks and minerals, the three categories of rocks, and how each category forms. Students are asked to identify rocks, state minerals, define rock terms, and observe animations depicting geological processes. The key objectives are for students to understand the differences between rocks and minerals, identify the three rock categories, and comprehend how each category is created.
This short document is a birthday message for a girl turning 12 years old. It expresses that the sender's world revolves around the girl's smile and mentions her being a 'K Bear' and 'Grammy'. It concludes by wishing her a happy 12th birthday.
The document discusses the financial realities of traditional jobs versus network marketing opportunities. It notes that most people are living paycheck to paycheck and outlines the lifetime earnings potential of traditional jobs versus alternative options through network marketing. The document promotes the health, wealth, and freedom potential of pursuing a USANA home-based business opportunity.
The document discusses the purpose and uses of language testing. It explains that studying language test administration (LTA) enables students to competently administer language tests. Language tests provide feedback on teaching programs and can inform decisions about students. The key aspects of LTA are administering the test, collecting feedback, analyzing test scores, and archiving materials. Administering a test involves preparing the environment, giving instructions, collecting materials, training examiners, and administering the test. Collecting feedback gets information from test takers, administrators, and users. Analyzing scores describes, reports, and ensures validity and reliability of scores. Archiving builds a bank of test materials.
1. The document outlines the process of test construction which involves preliminary considerations, reviewing the content domain, item/task writing, assessing content validity, revising items/tasks, field testing, revising based on field testing results, test assembly, selecting performance standards, pilot testing, and preparing manuals.
2. Key steps include specifying test purposes and intended examinees, reviewing content standards/objectives, drafting and editing items/tasks, evaluating items for validity and potential biases, conducting item analysis after field testing, revising or deleting weak items, assembling the final test, and collecting ongoing reliability and validity data.
3. Item analysis involves both qualitative review of item content and format as well as quantitative analysis
This document outlines the 9 step process for setting performance standards on educational assessments. The steps include: 1) choosing a representative panel, 2) choosing a standard setting method, 3) preparing performance category descriptions, 4) training panelists, 5) compiling ratings, 6) obtaining performance standards, 7) presenting consequences data, 8) revising standards if needed, and 9) compiling validity evidence. The purpose of setting performance standards is to communicate expected performance levels on assessments and they can serve purposes such as certification, prediction, motivation, or merely describing scale categories. Effective training and obtaining varied stakeholder input is important for developing defensible standards.
This document lists and defines different shapes including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres. It discusses the differences between 2D and 3D shapes and has the child explore and identify different shapes. It concludes with suggesting a group activity to further explore shapes.
This document introduces different shapes including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. It explains the defining characteristics of each shape such as the number of sides and whether they are two-dimensional or three-dimensional. Examples are provided to illustrate three-dimensional shapes like cubes, cones, and cylinders. The purpose is to help kindergarten students learn to identify different shapes.
The document is a science lesson plan for 4th grade students about rocks and minerals. It includes 10 questions for students to answer by exploring various educational websites about the differences between rocks and minerals, the three categories of rocks, and how each category forms. Students are asked to identify rocks, state minerals, define rock terms, and observe animations depicting geological processes. The key objectives are for students to understand the differences between rocks and minerals, identify the three rock categories, and comprehend how each category is created.
This short document is a birthday message for a girl turning 12 years old. It expresses that the sender's world revolves around the girl's smile and mentions her being a 'K Bear' and 'Grammy'. It concludes by wishing her a happy 12th birthday.
The document discusses the financial realities of traditional jobs versus network marketing opportunities. It notes that most people are living paycheck to paycheck and outlines the lifetime earnings potential of traditional jobs versus alternative options through network marketing. The document promotes the health, wealth, and freedom potential of pursuing a USANA home-based business opportunity.
The document discusses the purpose and uses of language testing. It explains that studying language test administration (LTA) enables students to competently administer language tests. Language tests provide feedback on teaching programs and can inform decisions about students. The key aspects of LTA are administering the test, collecting feedback, analyzing test scores, and archiving materials. Administering a test involves preparing the environment, giving instructions, collecting materials, training examiners, and administering the test. Collecting feedback gets information from test takers, administrators, and users. Analyzing scores describes, reports, and ensures validity and reliability of scores. Archiving builds a bank of test materials.
1. The document outlines the process of test construction which involves preliminary considerations, reviewing the content domain, item/task writing, assessing content validity, revising items/tasks, field testing, revising based on field testing results, test assembly, selecting performance standards, pilot testing, and preparing manuals.
2. Key steps include specifying test purposes and intended examinees, reviewing content standards/objectives, drafting and editing items/tasks, evaluating items for validity and potential biases, conducting item analysis after field testing, revising or deleting weak items, assembling the final test, and collecting ongoing reliability and validity data.
3. Item analysis involves both qualitative review of item content and format as well as quantitative analysis
This document outlines the 9 step process for setting performance standards on educational assessments. The steps include: 1) choosing a representative panel, 2) choosing a standard setting method, 3) preparing performance category descriptions, 4) training panelists, 5) compiling ratings, 6) obtaining performance standards, 7) presenting consequences data, 8) revising standards if needed, and 9) compiling validity evidence. The purpose of setting performance standards is to communicate expected performance levels on assessments and they can serve purposes such as certification, prediction, motivation, or merely describing scale categories. Effective training and obtaining varied stakeholder input is important for developing defensible standards.
This document discusses key concepts and principles of assessment for English language learners. It begins by explaining why assessment should take place, noting that it is used to measure learning and improve instruction. It then covers key concepts involved in assessment like accountability, achievement, and different assessment types and strategies. Several principles of assessment are outlined, including being ethical, fair, valid, reliable and practical. The document concludes by providing checklists to evaluate if classroom tests are applying these principles of practicality, reliability, validity, authenticity, and having a beneficial washback effect on learning.
The document discusses the process of test construction and standardization. It explains that test construction involves choosing final test items after analysis, while standardization administers the test to large groups to establish standard norms. It then outlines the key steps in test construction: planning, preparing a preliminary draft, trying out the draft, evaluating the test, and constructing the final draft. It provides details on each step, such as considering relevant factors in planning, getting expert feedback on the preliminary draft, and analyzing items for the final draft. The goal is to create a valid, reliable test through this rigorous process.
Reliability refers to consistency of test scores, while validity refers to a test measuring what it intends to measure. To validate a test, one would analyze job criteria, administer the test concurrently or predictively, relate test scores to actual job performance, and revalidate periodically with new samples. Some ethical and legal considerations in testing include maintaining test security and confidentiality of results, obtaining informed consent, and avoiding defamation of employees. Common types of tests used in employee selection are basic skills tests, job skills tests, and psychological tests.
The document discusses 11 principles of software testing. Principle 1 defines testing as exercising software with test cases to find defects and evaluate quality. Principle 2 states that good test cases have a high probability of finding undetected defects. Principle 3 stresses the importance of meticulously inspecting test results. The remaining principles address developing test cases for valid and invalid inputs, the relationship between detected defects and potential for additional defects, independence of testing from development, repeatability/reusability of tests, planning testing, integrating testing in the software lifecycle, and the creative and challenging nature of testing.
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Validity, reliabiltiy and alignment to determine the effectiveness of assessmentMirea Mizushima
The document discusses the importance of validity, reliability, and alignment in determining the effectiveness of assessments. It defines validity as measuring what is intended, reliability as consistency, and alignment as connecting objectives, activities, and assessments. The document provides details on factors affecting and types of validity, reliability, and strategies for developing effective assessments aligned to standards through higher-order skills, critical abilities, international benchmarks, and instructionally sensitive tasks.
This document discusses test development and evaluation. It outlines the objectives of the unit which are to highlight the role of assessment, discuss factors in selecting question types, describe reporting test scores, define objectives and outcomes, and explain techniques used in education. It then covers determining the behaviors to be assessed, developing test norms, planning the test, ensuring content validity, constructing a table of specification based on Bloom's Taxonomy, and writing supply and selection test items based on the table of specification. The document is authored by the Department of Secondary Teacher Education at Allama Iqbal Open University in Islamabad.
The document outlines the internal quality assurance (IQA) strategy of Pathway Group. It details the roles and responsibilities in the IQA process, including the Quality Improvement Manager who monitors the verification procedure. The strategy involves sampling assessments at interim and summative stages to check the quality of assessors' judgements and ensure national standards are met. Internal verifiers must sample different units and methods of assessment for each assessor according to risk-based sampling plans and rates.
This document discusses the key characteristics of effective assessment: validity, reliability, practicality, and accuracy. It defines each characteristic and provides examples. Validity means a test measures what it intends to measure. Reliability means a test produces consistent results. Practicality means a test is usable in terms of time and cost. Accuracy means a test is free from errors. The document also discusses factors that affect the acceptability of a test like length, technique, administration conditions, and presentation quality. Overall, the document provides an overview of the essential features of assessment and testing.
The document discusses test management which includes test planning, test process, test reporting, and test metrics. It provides details on developing a test plan, test case specification, requirement traceability matrix, and executing test cases. The key aspects of test management are test standards, infrastructure management, and people/team management. Test metrics such as requirements volatility, review efficiency, productivity, and defect ratios are used for test oversight and decision making. A test summary report communicates the results of testing to stakeholders and includes test coverage, outstanding defects, and an overall assessment of the testing effort.
This document discusses frequency distributions and test construction. It defines frequency distributions as raw scores that have been arranged into groups or classes to understand the data more easily. There are two types of frequency distributions: relative frequency distributions and cumulative frequency distributions. The document also outlines three principles of psychological test construction: standardization, reliability, and validity. It provides steps for how to prepare test items, write a test plan, and describes different types of test items such as multiple choice, true/false, matching, and essay questions.
Role of-clinical-assessment-technologies-cat-in-developing-new-medicinesZoran M Pavlovic M.D.
Clinical Assessment Technologies (CAT) play an important role in developing new medicines by standardizing subjective outcome assessments through rater training programs. CAT aims to improve rating quality by assessing rater experience, providing training on study scales and indications, and monitoring diagnostic data collection. CAT activities include developing rater training manuals, materials and websites, conducting in-person and online trainings, certifying raters, monitoring early patient assessments, and ensuring consistent scale administration across clinical trial sites. The goal is to align rater understanding and qualifications to improve data quality and interpretability in clinical trials.
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.
This document provides guidance on internal quality assurance processes for qualifications. It outlines the role of the Internal Quality Assurer to monitor delivery and certification, ensure assessor competence, and conduct quality checks. The document describes induction of new assessors and the importance of planning, conducting, and providing feedback for assessments. It also explains that sampling strategies are necessary to check assessment quality and consistency across learners, assessors, sites, and time periods.
This document provides guidance for Internal Quality Assurers (IQAs) on their responsibilities and processes for quality assuring NVQ assessments within Cheshire Fire and Rescue Service. It outlines the roles of the IQA, assessor, learner and external verifiers in the assessment process. It describes the three strands of quality assuring assessments: sampling assessments, monitoring assessment practice, and standardizing assessment judgements. For sampling, it differentiates between formative sampling during portfolio construction and summative sampling of complete portfolios. Forms to document sampling activities and assessment quality are provided in the appendices.
1. The document discusses three critical groups involved in test planning and policy management: managers, testers/developers, and users/clients.
2. It describes the different perspectives and roles of each group. Managers are responsible for commitment, support, and ensuring policies reflect best practices. Testers/developers work to develop testing goals and policies and carry out testing activities. Users/clients provide input for requirements and acceptance testing.
3. The groups must work together cooperatively. Managers provide resources and training while testers/developers participate in planning, policy development and compliance. Users/clients clearly specify requirements to support the planning process.
This document defines various scores and metrics used in Woodcock-Johnson III assessment reports, including:
- Grade Equivalent (GE) and Age Equivalent (AE) scores which compare a student's performance to average scores for a given grade/age.
- Relative Proficiency Index (RPI) which predicts a student's proficiency on similar tasks compared to grade-level peers.
- Easy to Difficult range which identifies a student's instructional level.
- Percentile Rank (PR) which shows a student's performance relative to same-grade peers.
- Standard Score (SS) band which classifies performance levels from very low to very superior.
This document discusses key concepts and principles of assessment for English language learners. It begins by explaining why assessment should take place, noting that it is used to measure learning and improve instruction. It then covers key concepts involved in assessment like accountability, achievement, and different assessment types and strategies. Several principles of assessment are outlined, including being ethical, fair, valid, reliable and practical. The document concludes by providing checklists to evaluate if classroom tests are applying these principles of practicality, reliability, validity, authenticity, and having a beneficial washback effect on learning.
The document discusses the process of test construction and standardization. It explains that test construction involves choosing final test items after analysis, while standardization administers the test to large groups to establish standard norms. It then outlines the key steps in test construction: planning, preparing a preliminary draft, trying out the draft, evaluating the test, and constructing the final draft. It provides details on each step, such as considering relevant factors in planning, getting expert feedback on the preliminary draft, and analyzing items for the final draft. The goal is to create a valid, reliable test through this rigorous process.
Reliability refers to consistency of test scores, while validity refers to a test measuring what it intends to measure. To validate a test, one would analyze job criteria, administer the test concurrently or predictively, relate test scores to actual job performance, and revalidate periodically with new samples. Some ethical and legal considerations in testing include maintaining test security and confidentiality of results, obtaining informed consent, and avoiding defamation of employees. Common types of tests used in employee selection are basic skills tests, job skills tests, and psychological tests.
The document discusses 11 principles of software testing. Principle 1 defines testing as exercising software with test cases to find defects and evaluate quality. Principle 2 states that good test cases have a high probability of finding undetected defects. Principle 3 stresses the importance of meticulously inspecting test results. The remaining principles address developing test cases for valid and invalid inputs, the relationship between detected defects and potential for additional defects, independence of testing from development, repeatability/reusability of tests, planning testing, integrating testing in the software lifecycle, and the creative and challenging nature of testing.
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Validity, reliabiltiy and alignment to determine the effectiveness of assessmentMirea Mizushima
The document discusses the importance of validity, reliability, and alignment in determining the effectiveness of assessments. It defines validity as measuring what is intended, reliability as consistency, and alignment as connecting objectives, activities, and assessments. The document provides details on factors affecting and types of validity, reliability, and strategies for developing effective assessments aligned to standards through higher-order skills, critical abilities, international benchmarks, and instructionally sensitive tasks.
This document discusses test development and evaluation. It outlines the objectives of the unit which are to highlight the role of assessment, discuss factors in selecting question types, describe reporting test scores, define objectives and outcomes, and explain techniques used in education. It then covers determining the behaviors to be assessed, developing test norms, planning the test, ensuring content validity, constructing a table of specification based on Bloom's Taxonomy, and writing supply and selection test items based on the table of specification. The document is authored by the Department of Secondary Teacher Education at Allama Iqbal Open University in Islamabad.
The document outlines the internal quality assurance (IQA) strategy of Pathway Group. It details the roles and responsibilities in the IQA process, including the Quality Improvement Manager who monitors the verification procedure. The strategy involves sampling assessments at interim and summative stages to check the quality of assessors' judgements and ensure national standards are met. Internal verifiers must sample different units and methods of assessment for each assessor according to risk-based sampling plans and rates.
This document discusses the key characteristics of effective assessment: validity, reliability, practicality, and accuracy. It defines each characteristic and provides examples. Validity means a test measures what it intends to measure. Reliability means a test produces consistent results. Practicality means a test is usable in terms of time and cost. Accuracy means a test is free from errors. The document also discusses factors that affect the acceptability of a test like length, technique, administration conditions, and presentation quality. Overall, the document provides an overview of the essential features of assessment and testing.
The document discusses test management which includes test planning, test process, test reporting, and test metrics. It provides details on developing a test plan, test case specification, requirement traceability matrix, and executing test cases. The key aspects of test management are test standards, infrastructure management, and people/team management. Test metrics such as requirements volatility, review efficiency, productivity, and defect ratios are used for test oversight and decision making. A test summary report communicates the results of testing to stakeholders and includes test coverage, outstanding defects, and an overall assessment of the testing effort.
This document discusses frequency distributions and test construction. It defines frequency distributions as raw scores that have been arranged into groups or classes to understand the data more easily. There are two types of frequency distributions: relative frequency distributions and cumulative frequency distributions. The document also outlines three principles of psychological test construction: standardization, reliability, and validity. It provides steps for how to prepare test items, write a test plan, and describes different types of test items such as multiple choice, true/false, matching, and essay questions.
Role of-clinical-assessment-technologies-cat-in-developing-new-medicinesZoran M Pavlovic M.D.
Clinical Assessment Technologies (CAT) play an important role in developing new medicines by standardizing subjective outcome assessments through rater training programs. CAT aims to improve rating quality by assessing rater experience, providing training on study scales and indications, and monitoring diagnostic data collection. CAT activities include developing rater training manuals, materials and websites, conducting in-person and online trainings, certifying raters, monitoring early patient assessments, and ensuring consistent scale administration across clinical trial sites. The goal is to align rater understanding and qualifications to improve data quality and interpretability in clinical trials.
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.
This document provides guidance on internal quality assurance processes for qualifications. It outlines the role of the Internal Quality Assurer to monitor delivery and certification, ensure assessor competence, and conduct quality checks. The document describes induction of new assessors and the importance of planning, conducting, and providing feedback for assessments. It also explains that sampling strategies are necessary to check assessment quality and consistency across learners, assessors, sites, and time periods.
This document provides guidance for Internal Quality Assurers (IQAs) on their responsibilities and processes for quality assuring NVQ assessments within Cheshire Fire and Rescue Service. It outlines the roles of the IQA, assessor, learner and external verifiers in the assessment process. It describes the three strands of quality assuring assessments: sampling assessments, monitoring assessment practice, and standardizing assessment judgements. For sampling, it differentiates between formative sampling during portfolio construction and summative sampling of complete portfolios. Forms to document sampling activities and assessment quality are provided in the appendices.
1. The document discusses three critical groups involved in test planning and policy management: managers, testers/developers, and users/clients.
2. It describes the different perspectives and roles of each group. Managers are responsible for commitment, support, and ensuring policies reflect best practices. Testers/developers work to develop testing goals and policies and carry out testing activities. Users/clients provide input for requirements and acceptance testing.
3. The groups must work together cooperatively. Managers provide resources and training while testers/developers participate in planning, policy development and compliance. Users/clients clearly specify requirements to support the planning process.
This document defines various scores and metrics used in Woodcock-Johnson III assessment reports, including:
- Grade Equivalent (GE) and Age Equivalent (AE) scores which compare a student's performance to average scores for a given grade/age.
- Relative Proficiency Index (RPI) which predicts a student's proficiency on similar tasks compared to grade-level peers.
- Easy to Difficult range which identifies a student's instructional level.
- Percentile Rank (PR) which shows a student's performance relative to same-grade peers.
- Standard Score (SS) band which classifies performance levels from very low to very superior.
This document introduces different shapes including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. It discusses the defining characteristics of each shape such as the number of sides and whether they are two-dimensional or three-dimensional. Examples are provided for some of the shapes to help illustrate their properties, such as dice for cubes. The document concludes by having students work in groups to identify shapes using objects.
This document introduces different shapes including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. It discusses the defining characteristics of each shape such as the number of sides and whether they are two-dimensional or three-dimensional. Examples are provided for some of the shapes to help illustrate their properties, such as dice for cubes. The document concludes by having students work in groups to identify shapes using objects.
Rocks form through three main processes - igneous, sedimentary, and metamorphic. Igneous rocks such as basalt and granite form by the cooling and solidification of magma either below or above the Earth's surface. Sedimentary rocks like sandstone form through the weathering and deposition of existing rocks. Metamorphic rocks like marble and schist are formed from existing rocks that are changed by heat and pressure in the Earth's interior. Utah's state rock is coal and its state mineral is copper, which has many industrial uses beyond jewelry. Videos and interactive websites help explain and illustrate the three rock cycles of formation.
This document introduces different shapes including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. It explains the defining characteristics of each shape such as the number of sides and whether they are two-dimensional or three-dimensional. Examples are provided to illustrate three-dimensional shapes like cubes, cones and cylinders. The purpose is to help kindergarten students learn to identify and describe basic shapes.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART INDIA MATKA KALYAN SATTA MATKA 420 INDIAN MATKA SATTA KING MATKA FIX JODI FIX FIX FIX SATTA NAMBAR MATKA INDIA SATTA BATTA
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
Efficient PHP Development Solutions for Dynamic Web ApplicationsHarwinder Singh
Unlock the full potential of your web projects with our expert PHP development solutions. From robust backend systems to dynamic front-end interfaces, we deliver scalable, secure, and high-performance applications tailored to your needs. Trust our skilled team to transform your ideas into reality with custom PHP programming, ensuring seamless functionality and a superior user experience.
Presentation by Herman Kienhuis (Curiosity VC) on Investing in AI for ABS Alu...Herman Kienhuis
Presentation by Herman Kienhuis (Curiosity VC) on developments in AI, the venture capital investment landscape and Curiosity VC's approach to investing, at the alumni event of Amsterdam Business School (University of Amsterdam) on June 13, 2024 in Amsterdam.
Virtual Leadership and the managing workIruniUshara1
Virtual leadership is a form of leadership in which teams are managed via a remote working environment.
Like traditional leadership roles, virtual leaders focus on motivating employees and helping teams accomplish their goals.
Virtual leadership focuses heavily on improving collaboration through communication, accountability, and transparency
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations
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AI Transformation Playbook: Thinking AI-First for Your BusinessArijit Dutta
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NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...BBPMedia1
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1. A. Developing and Selecting Appropriate Tests
TEST DEVELOPERS TEST USERS
Test developers should provide the information and Test users should select tests that meet the intended
supporting evidence that test users need to select purpose and that are appropriate for the intended test
appropriate tests. takers.
A-1. Provide evidence of what the test measures, the A-1. Define the purpose for testing, the content and
recommended uses, the intended test takers, and the skills to be tested, and the intended test takers. Select
strengths and limitations of the test, including the and use the most appropriate test based on a
level of precision of the test scores. thorough review of available information.
A-2. Describe how the content and skills to be tested A-2. Review and select tests based on the
were selected and how the tests were developed. appropriateness of test content, skills tested, and
content coverage for the intended purpose of testing.
A-3. Communicate information about a test's A-3. Review materials provided by test developers
characteristics at a level of detail appropriate to the and select tests for which clear, accurate, and
intended test users. complete information is provided.
A-4. Provide guidance on the levels of skills, A-4. Select tests through a process that includes
knowledge, and training necessary for appropriate persons with appropriate knowledge, skills, and
review, selection, and administration of tests. training.
A-5. Provide evidence that the technical quality, A-5. Evaluate evidence of the technical quality of the
including reliability and validity, of the test meets its test provided by the test developer and any
intended purposes. independent reviewers.
A-6. Provide to qualified test users representative A-6. Evaluate representative samples of test
samples of test questions or practice tests, questions or practice tests, directions, answer
directions, answer sheets, manuals, and score sheets, manuals, and score reports before selecting a
reports. test.
A-7. Avoid potentially offensive content or language A-7. Evaluate procedures and materials used by test
when developing test questions and related materials. developers, as well as the resulting test, to ensure
that potentially offensive content or language is
avoided.
A-8. Make appropriately modified forms of tests or A-8. Select tests with appropriately modified forms or
administration procedures available for test takers administration procedures for test takers with
with disabilities who need special accommodations. disabilities who need special accommodations.
A-9. Obtain and provide evidence on the performance A-9. Evaluate the available evidence on the
of test takers of diverse subgroups, making performance of test takers of diverse subgroups.
significant efforts to obtain sample sizes that are Determine to the extent feasible which performance
adequate for subgroup analyses. Evaluate the differences may have been caused by factors
evidence to ensure that differences in performance unrelated to the skills being assessed.
are related to the skills being assessed.
B. Administering and Scoring Tests
TEST DEVELOPERS TEST USERS
Test developers should explain how to administer Test users should administer and score tests
and score tests correctly and fairly. correctly and fairly.
B-1. Provide clear descriptions of detailed B-1. Follow established procedures for administering
procedures for administering tests in a standardized tests in a standardized manner.
manner.
B-2. Provide guidelines on reasonable procedures for B-2. Provide and document appropriate procedures
assessing persons with disabilities who need special for test takers with disabilities who need special
accommodations or those with diverse linguistic accommodations or those with diverse linguistic
backgrounds. backgrounds. Some accommodations may be
required by law or regulation.
2. B-3. Provide information to test takers or test users B-3. Provide test takers with an opportunity to
on test question formats and procedures for become familiar with test question formats and any
answering test questions, including information on materials or equipment that may be used during
the use of any needed materials and equipment. testing.
B-4. Establish and implement procedures to ensure B-4. Protect the security of test materials, including
the security of testing materials during all phases of respecting copyrights and eliminating opportunities
test development, administration, scoring, and for test takers to obtain scores by fraudulent means.
reporting.
B-5. Provide procedures, materials and guidelines for B-5. If test scoring is the responsibility of the test
scoring the tests, and for monitoring the accuracy of user, provide adequate training to scorers and ensure
the scoring process. If scoring the test is the and monitor the accuracy of the scoring process.
responsibility of the test developer, provide adequate
training for scorers.
B-6. Correct errors that affect the interpretation of the B-6. Correct errors that affect the interpretation of the
scores and communicate the corrected results scores and communicate the corrected results
promptly. promptly.
B-7. Develop and implement procedures for ensuring B-7. Develop and implement procedures for ensuring
the confidentiality of scores. the confidentiality of scores.
C. Reporting and Interpreting Test Results
TEST DEVELOPERS TEST USERS
Test developers should report test results accurately Test users should report and interpret test results
and provide information to help test users interpret accurately and clearly.
test results correctly.
C-1. Provide information to support recommended C-1. Interpret the meaning of the test results, taking
interpretations of the results, including the nature of into account the nature of the content, norms or
the content, norms or comparison groups, and other comparison groups, other technical evidence, and
technical evidence. Advise test users of the benefits benefits and limitations of test results.
and limitations of test results and their interpretation.
Warn against assigning greater precision than is
warranted.
C-2. Provide guidance regarding the interpretations of C-2. Interpret test results from modified test or test
results for tests administered with modifications. administration procedures in view of the impact those
Inform test users of potential problems in interpreting modifications may have had on test results.
test results when tests or test administration
procedures are modified.
C-3. Specify appropriate uses of test results and warn C-3. Avoid using tests for purposes other than those
test users of potential misuses. recommended by the test developer unless there is
evidence to support the intended use or
interpretation.
C-4. When test developers set standards, provide the C-4. Review the procedures for setting performance
rationale, procedures, and evidence for setting standards or passing scores. Avoid using
performance standards or passing scores. Avoid stigmatizing labels.
using stigmatizing labels.
C-5. Encourage test users to base decisions about C-5. Avoid using a single test score as the sole
test takers on multiple sources of appropriate determinant of decisions about test takers. Interpret
information, not on a single test score. test scores in conjunction with other information
about individuals.
C-6. Provide information to enable test users to C-6. State the intended interpretation and use of test
accurately interpret and report test results for groups results for groups of test takers. Avoid grouping test
of test takers, including information about who were results for purposes not specifically recommended by
and who were not included in the different groups the test developer unless evidence is obtained to
being compared, and information about factors that support the intended use. Report procedures that
might influence the interpretation of results. were followed in determining who were and who were
not included in the groups being compared and
3. describe factors that might influence the
interpretation of results.
C-7. Provide test results in a timely fashion and in a C-7. Communicate test results in a timely fashion and
manner that is understood by the test taker. in a manner that is understood by the test taker.
C-8. Provide guidance to test users about how to C-8. Develop and implement procedures for
monitor the extent to which the test is fulfilling its monitoring test use, including consistency with the
intended purposes. intended purposes of the test.
D. Informing Test Takers
Under some circumstances, test developers have direct communication with the test takers and/or control of the tests, testing process,
and test results. In other circumstances the test users have these responsibilities.
Test developers or test users should inform test takers about the nature of the test,
test taker rights and responsibilities, the appropriate use of scores, and procedures
for resolving challenges to scores.
D-1. Inform test takers in advance of the test administration about the coverage of the test, the types of
question formats, the directions, and appropriate test-taking strategies. Make such information available to all
test takers.
D-2. When a test is optional, provide test takers or their parents/guardians with information to help them judge
whether a test should be taken—including indications of any consequences that may result from not taking the
test (e.g., not being eligible to compete for a particular scholarship) —and whether there is an available
alternative to the test.
D-3. Provide test takers or their parents/guardians with information about rights test takers may have to obtain
copies of tests and completed answer sheets, to retake tests, to have tests rescored, or to have scores
declared invalid.
D-4. Provide test takers or their parents/guardians with information about responsibilities test takers have, such
as being aware of the intended purpose and uses of the test, performing at capacity, following directions, and
not disclosing test items or interfering with other test takers.
D-5. Inform test takers or their parents/guardians how long scores will be kept on file and indicate to whom,
under what circumstances, and in what manner test scores and related information will or will not be released.
Protect test scores from unauthorized release and access.
D-6. Describe procedures for investigating and resolving circumstances that might result in canceling or
withholding scores, such as failure to adhere to specified testing procedures.
D-7. Describe procedures that test takers, parents/guardians, and other interested parties may use to obtain
more information about the test, register complaints, and have problems resolved.
CODE OF FAIR TESTING PRACTICES IN EDUCATION
Prepared by the Joint Committee on Testing Practices
http://www.apa.org/science/fairtestcode.html