Developing assessment instruments
•Download as PPTX, PDF•
1 like•366 views
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.
Report
Share
Report
Share
Recommended
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
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.
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 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.
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.
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 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.
Recommended
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
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.
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 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.
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.
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 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.
Testing for language teachers 101 (1)
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
Session 2 test construction.mt's
This document provides information and guidance on test construction. It discusses that the purpose of test construction is to improve the educational program and make it more effective. It outlines objectives around identifying cognitive domains of learning and constructing test items. It also discusses Bloom's taxonomy and the six cognitive domains. Various activities are presented to help teachers practice constructing test items aligned to objectives and cognitive domains, including using a table of specifications to plan assessments. The document emphasizes the importance of test construction in evaluating student learning and providing feedback to improve teaching.
Development of classroom assessment tools
This document outlines the steps for developing classroom assessment tools, including constructing a table of specification (TOS). It defines a TOS as a two-way chart that describes test topics and the number of items per topic. The document explains how to prepare a TOS by listing topics, determining objectives, specifying time spent on topics, determining percentage allocation per topic, and distributing items to objectives. An example shows how to calculate the percentage and number of items for a specific topic.
Know how of question bank development
The document discusses developing effective test questions or items. It explains that questions should be carefully planned and executed to objectively measure students' abilities. The document provides guidelines for writing clear, appropriately difficult questions that reliably discriminate between high- and low-performing students. It also discusses analyzing questions based on difficulty level, discrimination index, and effectiveness of answer options. The goal is to include questions that accurately assess learning objectives.
Planning an achievement test and assessment
Classroom tests and assessments serve several purposes throughout instruction. Pre-tests assess student readiness and placement. Formative assessments during instruction provide feedback. End-of-instruction summative assessments measure achievement of learning outcomes. Proper test construction involves determining purpose, developing test specifications, selecting appropriate item types, preparing relevant items, and using results to inform instruction.
Developing Classroom-based Assessment Tools
The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
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.
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.
Essay assessment
Assessment is used to determine if educational objectives have been achieved. It can be formative or summative and is related to course learning objectives. Assessment measures how a student's knowledge, skills, and attitudes have changed due to academic experiences. Methods of assessment have strengths and flaws according to reliability, validity, impact on learning, acceptability, and costs. Assessment can have intended and unintended consequences like encouraging cramming over reflective learning. Characteristics of good assessment include relevance, validity, reliability, and objectivity. This document provides guidelines for creating effective essay questions, including using action verbs, structuring questions, and developing rubrics for grading.
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.
Table of Specifications (TOS) and Test Construction Review
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
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.
Rubric with Rubistar
The document discusses rubrics and how to create effective rubrics for assessing student performance. It provides guidelines for developing rubrics, such as limiting the number of criteria, using descriptive levels of performance, and involving students. An example rubric is generated for a slideshow project on simple machines. Effective rubrics have clearly defined criteria and progression in descriptions to communicate expectations and guide students.
Principles of Test Construction 1
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
Assembling The Test
Topic: Assembling The Test
Student Name: Latif Qureshi
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Types of Tests
Traditional pen and paper tests can be used to measure students' knowledge in various ways. There are different types of tests including achievement tests, personality tests, mastery tests, and standardized tests. Tests can be constructed using various item formats such as multiple choice, essay, and matching questions. When developing a test, educators must consider test planning, construction, administration, and evaluation. The evaluation process includes analyzing item difficulty, effectiveness, and student responses to improve future assessments.
Language Assessment Types
1) The document discusses different types of assessment including informal assessment (e.g. observations), formal assessment (e.g. tests), diagnostic assessment (e.g. pre-tests), formative assessment (e.g. observations during class), and summative assessment (e.g. exams).
2) It provides examples and details on the strengths and weaknesses of each type of assessment. Informal assessments are less structured but can provide accurate measures, while formal assessments are more concrete but may be stressful.
3) Diagnostic assessments identify student knowledge and skills before instruction, formative assessments provide feedback during learning, and summative assessments evaluate learning after instruction is complete.
STEP IN DEVELOPMENT ASSESSMENT TOOLS
The document outlines 8 steps in developing an assessment tool:
1. Examine instructional objectives
2. Create a table of specification
3. Construct test items
4. Assemble the test items
5. Check the assembled test
6. Write directions
7. Make an answer key
8. Analyze and improve the test items
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.
Authentic Tasks
This document discusses authentic assessment and how to develop rubrics to evaluate student performance on authentic tasks. It defines authentic assessment as tasks that require students to construct their own responses and replicate real-world challenges. There are three main types of authentic tasks: constructed responses, products, and performances. The document provides examples of each and outlines the steps to develop rubrics, including identifying criteria, creating analytic and holistic rubrics, and checking the rubric. The goal is to develop rubrics that clearly define expectations and allow teachers to provide meaningful feedback to students.
Developing Assessment Instrument
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.
Apt 501 chapter_7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
More Related Content
What's hot
Testing for language teachers 101 (1)
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
Session 2 test construction.mt's
This document provides information and guidance on test construction. It discusses that the purpose of test construction is to improve the educational program and make it more effective. It outlines objectives around identifying cognitive domains of learning and constructing test items. It also discusses Bloom's taxonomy and the six cognitive domains. Various activities are presented to help teachers practice constructing test items aligned to objectives and cognitive domains, including using a table of specifications to plan assessments. The document emphasizes the importance of test construction in evaluating student learning and providing feedback to improve teaching.
Development of classroom assessment tools
This document outlines the steps for developing classroom assessment tools, including constructing a table of specification (TOS). It defines a TOS as a two-way chart that describes test topics and the number of items per topic. The document explains how to prepare a TOS by listing topics, determining objectives, specifying time spent on topics, determining percentage allocation per topic, and distributing items to objectives. An example shows how to calculate the percentage and number of items for a specific topic.
Know how of question bank development
The document discusses developing effective test questions or items. It explains that questions should be carefully planned and executed to objectively measure students' abilities. The document provides guidelines for writing clear, appropriately difficult questions that reliably discriminate between high- and low-performing students. It also discusses analyzing questions based on difficulty level, discrimination index, and effectiveness of answer options. The goal is to include questions that accurately assess learning objectives.
Planning an achievement test and assessment
Classroom tests and assessments serve several purposes throughout instruction. Pre-tests assess student readiness and placement. Formative assessments during instruction provide feedback. End-of-instruction summative assessments measure achievement of learning outcomes. Proper test construction involves determining purpose, developing test specifications, selecting appropriate item types, preparing relevant items, and using results to inform instruction.
Developing Classroom-based Assessment Tools
The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
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.
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.
Essay assessment
Assessment is used to determine if educational objectives have been achieved. It can be formative or summative and is related to course learning objectives. Assessment measures how a student's knowledge, skills, and attitudes have changed due to academic experiences. Methods of assessment have strengths and flaws according to reliability, validity, impact on learning, acceptability, and costs. Assessment can have intended and unintended consequences like encouraging cramming over reflective learning. Characteristics of good assessment include relevance, validity, reliability, and objectivity. This document provides guidelines for creating effective essay questions, including using action verbs, structuring questions, and developing rubrics for grading.
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.
Table of Specifications (TOS) and Test Construction Review
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
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.
Rubric with Rubistar
The document discusses rubrics and how to create effective rubrics for assessing student performance. It provides guidelines for developing rubrics, such as limiting the number of criteria, using descriptive levels of performance, and involving students. An example rubric is generated for a slideshow project on simple machines. Effective rubrics have clearly defined criteria and progression in descriptions to communicate expectations and guide students.
Principles of Test Construction 1
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
Assembling The Test
Topic: Assembling The Test
Student Name: Latif Qureshi
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Types of Tests
Traditional pen and paper tests can be used to measure students' knowledge in various ways. There are different types of tests including achievement tests, personality tests, mastery tests, and standardized tests. Tests can be constructed using various item formats such as multiple choice, essay, and matching questions. When developing a test, educators must consider test planning, construction, administration, and evaluation. The evaluation process includes analyzing item difficulty, effectiveness, and student responses to improve future assessments.
Language Assessment Types
1) The document discusses different types of assessment including informal assessment (e.g. observations), formal assessment (e.g. tests), diagnostic assessment (e.g. pre-tests), formative assessment (e.g. observations during class), and summative assessment (e.g. exams).
2) It provides examples and details on the strengths and weaknesses of each type of assessment. Informal assessments are less structured but can provide accurate measures, while formal assessments are more concrete but may be stressful.
3) Diagnostic assessments identify student knowledge and skills before instruction, formative assessments provide feedback during learning, and summative assessments evaluate learning after instruction is complete.
STEP IN DEVELOPMENT ASSESSMENT TOOLS
The document outlines 8 steps in developing an assessment tool:
1. Examine instructional objectives
2. Create a table of specification
3. Construct test items
4. Assemble the test items
5. Check the assembled test
6. Write directions
7. Make an answer key
8. Analyze and improve the test items
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.
Authentic Tasks
This document discusses authentic assessment and how to develop rubrics to evaluate student performance on authentic tasks. It defines authentic assessment as tasks that require students to construct their own responses and replicate real-world challenges. There are three main types of authentic tasks: constructed responses, products, and performances. The document provides examples of each and outlines the steps to develop rubrics, including identifying criteria, creating analytic and holistic rubrics, and checking the rubric. The goal is to develop rubrics that clearly define expectations and allow teachers to provide meaningful feedback to students.
What's hot (20)
Principles of high quality assessment criteria and techniques
Principles of high quality assessment criteria and techniques
Table of Specifications (TOS) and Test Construction Review
Table of Specifications (TOS) and Test Construction Review
Similar to Developing assessment instruments
Developing Assessment Instrument
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.
Apt 501 chapter_7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
Made Test and Non-test Instruments and Roles of Assessment
As future educators, one should know the different types of teacher made-test and non-test instruments and the roles of assessment in instructional decision in-order to provide the best assessment possible in evaluating the student learning.
Evaluating Learners Achievement
This is a slide show content for a training session that I gave to undergraduate students in the Introduction to Instructional Design class.
Professional Education reviewer for PRC-LET or BLEPT Examination
Professional Education reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC- BLEPT or LET covering a list of basic questions from different fields.
Presentation2
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.
Basic Assessment Concepts
"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
Chapter 7
This document discusses developing assessment instruments for learner-centered education. It describes four types of criterion-referenced tests, different levels of mastery, and guidelines for developing objective tests. The document outlines various formats for test items, including essays and live performances, and provides criteria for ensuring items are goal-centered, learner-centered, and context-centered. It also discusses developing rubrics for alternative assessment instruments and using portfolios to evaluate progress over time.
Chapter 10 apt 501
The document discusses developing criterion-referenced assessment instruments that are aligned to instructional objectives based on a learner-centered approach. It defines criterion-referenced tests and different types of assessments including formative and summative evaluations. Guidelines are provided for writing test items, determining mastery levels, selecting appropriate response types, and evaluating tests and congruence within the instructional design process.
Performance assessment by rubric method
This document discusses performance assessments and provides examples. Performance assessments evaluate students' ability to perform tasks by producing their own work using their knowledge and skills. They require students to apply deep understanding and reasoning skills. Examples include singing, playing an instrument, or completing a project. Performance assessments integrate assessment with instruction, provide opportunities for formative feedback, and are more authentic and engaging for students. However, they can be difficult to score reliably and require significant time from teachers and students. The document also discusses process-oriented performance assessments, which evaluate the process students undergo rather than just the final product or output.
Process orientedperformance-basedassessment
This document defines performance assessment and discusses its characteristics and strengths/weaknesses. Performance assessment involves observing students demonstrate skills or competencies through tasks like projects, presentations, or performances. It emphasizes applying knowledge rather than just recalling facts. While more authentic than traditional tests, performance assessment relies on subjective scoring and takes significant time from teachers and students. The document also discusses process-oriented performance assessments, which evaluate the process used to complete tasks in addition to products or outputs. This includes developing rubrics that establish criteria and define competency levels for skills.
TOOLS_RAKHI (1).pptx
Rating scales are tools used to systematically measure attitudes, behaviors, and other psychological variables. They involve assigning numbers or descriptions to represent degrees of a concept. There are various types of rating scales such as numerical, descriptive, and graphical scales. Developing a good rating scale requires identifying important traits, clearly defining scale points, and pilot testing the scale. Rating scales can measure things like personality, job performance, and student behavior, but require careful construction to avoid bias.
Effective interviewing
The document provides guidance on conducting effective interviews for staffing positions. It discusses developing competency-based interview questions, differentiating questions for different candidate types, using scenario-based questions, and recognizing excellent, strong, weak, and poor candidate responses. The objectives are to create an effective interview and evaluation process and practice identifying excellent answers.
Testing, assessing,& teaching
This document discusses key concepts in language testing and assessment. It defines testing as a method to measure ability, knowledge, or performance in a domain. There are different types of assessments, including informal and formal, formative and summative, norm-referenced and criterion-referenced. The approaches to language testing have evolved from a behaviorist focus on elements to a communicative approach emphasizing real-world tasks. Current issues involve new views of intelligence, as well as debates around traditional versus alternative and computer-based assessments.
Testing, assessing,& teaching
This document discusses key concepts in language testing and assessment. It defines testing as a method to measure ability, knowledge, or performance in a domain. There are different types of assessments, including informal and formal, formative and summative, norm-referenced and criterion-referenced. The approaches to language testing have evolved from a behaviorist focus on elements to a communicative approach emphasizing real-world tasks. Current issues involve new views of intelligence, and debates around traditional versus alternative and computer-based assessments.
Teaching Methodology "Evaluation and testing"
This document discusses testing and evaluation procedures for students at the Student Development Institute Faculty of Arts, Humanities and Languages. It covers various types of assessments including summative, formative, placement, diagnostic, progress, achievement, and proficiency tests. It also discusses characteristics of good tests, such as validity and reliability. Different test item types are described like multiple choice questions, cloze items, paraphrasing, and sentence reordering. The document provides guidance on writing and marking tests, including test design, scoring, and reducing scorer subjectivity. It concludes with discussions on teaching for tests and public or international examinations.
Assessment of learning
This document discusses various topics related to assessment of learning, including the key differences between measurement, evaluation, and testing. It also covers different types of tests such as subjective/essay tests, objective tests, teacher-made tests, diagnostic tests, formative tests, and summative tests. The document provides information on standardized tests, norms, criterion-referenced measures, and norm-referenced measures. It discusses important criteria for good examinations like validity, reliability, and objectivity. It also outlines the stages of test construction and major considerations when preparing a test.
Training For Assessor
The document provides information and guidance for assessors conducting assessments. It defines assessment and the assessment center process. It describes the roles of competencies, exercises, and assessors. It explains that assessors must observe candidates, record evidence, classify evidence according to competencies, summarize performance, and evaluate candidates. The document also provides examples of competencies, exercises, and the ORCSE process assessors should follow when assessing candidates.
Assessment of student learning by kyle yvonne
This document discusses different types of assessment items for measuring student learning, including interpretive test items, performance test items, and factors to consider when constructing tests. Interpretive test items measure complex learning outcomes through items like multiple choice questions based on materials like pictures or paragraphs. Performance test items aim to simulate real-life situations to assess skills. They are advantageous for measuring application of skills but are more difficult and time-consuming to develop and score reliably. When creating any test items, factors like avoiding bias, unclear directions, or clues that give away answers need to be considered.
Chapter 11 apt 501
The document discusses developing assessment instruments, focusing on revising instruction based on formative evaluation data. It describes methods for summarizing evaluation data and identifying weaknesses in materials to suggest revisions. The revision process aims to improve instructional materials, strategies, and achievement of learners based on results from formative assessments.
Similar to Developing assessment instruments (20)
Made Test and Non-test Instruments and Roles of Assessment
Made Test and Non-test Instruments and Roles of Assessment
Professional Education reviewer for PRC-LET or BLEPT Examination
Professional Education reviewer for PRC-LET or BLEPT Examination
More from Nor Syahirah Norizan
POLITENESS STRATEGIES USED IN REVIEWS OF HOTELS IN TRIPADVISOR MALAYSIA
This document outlines a study on politeness strategies used in reviews of hotels in TripAdvisor Malaysia. It presents the objectives of analyzing the relationship between hotel star ratings and TripAdvisor ratings, the services provided by hotels of different ratings, the hotels that received the most positive or negative feedback, and the positive and negative politeness strategies used. The methodology involved a content analysis of reviews from 8 Kuala Lumpur hotels in December 2013. The findings determined relationships between ratings, services at different hotels, the hotel with the most reviews, and the most common politeness strategies. The conclusion discusses implications for the importance of politeness and suggestions for hotel management feedback.
INTERNATIONAL TRADE THEORIES AND TRADE BARRIERS
Brief Concepts and Definition
The Barriers
Traditional Trade Theories
Modern Theories of International Trade
Government Intervention & Protectionism
Trade Barriers
COGNITIVE DISSONANCE THEORY
Cognitive dissonance theory developed by Leon Festinger in 1962 posits that people experience psychological tension from inconsistencies between their attitudes, beliefs, values, and behaviors, and they are motivated to reduce this tension and align their attitudes and behaviors. The theory suggests that when faced with conflicting ideas, people will change their attitudes or behaviors to reduce dissonance rather than addressing the underlying tensions.
Space
1) Personal space and use of space varies across cultures, with some cultures preferring closer physical distances in conversation and interaction than others.
2) Edward Hall developed the concept of proxemics to study how different cultures use personal space and territoriality. There are different zones of social distance, from intimate to public, with unwritten rules about proximity for different types of interactions.
3) Cultural norms around personal space and territoriality can depend on climate, with colder northern cultures typically preferring more physical distance than warm weather Mediterranean cultures. Reactions to perceived invasions of territorial space also vary cross-culturally.
Wanita dalam Islam
Dokumen tersebut membahas tentang peranan dan hak-hak wanita dalam Islam. Secara ringkas, wanita dimuliakan dalam Islam dan mendapatkan hak-hak khusus sebagai anak, istri dan ibu. Sebagai istri, tanggung jawab utama adalah taat kepada suami dan melayani kebutuhannya.
COMPLEX WORD STRESS
This document discusses complex word stress in English. It covers several types of complex words formed from affixes or compounds. For words with affixes, the affix may receive primary stress, stress remains on the stem, or stress shifts within the stem. Common suffixes are discussed, some carry their own stress while others do not affect stress placement. Prefixes do not regularly carry or shift stress in predictable ways. Compound words may be stressed on the first or second element depending on the word class. Variable stress can occur in connected speech or between dialects. Word-class pairs with identical spelling but different stress include noun/verb pairs where the verb is stressed on the second syllable and the noun/adjective on the first.
Communication theory models
This document discusses several communication theories including cultivation analysis, cultural approach to organizations, and cultural studies. Cultivation analysis argues that television plays an important role in shaping viewers' sense of reality, especially for heavy viewers. The cultural approach views organizations as webs of shared symbols and cultural meanings. Cultural studies examines how meaning and culture are influenced by social, political, and economic structures and aims to understand power dynamics.
Other factors influencing language expressions
Body language and emoticons influence language expressions. Body language such as kinesics can indicate mental states like self-confidence, calmness, or anxiety, and is partly instinctive but also learned. Emoticons have become popular ways to communicate fun emotions with less effort via smartphones, but may decrease real conversation.
WRITING AN ANNOTATED BIBLIOGRAPHY
Introduction
What is An Annotated Bibliography?
The Purpose of Annotated Bibliography
Steps in Preparing An Annotated Bibliography
Toulmin and Rogerian Models of Argument
TOULMIN’S MODEL OF ARGUMENT
USES OF TOULMIN SCHEME
TOULMIN TEST
ROGERIAN’S MODEL OF ARGUMENT
ROGERIAN SCHEME STRUCTURE
ROGERIAN TEST
TOULMIN VS ROGERIAN
THE TEACHING OF SCIENCE AND MATHEMATICS IN BAHASA MALAYSIA
The document outlines the history of the language of instruction for science and mathematics in Malaysian schools. It discusses the change from teaching in English to teaching in Bahasa Malaysia beginning in 2011, with textbooks in Bahasa Malaysia beginning in 2012 and full implementation by 2016. It then summarizes the opinions of three respondents, with the first agreeing with the change and citing improved rural student performance and English skills, while the second disagrees and cites the international standardization of terms and negative effects on English. The third respondent also disagrees, noting the difficulty for students after long learning science and math in English, and that continuing in English better prepares students for future studies.
More from Nor Syahirah Norizan (11)
POLITENESS STRATEGIES USED IN REVIEWS OF HOTELS IN TRIPADVISOR MALAYSIA
POLITENESS STRATEGIES USED IN REVIEWS OF HOTELS IN TRIPADVISOR MALAYSIA
THE TEACHING OF SCIENCE AND MATHEMATICS IN BAHASA MALAYSIA
THE TEACHING OF SCIENCE AND MATHEMATICS IN BAHASA MALAYSIA
Recently uploaded
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Recently uploaded (20)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Developing assessment instruments
- 2. CHAPTER 7: DEVELOPING ASSESSMENT INSTRUMENTS Nor Syahirah Norizan NorhafizahAmir
- 3. In this chapter, we discuss a criterion-referenced assessment, an instrument composed of items or tasks that directly measure skills describes in objectives. Criterion-referenced tests is a objectives-referenced tests that the instructor done to ensure the learners understand what they study. There are 4 types of tests: Entry-skills tests Pretests Practice tests Posttests
- 4. ENTRY-SKILLS TEST Usually given to the students before the instruction begin to assess learners’ mastery about the previous lesson that they have learnt before. It may be found that learners who lack with this skills will have a problem during the instruction.
- 5. PRETESTS Administered to the learners before the instruction for the sake of efficiency. Whether the learners have mastered the previous skills that have to be included in the instruction.
- 6. PRACTICE TESTS Usually during the instruction process. To provide active learners during the instruction Enable learners to rehearse new knowledge and skills Judge their level of understanding and skill Contain fewer skills rather than pretest/posttest and typically focused on the lesson rather than the unit. Examples: Spot quiz Short essay
- 7. POSTTESTS This test should assess all the objectives. May be quite long rather than pretest. To ensure that learners have achieved the terminal objective
- 10. Test Design Matching the learning domain with an item or assessment task type.
- 11. Type of Behaviour and Related Test Item Types Type of COMPL Behaviour ETION Stated in Objective SHOR T ANSW ER MATC HING MULTIP LE CHOICE ESSAY PRODU CT DEVEL OP. LIVE PERFO RM. State/Name Define Identify X X X X X X X X X X Discriminate Select Locate X X X X X X X X X Evaluate/Jud ge Solve Discuss X X X X X X X X X X X Develop Construct Generate X X X X X X X X X Operate/Perf orm Choose (attitude) X X
- 12. Behaviour Domain Test State/Name Define Identify Verbal information Objective-style Short answer Matching Evaluate/Judge Solve Discuss Intellectual skill Objective-style Product develop. Live performance Choose Attitude Live performance Develop Construct Generate Psychomotor skill Product develop. Live performance
- 13. Examples Completion: __________ is a type of local fruits. Short Answer: Where do you live? I live in ___________ . Solve the problem: 5x4+228=
- 14. Select the correct match: State Selangor Kedah Pahang Johor Capital city Johor Bahru Shah Alam Alor Setar Kuantan