The document discusses various methods for assessing reading skills, including formal and informal assessments. Formal assessments include standardized achievement and diagnostic tests, as well as criterion-referenced tests. Informal assessments involve examining student work, administering teacher-made tests, and using informal reading inventories to evaluate reading levels, errors, and comprehension. The document also outlines specific skills to assess, such as phonological awareness, oral reading errors, and silent reading comprehension.
This chapter discusses various methods of assessing reading performance. It explains the importance of using multiple assessment indicators to build a corroborative framework for decision making. Both formal assessments, like standardized tests, and informal assessments, such as running records and miscue analysis, are described. The chapter also covers portfolio assessment and how it has become an important tool along with other forms of assessment.
The document discusses skills and knowledge needed by graduates according to employers. It notes that high school diplomas are currently inadequate in developing skills like communication, logical thinking, and problem solving. It also provides a table outlining different skill levels expected at elementary vs secondary school, and the degree to which these skills are attained currently. The document advocates for students to develop skills like adaptability, critical thinking, and teamwork to succeed in the 21st century. It discusses the K-12 curriculum and standards-based classroom instruction and assessment. It provides examples of curriculum guides and unpacking learning standards and competencies.
This document discusses different types of reading assessments:
1) Perceptive reading assessments include reading aloud, writing responses, multiple choice, and picture-cued items to test reading comprehension at the word and sentence level.
2) Selective reading assessments use multiple choice, matching, editing, and picture-cued tasks to examine ability at a higher comprehension level.
3) Interactive reading assessments focus on skills like cloze tasks, scanning information, transferring data from charts/graphs, ordering tasks, and short-answer questions to evaluate reading strategies and understanding of longer texts.
Standards based assessment under the k to12Maria Theresa
This document outlines a standards-based assessment and rating system for secondary education. It discusses the philosophy of using assessment primarily as a quality assurance tool and for student self-reflection. The features include holistic and standards-based diagnostic, formative, and summative assessments. Various assessment tools and levels of proficiency are defined. A rubric is provided to assess student performance across knowledge, skills, understanding, and products/performances on a scale from beginning to advanced. The goal is to provide feedback to support student progress in attaining learning standards.
This document discusses different types and methods for assessing speaking ability. It describes 5 types of speaking from imitative to extensive. For assessment, it proposes tasks that elicit imitative, intensive, responsive, interactive, and extensive speaking. Tasks include repetition, picture cues, questions, role plays, interviews, instructions, and translations. The document provides examples and discusses how to design valid, reliable speaking assessments through clear procedures, appropriate elicitation, and consistent scoring.
1. The document discusses standards-based assessment and standardized testing. It outlines the key elements of standardized tests and explores both the popularity and criticisms of standardized testing.
2. Concerns about standardized testing include test bias, a overemphasis on test performance leading to test-driven learning, and ethical issues regarding their role in gatekeeping.
3. The document advocates for using multiple measures of assessment, including more formative assessments, to reduce the negative impact of standardized testing and make assessment less biased.
The document discusses five key principles for effective language assessment: practicality, reliability, validity, authenticity, and washback. It provides definitions and explanations for each principle. Practicality refers to a test being inexpensive, time-efficient and easy to administer. Reliability means a test is consistent and not affected by factors like raters or test conditions. Validity establishes that a test actually measures what it intends to measure. Authenticity means a test incorporates real-world language tasks. Washback refers to how a test impacts student preparation and learning.
Week 2 discusses the concepts of practicality, reliability, validity, authenticity, and washback in language assessment.
It provides definitions and factors to consider for reliability, including learner-related reliability, rater reliability, test administration reliability, and test reliability. Factors like temporary illness and fatigue can influence reliability.
The document also discusses different types of validity, including content-related evidence, criterion-related evidence, construct-related evidence, consequential validity, and face validity. It provides examples to illustrate criterion-related and concurrent validity.
Washback refers to how testing influences teaching and learning, in terms of how students prepare for tests.
Standardized tests aim to objectively measure students' mastery of prescribed competencies through standardized procedures and scoring. They are developed through a rigorous process including determining the test purpose, specifying objectives, designing test sections, developing and selecting test items, and evaluating items. Some advantages are they are pre-validated, can be administered to large groups efficiently, and scored quickly. Disadvantages include potential misuse and misunderstanding differences between direct and indirect testing.
1. The document discusses factors to consider when establishing a grading scheme for a course, including what criteria to include and their relative weights. It suggests basing grades primarily on measurable achievements and considering effort, improvement, and other subjective factors less heavily.
2. Guidelines are presented for selecting grading criteria, such as stating the full grading scheme in writing for students and using observable measures for subjective factors.
3. An anecdote is included emphasizing that teachers can best support student learning through establishing optimal conditions rather than dictating outcomes.
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
This document discusses principles of language assessment, including practicality, validity, reliability, authenticity, and washback/backwash. It provides definitions and examples for each principle. Practicality considers cost, time, administration, and scoring of a test. Validity includes content, criterion, construct, consequential, and face validity. Reliability examines consistency of scores and includes student-related reliability, rater reliability, test administration reliability, and test reliability. Authenticity aims to correspond test tasks to real-world language use. Washback/backwash refers to how a test impacts teaching and learning.
This document discusses key concepts related to validity and reliability in measurement devices. It defines validity as measuring what the device is intended to measure, and reliability as consistency of measurement. The document outlines several types of validity including content, construct, criterion (concurrent and predictive), and face validity. It also discusses reliability in terms of equivalency, stability, internal consistency, and interrater reliability. Validity and reliability are closely related but a test can be reliable without being valid. The document also notes sources of error in measurements and the backwash effect of test design on teaching.
The document discusses key qualities of measurement devices: validity, reliability, practicality, and backwash effect. It defines each quality and provides examples. Validity refers to what a test measures, and includes content, construct, criterion-related, concurrent, and predictive validity. Reliability is how consistent measurements are, including equivalency, stability, internal, and inter-rater reliability. Practicality means a test is easy to construct, administer, score and interpret. Backwash effect is a test's influence on teaching and learning.
The document discusses various methods for assessing reading skills, including formal and informal assessments. Formal assessments include standardized achievement and diagnostic tests, as well as criterion-referenced tests. Informal assessments involve examining student work, administering teacher-made tests, and using informal reading inventories to evaluate reading levels, errors, and comprehension. The document also outlines specific skills to assess, such as phonological awareness, oral reading errors, and silent reading comprehension.
This chapter discusses various methods of assessing reading performance. It explains the importance of using multiple assessment indicators to build a corroborative framework for decision making. Both formal assessments, like standardized tests, and informal assessments, such as running records and miscue analysis, are described. The chapter also covers portfolio assessment and how it has become an important tool along with other forms of assessment.
The document discusses skills and knowledge needed by graduates according to employers. It notes that high school diplomas are currently inadequate in developing skills like communication, logical thinking, and problem solving. It also provides a table outlining different skill levels expected at elementary vs secondary school, and the degree to which these skills are attained currently. The document advocates for students to develop skills like adaptability, critical thinking, and teamwork to succeed in the 21st century. It discusses the K-12 curriculum and standards-based classroom instruction and assessment. It provides examples of curriculum guides and unpacking learning standards and competencies.
This document discusses different types of reading assessments:
1) Perceptive reading assessments include reading aloud, writing responses, multiple choice, and picture-cued items to test reading comprehension at the word and sentence level.
2) Selective reading assessments use multiple choice, matching, editing, and picture-cued tasks to examine ability at a higher comprehension level.
3) Interactive reading assessments focus on skills like cloze tasks, scanning information, transferring data from charts/graphs, ordering tasks, and short-answer questions to evaluate reading strategies and understanding of longer texts.
Standards based assessment under the k to12Maria Theresa
This document outlines a standards-based assessment and rating system for secondary education. It discusses the philosophy of using assessment primarily as a quality assurance tool and for student self-reflection. The features include holistic and standards-based diagnostic, formative, and summative assessments. Various assessment tools and levels of proficiency are defined. A rubric is provided to assess student performance across knowledge, skills, understanding, and products/performances on a scale from beginning to advanced. The goal is to provide feedback to support student progress in attaining learning standards.
This document discusses different types and methods for assessing speaking ability. It describes 5 types of speaking from imitative to extensive. For assessment, it proposes tasks that elicit imitative, intensive, responsive, interactive, and extensive speaking. Tasks include repetition, picture cues, questions, role plays, interviews, instructions, and translations. The document provides examples and discusses how to design valid, reliable speaking assessments through clear procedures, appropriate elicitation, and consistent scoring.
1. The document discusses standards-based assessment and standardized testing. It outlines the key elements of standardized tests and explores both the popularity and criticisms of standardized testing.
2. Concerns about standardized testing include test bias, a overemphasis on test performance leading to test-driven learning, and ethical issues regarding their role in gatekeeping.
3. The document advocates for using multiple measures of assessment, including more formative assessments, to reduce the negative impact of standardized testing and make assessment less biased.
The document discusses five key principles for effective language assessment: practicality, reliability, validity, authenticity, and washback. It provides definitions and explanations for each principle. Practicality refers to a test being inexpensive, time-efficient and easy to administer. Reliability means a test is consistent and not affected by factors like raters or test conditions. Validity establishes that a test actually measures what it intends to measure. Authenticity means a test incorporates real-world language tasks. Washback refers to how a test impacts student preparation and learning.
Week 2 discusses the concepts of practicality, reliability, validity, authenticity, and washback in language assessment.
It provides definitions and factors to consider for reliability, including learner-related reliability, rater reliability, test administration reliability, and test reliability. Factors like temporary illness and fatigue can influence reliability.
The document also discusses different types of validity, including content-related evidence, criterion-related evidence, construct-related evidence, consequential validity, and face validity. It provides examples to illustrate criterion-related and concurrent validity.
Washback refers to how testing influences teaching and learning, in terms of how students prepare for tests.
Standardized tests aim to objectively measure students' mastery of prescribed competencies through standardized procedures and scoring. They are developed through a rigorous process including determining the test purpose, specifying objectives, designing test sections, developing and selecting test items, and evaluating items. Some advantages are they are pre-validated, can be administered to large groups efficiently, and scored quickly. Disadvantages include potential misuse and misunderstanding differences between direct and indirect testing.
1. The document discusses factors to consider when establishing a grading scheme for a course, including what criteria to include and their relative weights. It suggests basing grades primarily on measurable achievements and considering effort, improvement, and other subjective factors less heavily.
2. Guidelines are presented for selecting grading criteria, such as stating the full grading scheme in writing for students and using observable measures for subjective factors.
3. An anecdote is included emphasizing that teachers can best support student learning through establishing optimal conditions rather than dictating outcomes.
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
This document discusses principles of language assessment, including practicality, validity, reliability, authenticity, and washback/backwash. It provides definitions and examples for each principle. Practicality considers cost, time, administration, and scoring of a test. Validity includes content, criterion, construct, consequential, and face validity. Reliability examines consistency of scores and includes student-related reliability, rater reliability, test administration reliability, and test reliability. Authenticity aims to correspond test tasks to real-world language use. Washback/backwash refers to how a test impacts teaching and learning.
This document discusses key concepts related to validity and reliability in measurement devices. It defines validity as measuring what the device is intended to measure, and reliability as consistency of measurement. The document outlines several types of validity including content, construct, criterion (concurrent and predictive), and face validity. It also discusses reliability in terms of equivalency, stability, internal consistency, and interrater reliability. Validity and reliability are closely related but a test can be reliable without being valid. The document also notes sources of error in measurements and the backwash effect of test design on teaching.
The document discusses key qualities of measurement devices: validity, reliability, practicality, and backwash effect. It defines each quality and provides examples. Validity refers to what a test measures, and includes content, construct, criterion-related, concurrent, and predictive validity. Reliability is how consistent measurements are, including equivalency, stability, internal, and inter-rater reliability. Practicality means a test is easy to construct, administer, score and interpret. Backwash effect is a test's influence on teaching and learning.
3. I. 타당도란?
1. 타당도의 정의
타당도(validity) :
검사도구의 질을 판단하는 기준 중
평가의 목적에 비추어 가장 근본적인 기준
실제 검사도구가 측정하고 있는 것이
검사도구가 측정하려고 하는 것과
얼마나 근접하는가?
4. 1. 타당도의 정의
타당도에 관한 Question
Q. 이 검사가 실제 무엇을 재고 있느냐?
Q. 이 능력, 성질, 특성을 어느 정도로 재고 있느냐?
타당도는 근본적으로 대한 질문
I. 타당도란?
5. II. 타당도의 전통적 관점
1. 전통적 관점- 타당도의 종류
• 예측타당도
• 공인타당도
6. 2. 내용타당도
정의
평가도구가 그것이 평가하려고 하는 내용(교육목표)을 어느 정도로
충실히 측정하고 있는지를 분석 측정하려는 것
내용타당도의 준거=교육목표
교육목표의 세분화
이원분류표 작성
검사의 타당성 ↑
II. 타당도의 전통적 관점
7. 2. 내용타당도
내용타당도를 결정하는 요인
-이 평가도구가 처음에 의도했던 교육목표에 비추어 보아 적절한가
-문항내용이 교과내용의 중요한 것을 빠뜨리지 않고
충분히 포괄하고 있는가
-문항의 난이도가 학생 집단의 성질에 비추어 보아 적절한가
-문항의 표본이 모집단을 잘 대표하고 있는가
이러한 내용타당도의 추정은 검사 내용에 대한 전문가의 판단에 기초!
전문가의 주관적 판단에 의해 검사의 타당성에 대한 판단이
이루어 지므로 주관성이 많이 개입된다는 단점이 있다.
II. 타당도의 전통적 관점
8. 3. 준거타당도
하나의 지표를 사용하여 측정한 결과를 다른 기준지표를 사
용하여 측정한 결과와 비교했을 때 나타난 관련성의 정도
=선행검사(점수)X와 준거(행동특성)Y와의 상관계수
II. 타당도의 전통적 관점
정의
9. 어떤 평가도구가
목적하는 준거를
정확히 예언하는가
예측타당도 공인타당도
기존의 검사가
미래의 행동을
얼마나 잘 반
영하고 있는지
와 관련
기존의 타당도가
검증된 도구가 현
재의 실제 행동을
얼마나 잘 반영하
고 있는가와 관련
3. 준거타당도
미래 현재(동시에)
행동의
준거
Ex)
입학성적이 높은 학생이
입학 후에도 학업성적이
높다면 그 입학시험의 예
측타당도는 높다.
Ex)
교과흥미검사의 결과가
미술에 흥미가 있다고 나
타난다면 학생은 미술활
동에 적극적이어야 한다.
VS
II. 타당도의 전통적 관점
10. 3. 준거타당도
예측타당도
장점 -미래의 행위에 대한 예언을 하기 때문에 선발, 채용, 배치
등의 목적으로 사용 가능
단점 -동시에 측정 불가
-검증하기 위해 시간적 여유가 필요,
-다른 원인으로 인해 준거가 훼손되었을 가능성도 있음
공인타당도
장점 -평가도구의 실제적 의미를 풍부히 해주고 활용하는데 유용
한 정보를 제공
-새로운 연구의 아이디어를 제공
단점 -기존 검사가 없을 경우 공인타당도를 확인할 수 없음
-기존 검사에 의존적인 경향이 있음
II. 타당도의 전통적 관점
11. 4. 구인타당도
한 검사가 조작적으로 정의되지 않은 어떤 특성이나 성
질을 측정하려고 했을 때, 검사가 심리적 특성을 구성하
고 있는 구인들을 얼마나 잘 포함하였느냐의 정도
검사 성취에 반영되어 있다고
짐작되는 인간의 가정적 속성
Ex) 지배성, 자아개념, 사고력,
학습동기,성취동기, 불안 등
아직 조작적으로 정의되지 않고, 과학적으로 이론이 제대로 정립되
지 않은 새로운 개념 혹은 구인을 측정하는 검사에 과학적 이론과 타
당화를 부여하는 과정
“이 특성을 가진 사람은 X라는 상황에서 Y의 행동을 보일 것이다＂
검사 자체보다도 준거의 확인과 이론형성이 중요!!
조작적으로 정
의되지 않은 구
인의 성질에 관
한 법칙을 정립
하기 위한 과정
이므로
II. 타당도의 전통적 관점
정의
( )
12. 4. 구인타당도
*구인타당도를 검증하기 위한 일반적 절차
검사점수 혹은 검사결과의 원인이 될 구인이 무엇
인지를 시사하는 과정
관찰 및 검사의 이론적 분석을 기초로 한 상상적 행위로 이루어짐
이 구인에 관련된 이론의 상정과 이 이론에서 추리할 수 있
는 가설을 추출하는 과정
과학의 논리적 조작에 의존
이 가설을 검증하기 위해 경험적 연구를 실행하는 과정
*구인타당도를 밝히는 과정에서는 모든 형태의 연구방법이 쓰인다!
이론을 정립하기 위해서는 적절하다고 생각되는 모든 방법이 필요하기 때문
따라서, 구인타당도의 정도를 어떤 단일한 지수로 표현할 수X
II. 타당도의 전통적 관점
타당도의 통합적 관점의 바탕이 됨
13. III. 타당도의 통합적 관점
1. 통합적 관점의 의의
1970년대 초, 학자들은 한 검사의 타당도 검증의 대상은 그 검사 자체가 아
니라 검사 점수로부터 유추되는 해석과 추론이라는 것을 인식
[타당도에 대한 통합합적 관점의 특성]
구인타당도에 내재된 원리를 모든 타당화의 원리로 확대함으로써
타당화 과정을 과학적인 이론 검증의 과정과 동일시한다.
통합적 관점은 타당화 과정에서 가치와 검사 활용의 결과를
명시적으로 고려한다.
타당도는 관련된 모든 증거들을 활용하여 검사 점수의 해석에
대해 내린 종합적이고 평가적인 판단이다.
타당화 과정은 사실상 평가이다.
14. III. 타당도의 통합적 관점
2. 타당도 증거
(1) 검사내용에 기초한 증거
검사의 내용 영역의 적절성이 검사 점수로부터 추론되는 특정한 해석과 연결된다
(2) 반응 과정에 기초한 증거
측정하려는 구인과 수험자의 반응과의 적절성에 관한 것이다
(3) 내적 구조에 기초한 증거
검사문항과 검사 구성 요소간의 관계가 검사 점수 해석의 기반이 되는 구인과 일치하는
정도를 나타낸다
(4) 다른 변수와의 관계에 기초한 증거
검수 점수와 외재적인 변수간의 관련성이 검사 점수를 해석하는 데 기반이 되는 구인과 얼
마나 일관성을갖는지를 분석한다
(5) 검사결과에 기초한 증거
의도하거나 의도하지 않은 검사 사용의 결과를 분석하는 것이다
