This document discusses best practices for designing assessments and tests. It outlines different types of assessments, including formative and summative assessments. It also describes various types of questions that can be used, such as true/false, multiple choice, matching, fill-in-the-blank, and essay questions. For each question type, it provides guidance on when to use each type and how to design the questions effectively. Throughout, it emphasizes the importance of clear learning targets and designing assessments that accurately measure what students need to learn.
A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents.
A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents.
This presentation is related to tools of Educational Research. This presentation slides deals various tools of educational research likes rating scale, opionnaire, checklist, aptitude test, inventory, observation, interview, schedule etc. This presentation slides also describe the item analysis, steps for item analysis and online survey tools.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
1 Assessing the Validity of Inferences Made from Assess.docxoswald1horne84988
1
Assessing the Validity of Inferences Made from Assessment Results
Sources of Validity Evidence
• Validity evidence can be gathered during the development of the assessment or after the
assessment has been developed.
• Some of the methods used to gather validity evidence can support more than one type of
source (e.g., test content, internal structure).
• Large scale assessment and local classroom assessment developers often use different
methods to gather validity evidence.
o Large scale assessment developers use more formal, objective, systematic, and
statistical methods to establish validity.
o Teachers use more informal and subjective methods which often to not involve
the use of statistics.
Evidence based on Test Content
• Questions one is striving to answer when gathering validity evidence based on test
content or construct:
o Does the content of items that make-up the assessment fully represent the concept
or construct the assessment is trying to measure?
o Does the assessment accurately represent the major aspects of the concept or
construct and not include material that is irrelevant to it?
o To what extent do the assessment items represent a larger domain of the concept
or construct being measured?
• The greater the extent to which an assessment represents all facets of a given concept or
construct, the better the validity support based on the test content or construct. There is
no specific statistical test associated with this source of evidence.
• Methods used to gather validity evidence based on test content or construct
o Large Scale Assessments
§ Have experts in the concept or construct being measured create the
assessment items and the assessment itself.
§ Have experts in the concept or construct examine the assessment and
review it to see how well it measures the concepts or construct. These
experts would think about the following during the review process:
§ The extent to which the content of assessment
represents the content or construct’s domain or
universe.
§ How well the items, tasks, or subparts of the
assessment fit the definition of the construct and/or
the purpose of the assessment.
§ Is the content or construct underrepresented, or are
there content or construct-irrelevant aspects of the
assessment that may result in unfair advantages for
2
one or more subgroups (e.g., Caucasians, African
Americans)?
§ What is the relevance, importance, clarity, and lack
of bias in the assessment’s items or tasks
o Local Classroom Assessment
§ Develop assessment blue prints which indicate what will be assessed as
well as the nature of the learning (e.g., knowledge, application, etc.) that
should be represented on the assessment.
§ Build a complete set of learning objectives or targets, showing number of
items and/or percentage of items/questions on the assessment devoted to
each.
§ Discuss with others (e.g., teachers, administrators, conte.
This presentation is related to tools of Educational Research. This presentation slides deals various tools of educational research likes rating scale, opionnaire, checklist, aptitude test, inventory, observation, interview, schedule etc. This presentation slides also describe the item analysis, steps for item analysis and online survey tools.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
1 Assessing the Validity of Inferences Made from Assess.docxoswald1horne84988
1
Assessing the Validity of Inferences Made from Assessment Results
Sources of Validity Evidence
• Validity evidence can be gathered during the development of the assessment or after the
assessment has been developed.
• Some of the methods used to gather validity evidence can support more than one type of
source (e.g., test content, internal structure).
• Large scale assessment and local classroom assessment developers often use different
methods to gather validity evidence.
o Large scale assessment developers use more formal, objective, systematic, and
statistical methods to establish validity.
o Teachers use more informal and subjective methods which often to not involve
the use of statistics.
Evidence based on Test Content
• Questions one is striving to answer when gathering validity evidence based on test
content or construct:
o Does the content of items that make-up the assessment fully represent the concept
or construct the assessment is trying to measure?
o Does the assessment accurately represent the major aspects of the concept or
construct and not include material that is irrelevant to it?
o To what extent do the assessment items represent a larger domain of the concept
or construct being measured?
• The greater the extent to which an assessment represents all facets of a given concept or
construct, the better the validity support based on the test content or construct. There is
no specific statistical test associated with this source of evidence.
• Methods used to gather validity evidence based on test content or construct
o Large Scale Assessments
§ Have experts in the concept or construct being measured create the
assessment items and the assessment itself.
§ Have experts in the concept or construct examine the assessment and
review it to see how well it measures the concepts or construct. These
experts would think about the following during the review process:
§ The extent to which the content of assessment
represents the content or construct’s domain or
universe.
§ How well the items, tasks, or subparts of the
assessment fit the definition of the construct and/or
the purpose of the assessment.
§ Is the content or construct underrepresented, or are
there content or construct-irrelevant aspects of the
assessment that may result in unfair advantages for
2
one or more subgroups (e.g., Caucasians, African
Americans)?
§ What is the relevance, importance, clarity, and lack
of bias in the assessment’s items or tasks
o Local Classroom Assessment
§ Develop assessment blue prints which indicate what will be assessed as
well as the nature of the learning (e.g., knowledge, application, etc.) that
should be represented on the assessment.
§ Build a complete set of learning objectives or targets, showing number of
items and/or percentage of items/questions on the assessment devoted to
each.
§ Discuss with others (e.g., teachers, administrators, conte.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Types of assessments Formative Assessments –”are on-going assessments, reviews, and observations in a classroom. Teachers use formative assessment to improve instructional methods and student feedback throughout the teaching and learning process. For example, if a teacher observes that some students do not grasp a concept, she or he can design a review activity or use a different instructional strategy. Likewise, students can monitor their progress with periodic quizzes and performance tasks. The results of formative assessments are used to modify and validate instruction ( http://fcit.usf.edu/assessment/basic/basica.html).”
3. Types of Assessment Summative Assessment-”are typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time. The goal of summative assessments is to make a judgment of student competency after an instructional phase is complete. For example, in Florida, the FCAT is administered once a year -- it is a summative assessment to determine each student's ability at pre-determined points in time. Summative evaluations are used to determine if students have mastered specific competencies and to identify instructional areas that need additional attention (http://fcit.usf.edu/assessment/basic/basica.html).”
4. Examples of Formative and Summative Assessments http://fcit.usf.edu/assessment/basic/basica.html
5. Best Practices in Assessments Create clear, Appropriate Learning targets- In order to assess student: Knowledge- This involves;” what students need to know (Santrock,p.597) “ Reasoning/Thinking-”An important learning goal is for students not just to acquire knowledge but also to be able to think about the knowledge using problem solving, inductive, and deductive reasoning, strategies, and critical thinking (597).”
6. Best Practices in Assessment Products- “Are samples of students 'work, essays, term papers, oral reports, and science reports reflect students’ ability to use knowledge and reasoning (Santrock,p.597).” Affect- “ Affective targets’ are students’ emotions, feelings and values. Help students develop self-awareness, manage emotions, and handle relationships (598).’
7. Reasons to Assess “Let learners gauge progress toward their goals Emphasize what is important and thereby motivate learners to focus on it Let learners apply what they have been learning-and thereby learn it more deeply Certify that learners have mastered certain knowledge or skills as part of a legal or licensing requirement. Diagnose learners’ skills and knowledge so they can skip unnecessary learning (Horton p.216).”
8. How to design an effective assessment First decide what you want to measure Next select the types of questions you want to use subjective or objective. Select how you will score the assessment by human or computer? Make sure you right clear and concise questions. Know how to design meaningful questions that ask what needs to be learned. Give quick and positive feedback
9. Types of questions True/false- “are used to measure a learners ability to make categorical, either or judgments (Horton,p.220).” When to use, to ask if:”a statement is right or wrong, will a procedure work or not, is a procedure safe or unsafe, does an example comply with standards, should you approve or reject a proposal, which 2 alternatives should I pick (221). Click to view an example http://screencast.com/t/2vQSwdJkT
10. True/False continued How to design- Require thought;” ask more than one true/false on a subject/phrase questions in different ways. Analyze questions to ensure the same number, and phrase the question in neutral terms(Horton,p.222).” How to score- “penalize for guessing, require high scores, and ask a lot of questions (223).”
11. Types of questions continued Pick- one-”are used to measure the learners ability to; recognize the one correct answer in a list. To identify a member of a category or assign an item or concept (Horton,p.220).” When to use;’ Rating along a scale, recognizing a member of a specific category, recognizing the main cause of a problem, picking superlatives, selecting the best course of action (225).’ Click to view an example; http://screencast.com/t/k1nt2kiQ3PW
12. Types of questions continued Pick Multiple;” are used to measure the learners ability to recognize multiple correct answers in a list. To recognize characteristics that apply to an object or concept (Horton,p.220).” When to pick-”when picking items that meet a criterion, making a quick series of yes-no decision, and picking examples or non-examples of a principle (229). “ Click to view example http://screencast.com/t/0aHApTNv
13. Types of questions Continued Fill-In-the-blank-” are used to measure learners ability to recall names, numbers, and other specific facts(Horton,p.220).” When to use:”to verify that learners have truly learned the names of things for example to recall, technical or business terms, part numbers, abbreviations, commands and statements in a programming language and for vocabulary in a foreign language (231).” Click to view an example http://screencast.com/t/dcl0Inqn
14. Fill in the blank questions continued How to design fill in the blank questions ;”Make sure the context provides enough clues so that the learner can fill in the blank, phrase the question to limit the number of correct answers, phrase the question so that answers can be evaluated, accepts synonyms, tell learners how to phrase their answers, if question is complex split it into separate questions, tell learners the length, the format, required parts, and other constraints on free-form input (232).’
15. Types of questions continued Matching-list:” are used to measure the learners 'ability to identify associations between items in 2 lists, as between events and their causes or terms and their definitions (Horton,p.220).” Require students to;” specify which items in one list corresponds to items in another(234)”. Use matching-item questions to "measure knowledge of the relationships among concepts, objects and components(235).” Click to view an example http://screencast.com/t/2GtcqS6GCk
16. Matching Questions continued How to design matching questions;”write list items clearly, keep the list items clearly, do not mix categories within the list, let learners indicate matches simply, eliminate the ‘process-of-elimination’(Horton, p.236).”
17. Types of questions continued Sequence- Are used to measure learners’ ability to identify the order of items in a sequence, such as chronological order or ranking scheme (Horton,p.220).” When to use: : use sequence questions to measure learners’ ability to put items into a meaningful order. For example historical events, steps of a procedure by order performed, phases of a process by order in which they occur, logical arguments in inductive or deductive order, rankings of value, and remedies by probability of success (237).” Click to view an example http://screencast.com/t/bPsuDFjQHGt
18. Sequence questions continued How to create sequence questions;” do not use sequence questions if there is more than one right sequence, use only distinct items familiar to learners, specify the criterion for the sequence, specify only one criterion for the sequence (Horton,p.237).” Score fairly; “ give partial scores for items near their correct location, score each item individually, use sequence test questions for practice when scores are not recorded (238).”
19. Types of questions continued Composition-”Are used to measure the learners ability to create original explanation, story, sketch, or other piece of work (Horton. 220)”. Use composition questions to;” evaluate complex knowledge higher order skills, and creativity for example; synthesize an original solution to a problem, recognize and express complex or subtle relationships, analyze a complex object or situation, format or justify an opinion by weighing evidence or to resolve conflicting opinions and contrary evidence(239).” Click to view an example http://screencast.com/t/xlnQbuz6
20. Composition questions continued How to design;” require breadth and depth questions, require original thinking, disallow copy-and- paste responses, let learners respond in the medium of their choice, be specific, give responses, limit the number of compositions questions(Horton, p.240).”. Scoring-” be specific about: Characteristics of the answer need to be present, items it must include, facts it must mention, media it must use, conclusions the learner should draw and recommendations it should make(240).”
21. Types of questions continued Performance questions;”are used to measure learners’ ability to perform a step of a procedure, typically in a simulation (Horton, p. 220).” When to use performance questions;” performance questions help is test whether someone can perform a task for example, when you are testing the ability to perform a procedure rather than an abstract knowledge about a subject, the procedure is complex requiring learners to make decisions, not merely follow a sequence of steps, the speed of performing the task is important to its success, and when you are qualifying people to perform a task in the real world (243).” Click to view an example http://screencast.com/t/8I47mTkFZN
22. Performance questions continued How to design-” Simplify test, state the goal clearly, explain the question and spell out scoring rules (Horton, p.243-44).”
23. Conclusion When creating an effective assessment/test a teacher has to keep in mind what they want to test. First they need to think why and what they are testing. Then they need to put their focus on creating questions that will reflect what it is they want their students to know. The more a teacher focuses on what it is they want their students know the better they will create the questions they put together to assess.