The DRA is an individually administered reading assessment for students K-8 that measures accuracy, fluency, and comprehension. It was developed in the late 1980s and has undergone several revisions. While the DRA provides useful information for teachers and measures developmental reading skills, some questions remain about the adequacy of its development and validation process. Specifically, more evidence is needed to demonstrate its criterion-related and construct validity through external reviews and statistical analysis of results.
This document provides an overview and training on how to administer the DRA2 Developmental Reading Assessment. It discusses the goals of understanding and using the DRA2 materials and procedures to assess students' reading levels. Key aspects covered include the assessment components, guidelines, processes, scoring methods, and how to interpret the data to guide instruction. The training aims to equip educators to properly conduct DRA2 assessments and analyze results to help students improve their reading proficiency.
Administering the DRA 2: Diagnostic Reading AssessmentFaymus Copperpot
This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
EdTPA Online Module 2. Orientation to the Handbook and Rubricslhbaecher
This document provides an overview of Module 2 which aims to orient students to the structure and logic of the edTPA handbook and rubrics. The objectives are to familiarize students with how the handbooks and rubrics are organized, the components of each of the three edTPA tasks, what students need to think about, do, and write for each task, and how evidence will be assessed. It also discusses examining the rubrics and levels, and reviewing the other sections of the handbook such as templates before beginning to plan the edTPA learning segment.
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
This study examines writing self-efficacy among Thai EFL students. It aims to investigate sources of writing self-efficacy, how those sources impact students, and the relationship between self-efficacy and writing performance. The study will administer a writing test, questionnaires on self-efficacy sources and writing self-efficacy, and a focus group. It will analyze sources of self-efficacy between high, medium, and low performers and the relationship between self-efficacy and performance. The goal is to validate a Thai questionnaire measuring self-efficacy sources.
The Role of Writing and Reading Self Efficacy in First-year Preservice EFL Te...Seray Tanyer
A conference paper presented at GlobELT 2015: An International Conference on Teaching and Learning English as an Additional Language (16 – 19 April 2015)
This document discusses essay tests as an assessment method. It defines essay tests as those requiring extended written responses. It describes the key features and types of essay questions, including extended and restricted response questions. The document outlines the advantages and disadvantages of essay tests, and provides suggestions for developing, administering, scoring and evaluating essay tests effectively.
This document provides an overview and training on how to administer the DRA2 Developmental Reading Assessment. It discusses the goals of understanding and using the DRA2 materials and procedures to assess students' reading levels. Key aspects covered include the assessment components, guidelines, processes, scoring methods, and how to interpret the data to guide instruction. The training aims to equip educators to properly conduct DRA2 assessments and analyze results to help students improve their reading proficiency.
Administering the DRA 2: Diagnostic Reading AssessmentFaymus Copperpot
This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
EdTPA Online Module 2. Orientation to the Handbook and Rubricslhbaecher
This document provides an overview of Module 2 which aims to orient students to the structure and logic of the edTPA handbook and rubrics. The objectives are to familiarize students with how the handbooks and rubrics are organized, the components of each of the three edTPA tasks, what students need to think about, do, and write for each task, and how evidence will be assessed. It also discusses examining the rubrics and levels, and reviewing the other sections of the handbook such as templates before beginning to plan the edTPA learning segment.
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
This study examines writing self-efficacy among Thai EFL students. It aims to investigate sources of writing self-efficacy, how those sources impact students, and the relationship between self-efficacy and writing performance. The study will administer a writing test, questionnaires on self-efficacy sources and writing self-efficacy, and a focus group. It will analyze sources of self-efficacy between high, medium, and low performers and the relationship between self-efficacy and performance. The goal is to validate a Thai questionnaire measuring self-efficacy sources.
The Role of Writing and Reading Self Efficacy in First-year Preservice EFL Te...Seray Tanyer
A conference paper presented at GlobELT 2015: An International Conference on Teaching and Learning English as an Additional Language (16 – 19 April 2015)
This document discusses essay tests as an assessment method. It defines essay tests as those requiring extended written responses. It describes the key features and types of essay questions, including extended and restricted response questions. The document outlines the advantages and disadvantages of essay tests, and provides suggestions for developing, administering, scoring and evaluating essay tests effectively.
The document provides an agenda for a teacher training on the Common Core State Standards. It includes:
1) An introduction by Danette Morrell and overview of the session norms.
2) A presentation on the Common Core State Standards by Haydee Rodriguez, including what the standards are, why they were made, their features in English and math, and the assessment timeline.
3) Small group and partner activities for teachers to discuss sample assessment questions and ensure understanding of key terms related to implementing the standards.
Chapter 3(designing classroom language tests)Kheang Sokheng
This document discusses key considerations for designing classroom language tests. It begins by outlining 5 critical questions to guide test design: 1) purpose of the test, 2) objectives, 3) how specifications reflect purpose and objectives, 4) task selection and arrangement, and 5) scoring and feedback. It then elaborates on each question, providing guidance on defining the test purpose and objectives, ensuring specifications align, selecting authentic and practical tasks, and determining appropriate feedback. The document also outlines common test types like proficiency, placement, and achievement tests and gives practical steps for test construction, including assessing clear objectives, developing specifications, devising tasks, and designing multiple-choice items.
This document provides an overview of subjective tests, which require students to write out original answers in response to questions. It focuses on short answer questions and essay tests. Short answer questions are open-ended questions that require brief responses to assess basic knowledge. Essay tests allow for longer written responses to assess higher-level thinking. Both have advantages like measuring complex learning, but also disadvantages like subjectivity and difficulty in scoring responses. The document provides guidance on constructing effective short answer questions and essay prompts to reduce subjectivity.
The document discusses the development of objective assessment tools. It begins by outlining the intended learning outcomes, which are to define concepts related to objective tests, develop valid and reliable objective tests, and evaluate objective tests. It then discusses the rationale for assessment, including improving student learning and teaching. The types of objective tests are defined, including selection and supply types. The steps in planning an objective test are outlined, including identifying test objectives, deciding on the test type, and preparing a table of specifications. Characteristics of good tests like validity and reliability are also discussed.
This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students to assess comprehension through techniques like think-alouds and running records. Portfolios also allow teachers and students to monitor reading progress. Effective assessment considers both decoding skills and comprehension strategies.
This document contains instructions and assignments for an English teaching course. It warns that plagiarism will result in zero marks and outlines the deadlines and requirements for two assignments. Assignment 1 involves discussing the position of English in Pakistan, problems of bilingualism and their solutions, language teaching methodologies with a focus on grammar translation, and listening and reading skills. Assignment 2 involves the essentials of good writing, importance of visual aids in teaching English with examples, understanding of assessment and differences between summative and formative assessment, steps of lesson planning, and important aspects of English vocabulary.
1. The document discusses essay type questions, their advantages and disadvantages as an assessment tool.
2. Essay questions allow for freedom of response but are time-consuming to score and more subjective than other assessments.
3. The document provides tips for constructing and scoring essay questions effectively to accurately evaluate students' knowledge and skills.
The document discusses a training session on assessment foundations. It covers defining assessment, using data effectively, developing a shared vocabulary, principles of literacy assessment, and the five critical areas of reading according to the National Reading Panel. Participants will complete assignments to develop an assessment kit, case study, and group presentation on assessing and teaching a reading skill.
This document discusses constructing and scoring subjective test items, specifically essay tests. It provides guidance on developing essay test questions, including extended and restricted response items. Scoring methods like analytic and holistic rubrics are covered. The key steps in developing a scoring rubric are outlined, which is an organized way to assess student work and provide feedback. Rubrics make teacher expectations clear and support student learning.
The document describes the Test of Reading Comprehension (TORC-3), which measures reading comprehension abilities in students ages 7-17. It aims to identify students struggling with reading, determine strengths/weaknesses, and measure progress from interventions. The TORC-3 consists of several subtests measuring vocabulary, syntax, paragraph comprehension, sentence ordering, and direction following. It provides scores in raw points, grade/age equivalents, percentiles, and standard scores to evaluate a student's reading level compared to peers. Consistency across subtests or weaknesses in specific areas can indicate needs. The TORC-3 was updated from previous versions to address criticisms around its normative sample.
The document discusses multiple choice questions, including their history, characteristics, advantages, disadvantages, limitations, and tips for writing good questions. It notes that multiple choice questions are widely used in educational testing and can assess a broad range of content efficiently but require careful writing to avoid flaws like grammatical inconsistencies between options. Good questions should sample important concepts and have answer difficulty distributed appropriately.
This document discusses objective tests, including what they are, their categories and types. Objective tests are those where the scoring rules do not allow for subjective judgments. They have selected and constructed response formats. Some common types are true/false, multiple choice, matching, fill-in-the-blank, and labeling. Objective tests are easier to score objectively but can only measure factual knowledge directly. They require careful construction to be effective.
This document provides guidance for teachers on how to effectively implement the Reading Success intervention program to improve students' reading comprehension. It emphasizes explicit instruction of comprehension strategies, gradual release of support, and continual review of skills. Teachers are advised to closely monitor students as they work independently, providing scaffolding or stepping in to guide students who are struggling. The program uses a track sequencing approach to carefully introduce and build upon concepts over multiple lessons.
The document discusses strategies for adopting, developing, or adapting language tests for a specific language program. It provides considerations for selecting commercially available tests or adapting existing tests to better fit the needs and objectives of the program. Developing new tests requires the most resources but allows for perfect customization. Adapting tests involves administering them, selecting well-performing items, and creating new items to develop a revised test tailored to the target population. Proper test administration, scoring, and result interpretation are also discussed.
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Objective type tests items - Merits and Demerits || merits and Demerits of ob...Samir (G. Husain)
This document presents information on objective type tests, including their definition, types, merits, and demerits. Objective type tests measure characteristics independently of rater bias and require predetermined correct answers. There are two main types: recall and recognition. Merits include objectivity and preventing subjectivity, while demerits include limiting depth of knowledge and increased chance of guessing. The concept of negative marking is introduced to reduce guessing by deducting points for incorrect answers. In conclusion, while all test items have merits and demerits, objective tests introduce less subjectivity than other types.
This document discusses different types of language assessment tests, including aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on popular proficiency tests like TOEFL and IELTS, describing their purpose, format, and international recognition. The document also explains the goals and characteristics of placement tests, diagnostic tests, and short-term and long-term achievement tests. It concludes that tests serve important purposes for students by helping teachers evaluate their proficiency, identify strengths and weaknesses, and ensure continued progress.
This document provides an overview and instructions for administering the TABE Level L assessment. It discusses the purpose and structure of the TABE Level L, including the word list, pre-reading skills test, and reading skills test. It provides details on scoring procedures and determining appropriate placement based on student performance. Guidelines are also given for pre-testing students within the first months of class and post-testing after 4 months of instruction.
The document discusses critiquing and revising an assessment rubric for an 8th grade literacy portfolio. It finds issues with the reliability and validity of the original rubric. Regarding reliability, the rubric uses vague terms that could be interpreted differently. For validity, the rubric does not accurately reflect students' learning achievements. Suggested revisions include making the standards and scoring criteria more clear and specific. The portfolio assessment itself is found to have benefits like providing ongoing formative feedback, but the associated rubric requires improvement to properly measure student progress.
1) Standardized tests aim to provide objectivity and a common measure of students' knowledge across different classes and schools. However, they also risk bias against students from less privileged backgrounds.
2) When designing classroom language tests, teachers must consider item format such as multiple choice or essays, as well as how to effectively evaluate speaking, writing, listening, reading, and language use.
3) The reporting of test results should communicate student performance to various audiences in a way that provides feedback to improve learning. Standardized tests alone do not capture a student's full progress.
The document provides an agenda for a teacher training on the Common Core State Standards. It includes:
1) An introduction by Danette Morrell and overview of the session norms.
2) A presentation on the Common Core State Standards by Haydee Rodriguez, including what the standards are, why they were made, their features in English and math, and the assessment timeline.
3) Small group and partner activities for teachers to discuss sample assessment questions and ensure understanding of key terms related to implementing the standards.
Chapter 3(designing classroom language tests)Kheang Sokheng
This document discusses key considerations for designing classroom language tests. It begins by outlining 5 critical questions to guide test design: 1) purpose of the test, 2) objectives, 3) how specifications reflect purpose and objectives, 4) task selection and arrangement, and 5) scoring and feedback. It then elaborates on each question, providing guidance on defining the test purpose and objectives, ensuring specifications align, selecting authentic and practical tasks, and determining appropriate feedback. The document also outlines common test types like proficiency, placement, and achievement tests and gives practical steps for test construction, including assessing clear objectives, developing specifications, devising tasks, and designing multiple-choice items.
This document provides an overview of subjective tests, which require students to write out original answers in response to questions. It focuses on short answer questions and essay tests. Short answer questions are open-ended questions that require brief responses to assess basic knowledge. Essay tests allow for longer written responses to assess higher-level thinking. Both have advantages like measuring complex learning, but also disadvantages like subjectivity and difficulty in scoring responses. The document provides guidance on constructing effective short answer questions and essay prompts to reduce subjectivity.
The document discusses the development of objective assessment tools. It begins by outlining the intended learning outcomes, which are to define concepts related to objective tests, develop valid and reliable objective tests, and evaluate objective tests. It then discusses the rationale for assessment, including improving student learning and teaching. The types of objective tests are defined, including selection and supply types. The steps in planning an objective test are outlined, including identifying test objectives, deciding on the test type, and preparing a table of specifications. Characteristics of good tests like validity and reliability are also discussed.
This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students to assess comprehension through techniques like think-alouds and running records. Portfolios also allow teachers and students to monitor reading progress. Effective assessment considers both decoding skills and comprehension strategies.
This document contains instructions and assignments for an English teaching course. It warns that plagiarism will result in zero marks and outlines the deadlines and requirements for two assignments. Assignment 1 involves discussing the position of English in Pakistan, problems of bilingualism and their solutions, language teaching methodologies with a focus on grammar translation, and listening and reading skills. Assignment 2 involves the essentials of good writing, importance of visual aids in teaching English with examples, understanding of assessment and differences between summative and formative assessment, steps of lesson planning, and important aspects of English vocabulary.
1. The document discusses essay type questions, their advantages and disadvantages as an assessment tool.
2. Essay questions allow for freedom of response but are time-consuming to score and more subjective than other assessments.
3. The document provides tips for constructing and scoring essay questions effectively to accurately evaluate students' knowledge and skills.
The document discusses a training session on assessment foundations. It covers defining assessment, using data effectively, developing a shared vocabulary, principles of literacy assessment, and the five critical areas of reading according to the National Reading Panel. Participants will complete assignments to develop an assessment kit, case study, and group presentation on assessing and teaching a reading skill.
This document discusses constructing and scoring subjective test items, specifically essay tests. It provides guidance on developing essay test questions, including extended and restricted response items. Scoring methods like analytic and holistic rubrics are covered. The key steps in developing a scoring rubric are outlined, which is an organized way to assess student work and provide feedback. Rubrics make teacher expectations clear and support student learning.
The document describes the Test of Reading Comprehension (TORC-3), which measures reading comprehension abilities in students ages 7-17. It aims to identify students struggling with reading, determine strengths/weaknesses, and measure progress from interventions. The TORC-3 consists of several subtests measuring vocabulary, syntax, paragraph comprehension, sentence ordering, and direction following. It provides scores in raw points, grade/age equivalents, percentiles, and standard scores to evaluate a student's reading level compared to peers. Consistency across subtests or weaknesses in specific areas can indicate needs. The TORC-3 was updated from previous versions to address criticisms around its normative sample.
The document discusses multiple choice questions, including their history, characteristics, advantages, disadvantages, limitations, and tips for writing good questions. It notes that multiple choice questions are widely used in educational testing and can assess a broad range of content efficiently but require careful writing to avoid flaws like grammatical inconsistencies between options. Good questions should sample important concepts and have answer difficulty distributed appropriately.
This document discusses objective tests, including what they are, their categories and types. Objective tests are those where the scoring rules do not allow for subjective judgments. They have selected and constructed response formats. Some common types are true/false, multiple choice, matching, fill-in-the-blank, and labeling. Objective tests are easier to score objectively but can only measure factual knowledge directly. They require careful construction to be effective.
This document provides guidance for teachers on how to effectively implement the Reading Success intervention program to improve students' reading comprehension. It emphasizes explicit instruction of comprehension strategies, gradual release of support, and continual review of skills. Teachers are advised to closely monitor students as they work independently, providing scaffolding or stepping in to guide students who are struggling. The program uses a track sequencing approach to carefully introduce and build upon concepts over multiple lessons.
The document discusses strategies for adopting, developing, or adapting language tests for a specific language program. It provides considerations for selecting commercially available tests or adapting existing tests to better fit the needs and objectives of the program. Developing new tests requires the most resources but allows for perfect customization. Adapting tests involves administering them, selecting well-performing items, and creating new items to develop a revised test tailored to the target population. Proper test administration, scoring, and result interpretation are also discussed.
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Objective type tests items - Merits and Demerits || merits and Demerits of ob...Samir (G. Husain)
This document presents information on objective type tests, including their definition, types, merits, and demerits. Objective type tests measure characteristics independently of rater bias and require predetermined correct answers. There are two main types: recall and recognition. Merits include objectivity and preventing subjectivity, while demerits include limiting depth of knowledge and increased chance of guessing. The concept of negative marking is introduced to reduce guessing by deducting points for incorrect answers. In conclusion, while all test items have merits and demerits, objective tests introduce less subjectivity than other types.
This document discusses different types of language assessment tests, including aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on popular proficiency tests like TOEFL and IELTS, describing their purpose, format, and international recognition. The document also explains the goals and characteristics of placement tests, diagnostic tests, and short-term and long-term achievement tests. It concludes that tests serve important purposes for students by helping teachers evaluate their proficiency, identify strengths and weaknesses, and ensure continued progress.
This document provides an overview and instructions for administering the TABE Level L assessment. It discusses the purpose and structure of the TABE Level L, including the word list, pre-reading skills test, and reading skills test. It provides details on scoring procedures and determining appropriate placement based on student performance. Guidelines are also given for pre-testing students within the first months of class and post-testing after 4 months of instruction.
The document discusses critiquing and revising an assessment rubric for an 8th grade literacy portfolio. It finds issues with the reliability and validity of the original rubric. Regarding reliability, the rubric uses vague terms that could be interpreted differently. For validity, the rubric does not accurately reflect students' learning achievements. Suggested revisions include making the standards and scoring criteria more clear and specific. The portfolio assessment itself is found to have benefits like providing ongoing formative feedback, but the associated rubric requires improvement to properly measure student progress.
1) Standardized tests aim to provide objectivity and a common measure of students' knowledge across different classes and schools. However, they also risk bias against students from less privileged backgrounds.
2) When designing classroom language tests, teachers must consider item format such as multiple choice or essays, as well as how to effectively evaluate speaking, writing, listening, reading, and language use.
3) The reporting of test results should communicate student performance to various audiences in a way that provides feedback to improve learning. Standardized tests alone do not capture a student's full progress.
What does ‘Reliability’ mean?
Types of Reliability.
Factors which can affect the scores of test papers(reliability).
What does ‘Validity’ mean?
Understanding the differences between reliability and validity.
This document discusses reliability and validity in language testing. It defines reliability as the consistency of test results and identifies three types: test-retest, parallel-forms, and internal consistency reliability. Validity refers to how well a test measures what it intends to measure. The document lists four types of validity - face, content, criterion-related, and construct validity. It emphasizes that a test needs to be both reliable, in producing consistent results, and valid, in accurately measuring the intended construct, to draw meaningful conclusions from test scores.
This document discusses reliability and validity in language testing. It defines reliability as the consistency of test results and identifies three types: test-retest, parallel-forms, and internal consistency reliability. Validity refers to how well a test measures what it intends to measure. The document lists four types of validity - face, content, criterion-related, and construct validity. It emphasizes that a test needs to be both reliable, in producing consistent results, and valid, in accurately measuring the target construct, to draw meaningful conclusions from test scores.
Standardized tests have evolved since originating in China in 1880 and being used in World War 1 in the US. They are now used to assess various skills from driver's licenses to academic admissions. The document discusses the purpose, design, administration, and reporting of standardized tests. It emphasizes establishing consistent assessment, facilitating comparisons, and communicating results clearly to various stakeholders. Different types of test items and formats are discussed, including multiple choice, essays, and language-specific tests for reading, writing, listening, and speaking skills.
The document discusses the concepts of validity and reliability in educational assessment. It defines validity as the accuracy of inferences made based on assessment results, particularly whether an assessment truly measures the intended learning outcomes. There are three main types of validity evidence: content, criterion, and construct-related evidence. An assessment is valid if it represents the targeted learning content and yields results that correlate with other measures of the same skills. Threats to validity include unclear instructions, inappropriate test items, and other technical flaws. Maintaining validity requires careful test construction and alignment between assessments, curriculum, and instruction.
A Comparison Of The Performance Of Analytic Vs. Holistic Scoring Rubrics To A...Richard Hogue
This document compares the performance of holistic and analytic scoring rubrics for assessing L2 (second language) writing ability. It discusses how holistic rubrics provide a single overall score while analytic rubrics score different components of writing separately. The study investigated which type of rubric better separated examinees by writing proficiency level using Rasch analysis of writing samples from an English placement exam. Results suggested the analytic rubric may be better for diagnostic and placement purposes as it distinguished examinees across a wider range of writing abilities, while the holistic rubric categories were underused.
Pilot Study for Validity and Reliability of an Aptitude TestBahram Kazemian
The study was conducted in the department of the English University of Gujrat during Spring- 2012 semester. A question
paper was designed to check the aptitude of the intermediate students of population 25. There were three sections; Grammar, vocabulary and reading comprehension, in the question paper. Section: A (Grammar) was proved valid with 84.33 % of validity. The validity of Section: B (vocabulary) and Section C (reading comprehension) were 91.64 % and 52.00 respectively. As a whole, the validity of all the questions was 75.99 %. Thus, the designed aptitude test may be considered reliable.
This document discusses standardized testing for English proficiency. It explains that standardized tests provide objective and consistent measurements of students' English language skills, allowing for fair comparisons. This helps evaluate students, teachers, schools, and informs curriculum development. Standardized tests also play an important role in college admissions and job applications by providing a common metric to evaluate applicants' English skills. The document also discusses different types of standardized tests, how to design and implement classroom language tests, and considerations for developing standardized test items and reporting formats.
Standardized tests were initially used in China to assess government job applicants based on their knowledge of Confucian philosophy and poetry. During World War I, tests were developed to measure the mental abilities of military recruits. Over time, standardized tests have become widely used for purposes like driver's licenses, job placements, and academic admissions. The advantages of standardized tests include their ability to objectively score and compare performance across groups, but they may not fully capture an individual's skills due to factors like test anxiety.
The document discusses a study that was conducted to validate test papers used at Saint Paul School of Business and Law and relate the validity of the test papers to student performance. 50% of test papers from the previous term were analyzed by experts using a checklist. The validity of test papers was found to have a moderately small positive correlation with student performance. Based on the results, guidelines for standardized test construction were formulated to improve the quality of assessment at the institution. The guidelines differentiate requirements for theory-based versus skill-based subjects. The study aims to establish best practices and standards for test development and administration at the school.
This document discusses research on how raters assess integrated writing tasks that require students to incorporate information from external sources. It makes three key points:
1) Previous research has examined the criteria raters use and strategies they employ, but little is known about how raters evaluate source use in integrated writing tasks.
2) Understanding rater cognition is important for validating writing assessments. This study uses think-aloud protocols and interviews to examine how raters approach and score reading-to-write tasks.
3) The complexity of integrated tasks warrants careful consideration of how they are scored to ensure valid interpretation of student performance.
Organizing and Evaluating Results from Multiple Reading Assessmentsrathx039
The document discusses organizing and analyzing data from multiple reading assessments. It recommends mapping student scores on different assessments to independent, instructional, and frustration reading levels to identify inconsistencies. A table shows sample student data from four assessments mapped to reading levels and averaged into a composite score. This approach provides teachers a comprehensive understanding of student achievement to guide instructional decisions.
This document provides an overview of key concepts and issues related to language assessment. It begins by defining common terms like assessment, testing, measurement and evaluation. It then describes different types of assessment including formal/informal and formative/summative. Issues discussed include discrete-point vs integrative testing and traditional vs alternative assessments. Current topics like computer-based testing and views of intelligence are also covered. The document aims to outline the concepts, methods and debates within the field of language assessment.
The assessment of deep word knowledge in young learnersCindy Shen
The document summarizes a study that assessed deep word knowledge in young first and second language learners. The study developed a Word Association Task (WAT) to measure productive lexical knowledge. 795 Dutch-learning third and fifth graders completed the WAT and a definition task. Results showed the WAT had acceptable reliability and validity, though it measured a slightly different construct than the definition task. While easy to administer, the WAT only partially overlapped with definition scores, suggesting it provides a different perspective on deep word knowledge.
The document discusses various principles and types of assessment. It describes norm-referenced tests, which compare students to a sample group, and criterion-referenced tests, which measure performance against a standard. It also distinguishes between survey tests, which provide an overview of skills, and diagnostic tests, which assess specific areas in more depth. Dynamic assessment is discussed as a way to determine a student's potential through assisted testing and trial teaching. The purpose of assessment should be to improve instruction and determine optimal learning circumstances for students.
This document provides an overview of key concepts in test development, including definitions of different types of tests. It discusses what constitutes a test and how tests are used to measure ability or knowledge in a given domain. The document also covers important criteria for evaluating tests, including practicality, reliability, and validity. Specifically, it examines how tests should be practical to administer, consistent in scoring (reliable), and actually measure what they aim to measure (valid). The document then defines and describes common types of language tests, such as proficiency tests, diagnostic tests, placement tests, achievement tests, and aptitude tests.
This document summarizes a research paper on assessment criteria in EFL writing skills. The paper examines university tutors' and students' understanding of assessment criteria used to evaluate writing. The analysis found that most tutors did not inform students about assessment criteria or discuss them, affecting students' ability to achieve higher grades. This was likely due to tutors' lack of knowledge about the importance of involving students in the criteria. The findings suggest re-thinking how assessment criteria are used to potentially improve teaching and learning, especially for EFL students in Libya.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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2. AUTHORS
Joetta Beaver
With a bachelor of science in elementary education and master's degree in
reading from The Ohio State University, Joetta Beaver worked as an
elementary teacher (K-5) for 30 years, as well as a K-5 Language
Arts/Assessment coordinator and an Early Education teacher-leader. She is
the primary author of DRA2 K-3, co-author of DRA2 4-8 and Developing
Writer's Assessment (DWA), consultant, and speaker.
Mark Carter, PhD
With assessment the focus of much of his professional work, Mark Carter
served as a coordinator of assessment for Upper Arlington Schools (where
he currently teachers fifth grade), conducted numerous seminars, and co-
authored DRA2 4-8, DWA, and Portfolio Assessment in the Reading
Classroom. He received his doctorate of philosophy from The Ohio State
University where he also taught graduate courses in education as an
adjunct professor.
3. OVERVIEW OF THE DRA
The Developmental Reading Assessment is a set of
individually administered criterion-referenced assessments
K-8.
Purpose: Identify students’ reading level based on
accuracy, fluency, and comprehension
Other purposes- Identify students’ strength and
weaknesses at their independent reading level, planning
instruction, monitor reading growth, and preparation for
testing expectations.
Assessment is administered one-on-one requiring students
to read specifically selected leveled assessment texts that
increase with difficulty.
Administered, scored, and interpreted by classroom
teachers.
4. DRA HISTORY & REVISIONS
1988-1997- DRA is researched and developed by Joetta Beaver and
the Upper Arlington School District
1997- DRA K-3 is published by Pearson
1999- Evaluation of the Development of Reading
2002- DRA 4-8
2004- DRA Word Analysis
2005 SRA Second Edition (DRA2), K-3 & 4-8
2006- Evaluation of the Development of Reading
2007- More than 250,000 classrooms use DRA and EDL
2008- Pearson partners with Liberty Source on DRA2 Handheld
Tango Edition
2009- DRA2 Handheld- Tango wins CODIE Award
6. ORAL READING AND FLUENCY
The total number of oral reading errors is
converted to an accuracy score using a
words-per minute (WCPM) metric.
Rating expression, phrasing, rate, and
accuracy on a 4 point scale. This begins
at level 14- the transitional level, grades
1 and 2.
7. COMPREHENSION
Levels 3-16, once the oral reading is over, the student
should take the book and read it again silently. This gives
them another opportunity to check themselves on
comprehension for retelling. Students retell what happens
in the story.
Underline information that the student is able to give, but
which requires prompting.
Note information that the student is able to give, but which
requires prompting, with a TP (teacher prompt).
Follow-up questions follow the summary and if used need
to be tallied to the left. The number of prompts to elicit more
information will be calculated as part of the comprehension
score.
8. WORD ANALYSIS
Assesses phonological awareness,
metalanguage, letter/word recognition,
phonics, and structural analysis in
grades K-3. DRA Word Analysis is
included in the new second edition of
DRA K-3.
12. KORETZ ON VALIDITY
“…Validity, which is the single most important
criterion for evaluating achievement testing.
..but, tests themselves are not valid or invalid.
Rather, it is an inference based on test scores
that is valid or invalid. ..Validity is also a
continuum: inferences are rarely perfect. The
question to ask is how well supported the
conclusion is” (Koretz, 2008, p. 31).
13. VALIDITY CONT.
Messick 1994 would argue that construct validity refers
to the inferences that are drawn about score meaning,
specifically the score interpretation and the
implications for test use (quantitative). This theoretical
framework becomes subject to empirical challenges, a
unified approach of validity
What is the test measuring?
Can it measure what it intends to measure?
14. FOUR TYPES OF VALIDATION
Predictive Concurrent
Criterion-oriented Criterion-Oriented
Validity
Content Construct
15. CRITERION VALIDITY
Predictive validity is were we draw an
inference from test scores to performance.
Concurrent Validity- studied when a test is
proposed a substitute for another, or a test is
shown to correlate with some contemporary
criterion (Cronbach & Meehl, 1955).
16. CONTENT VALIDITY
According to Yu, content validity is when we
draw
inferences from test scores to a larger domain of
items similar to those on the test, sample
population.
This selection of content is usually done by
experts.
Experts tend to lack experience in the field, and
assume that all are experts.
17. CONSTRUCT VALIDITY
According to Hunter and Schmidt (1990), construct validity is a
quantitative question rather than a qualitative distinction such as
"valid" or
"invalid"; it is a matter of degree. Construct validity can be measured
by
the correlation between the intended independent variable
(construct)
and the proxy independent variable (indicator, sign) that is actually
used.
-Yu
18. PEARSON EDUCATION ON
DRA VALIDITY
Pearson refers “…to validity of an assessment,
one looks at the extent to which the assessment
actually measures what it is supposed to
measure.” Questions to be asked when examining
validity include:
Does this assessment truly measure reading
ability?
Can teachers make accurate inferences about
the true reading ability of a student based upon
DRA2 assessment results?
19. PEARSON EDUCATION ON CONTENT
RELATED VALIDITY OF THE DRA
The content validity of a test relates to the adequacy
with which the content is covered in the test.
A “Theoretical Framework and Research,” the DRA2
incorporates reading domains to review and research
good readers with consultants and educators.
Content Validity was built into the DRA and DRA2
assessments during the development process.
20. PEARSON CRITERION RELATED
VALIDITY ON THE DRA
Criterion-related validity refers to the extent to which a
measure predicts performance on some other significant
measures, (called a criterion) other than the test itself.
Criterion validity may be broken down into two components:
concurrent and predictive.
Concurrent validity correlates the DRA to many other
reading tests:
Gray’s Oral Reading Test-4th Edition
GORT-4; Wiederholt & Bryant, 2001
DIBELS Oral Reading Fluency Test-6th Edition
Correlations Between DRA2 and Teacher Ratings
21. DRA REVIEW,
NATALIE RATHVON, PH. D.
The following evidence of validation is based
upon the review of the DRA completed by:
Natalie Rathvon, Ph. D., Assistant Clinical
Professor, George Washington University,
Washington DC, Private Practice Psychologist
and School Consultant, Bethesda, MD
(August 2006)
22. DRA CONTENT VALIDITY
In a review by Natalie Rathvon, PH.D.
Oral Fluency, running record- derived from only Clay’s Observational Survey (Clay,
1993).
Teacher surveys (return rates were 46%), conducted (ns of 80 to 175) revealed
that DRA provided teachers with information describing reading behaviors and
identifying instructional goals
There were also concerns about adequacy and accuracy of the comprehension
assessment and the accuracy of text leveling prior to 2003 before the Lexile
framework evaluated the readability in the DRA text.
Concerns about who develop and reviewed the assessment. There is no evidence
that external reviewers participated in the development, revision, or validation
process.
Rathvon states, “Means, standard deviations, and standard errors of
measurement should be presented for accuracy, rate, and comprehension scores
for field test students reading adjacent text levels to document level-to-level
progression.”
23. CONSTRUCT VALIDITY EVIDENCE
Results from Louisiana statewide DRA administrations for spring
of 2000 through 2002 for students in grades 1 through 3 (ns =
4,162 to 74,761) show an increase in DRA levels across grades,
as well as changes in DRA level for a matched sample of student
(n = 32.739) over a three year period. This indicates that the
skills being measured are developmental.
The DRA as evidence can detect changes in reading levels.
As evidenced in two studies evaluating the relationship between
Lexile Scale measures and DRA running-record format is a valid
method of assessing reading comprehension.
24. SUMMARY OF WHAT DRA IS:
An attractive reading battery modeled after an informal
reading inventory based Clay’s Observational Survey
(Clay, 1993)
Authentic Texts
Instructionally relevant measures of fluency and
comprehension
Provides meaningful results for classroom teachers,
parents, and other stakeholders
Provides encouraging evidence that the use of DRA
predicts future reading achievement for primary grade
students.
25. DRA CRITERION RELATED
VALIDITY
No concurrent validity evidence is presented documenting the
relationship between the DRA and standardized or criterion-
referenced tests of reading, vocabulary, language, or other
relevant domains for students in kindergarten or grades 4 through
8.
There is a need for studies examining the extent to which
individual students obtain identical performance levels on the
DRA and validated reading measures are especially needed.
No information is provided to document the relationship between
the DRA Word AnalysNo concurrent validity evidence is presented
for any of the DRA assessments in terms of relationship between
DRA performance and contextually relevant performance
measures, such as teacher ratings of student achievement or
classroom grades.
26. SUMMARY OF WHAT DRA IS:
Responsive to intervention for primary grade students
An assessment model that has raised teacher
awareness of student reading levels corresponding
them with appropriate texts.
Teacher reviewed and survey based on classroom
practice (return rates were 46%), conducted (ns of 80
to 175) (Rathvon, 2006)
Provided evidence that the Lexile Scale measures and
DRA running record format is a valid method of
assessing reading comprehension.
27. SUMMARY OF WHAT DRA IS NOT:
Informal reading inventories lack in reliability and validity (Invenizzi et
al,; Spector, 2005)
Provide evidence of text equivalence within levels
Provide evidence for overall reading level for half the grade levels.
Have consistent process of text selection, scoring, and
administering- vulnerable to teacher inconsistencies and judgments
(improved since Lexile model)
Provide enough evidence of criterion-related validity for older
students
Provide concurrent validity evidence documenting the relationship
between the DRA and standardized or criterion-referenced tests of
reading, vocabulary, or language in kindergarten and grades 4-8
Provided to document the relationship between the DRA Word
Analysis and any criterion measure.
28. SUMMARY OF WHAT DRA IS NOT:
Provide sufficient evidence that teachers can select texts aligned
with students’ actual reading level (or achieve acceptable levels of
scorer consistency and accuracy)
Provide evidence of demographic groups
Include external reviewers in the development, revision, and
validitaion of any DRA series
Provide complete field testing reporting
Provide theoretical rationale or empirical data supporting the
omission of a standard task to estimate student reading level.
Provide standard means , standard deviations, and standard
errors of measurement ensuring accuracy
29. WHAT DOES ALL OF THIS MEAN?
Learning about the validity of the Developmental Reading
Assessment was difficult. I have yet to administer one, but
would like to go through the process. There is no empirical
evidence that consistently supports the validity of the DRA.
There are far too many variables, and opportunities for human
behavior to alter results and effect the variability.
However, the difference in how teachers approach the
diagnostics of the reading levels of students, and the
awareness of getting leveled texts in the classroom has
changed dramatically over the past few years. The changes
in reading instruction based on results of the DRA (though not
valid) has changed reading instruction in our district.