Assessment - ANS A systematic way to get a fix on students' status, alternative ways to evaluate learning outcomes, and a broad, nonrestrictive label for the kinds of testing and measuring teachers do.
Traditional reasons for teachers to assess - ANS - Assign grades
- Monitor pr...
Assessment - ANS A systematic way to get a fix on students' status, alternative ways to
evaluate learning outcomes, and a broad, nonrestrictive label for the kinds of testing and
measuring teachers do.
Traditional reasons for teachers to assess - ANS - Assign grades
- Monitor progress
- Measure student's current status
- Determine instructional effectiveness
New reasons why teachers assess - ANS - Performance on accountability tests that
influence public perception of educational effectiveness
- Federal initiative to use students' scores to evaluate teachers
- Tests should not be instructional after thoughts (clarify instructional intentions to improve
instructional quality)
High-stakes testing - ANS An assessment where important consequences ride on the
results. Example - federally required accountability tests
Explain (or identify) the difference in norm-referenced vs. criterion-referenced. - ANS The
difference is rooted in the interpretation of the test scores.
Norm-referenced - Interpret performance in relation to a group - the "norm". Individual's
performance relative to the group's performance.
Criterion-referenced - interpret performance in relation to curricular aim mastered.
What is NAEP/what do they do? - ANS - National Assessment of Educational Progress -
Congressionally mandated project to assess reading, writing, math, US History, geography,
civics, arts, and science starting in '69.
- Originally assessed students at ages 9, 13, & 17. In '80 it was updated to assess students in
grades 4, 8, & 12.
What is reliability and why is it important? - ANS - The general concept of score
consistency across instances of testing
- Indicates how well a test is measuring what it says it is going to measure
What is test-retest and what does it measure? - ANS This is a type of reliability test.
- Measures the stability of test scores over time
, - The same test is given twice to 2 different groups of students. Then the correlation coefficient
is calculated between the 2 sets of responses
Provide a brief description of the three types of reliability evidence. - ANS - Test-Retest -
shows stability of test over time
- Alternate Forms - equivalency of two forms of an assessment
- Internal consistency - degree of homogeneity in the test items
What is classification-consistency? - ANS - A way to calculate stability of test-retest
evidence where test results are used to classify test takers into categories. Measures the
consistency of the test taker's classification. If the proportion of students who are placed in the
same classification category
- (ex: pass/fail, or adequate mastery/needs further instruction) on two testing occasions or by
using two forms of the same test is consistent there is classification consistency.
What is Standard Error of Measure (SEM)? - ANS Measures consistency of an individual's
score. The lower the SEM the more consistent
the scores. Estimates the amount of variability in an individual score if the test was administered
to the individual many times. If the accountability test has a large SEM, then it's likely that a
student whose score is near the cutoff could have been misclassified.
What is validity and what does it focus on? - ANS An overall evaluation of the degree to
which a specific interpretation of a test's results is supported and it focuses on the accuracy of
interpretations
Provide a response to a colleague who claims her test is a valid test. - ANS There is no
such thing as a valid test. A well structured test administered in unsuitable circumstances can
lead to invalid results
Identify brief descriptions of the four sources of validity evidence. - ANS - Test Content-
extent to which an assessment procedure adequately represents the content of the curricular
aims being measured.
- Response Processes-The degree to which the cognitive processes test-takers employ during a
test support an interpretation of a specific test use
- Internal Structure-extent to which the internal organization of a test confirms an accurate
assessment of the construct supposedly being measured
- Relations to Other Variables- degree to which an inferred construct appears to exist and has
been accurately measured for the intended use *most commonly seen by teachers
Identify the most important type of evidence for classroom assessments. - ANS Content
related evidence
What is alignment? - ANS Assessing if tests properly measure student's status with respect
to the curricular targets
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