7. testing · 7.9 reliability 7.10 test bias 7.11 using tests appropriately 7.12 summary. 7.1...
TRANSCRIPT
7. Testing
Testing: Big Questions •How do teachers
construct tests?•How are teacher-made
tests like/unlike standardized tests?•What information comes
from test results?
7.1 Instructional Objectives
7.2 Teacher-Developed Tests in the Classroom 7.3 Formative Evaluation
7.4 Classroom Grading Approaches
7.5 Criterion- Referenced Testing
7.6 Norm-Referenced Testing
7.7 Interpreting Norm- Referenced Tests Scores
7.8 Validity
7.9 Reliability 7.10 Test Bias 7.11 Using Tests Appropriately 7.12 Summary
7.1 Instructional Objectives
Objectives: Checklist for learning •More specific than goals •What students should know
or be able to do by end of lesson ➔ descriptive verbs! • Taxonomies provide
hierarchies of increasing sophistication•Bloom: Cognitive, affective,
psychomotor
Bloom’s taxonomies •Cognitive most used• 6 levels: remember,
comprehend, apply, analyze, evaluate, create •Objective: “Students will
compare and contrast yurts and tipis, in 3 key features.” •Note task, level (analysis),
criteria ➔ “Mastery learning” system
7.2 Teacher-Developed Tests in the Classroom
Classroom assessmentBackward planning as a “best practice”1. Write objective with
taxonomy-level verb and criteria for mastery
2. Create Assessment/test that fits objective
3. Plan learning activities that support and prepare students for mastery
Classroom tests• Essay: for comprehension,
analysis; needs criteria• Multiple choice, matching
for recognition • T/F, fill blanks for recall• Problem-solving for
application/analysis ➔ Consider pros/cons and kind of students who benefit
Performance-based or authentic assessment 1• Portfolio showing
progress • Exhibition, e.g. posters
• Demonstration, e.g. slide shows, videos
• For individual or group assessment
Authentic assessment 2
Rubric with criteria for scoring (posted for all to see)
10 points 5 pointsSources Over 5 Under 5Facts Over 10 Under 10Format Correct ErrorsGraphics Over 5 Under 5
7.3 Formative Evaluation
Formative assessments 1•Assess/evaluate learning
needs before instruction (aka “pretest”)•Determine previous
knowledge on topic or skill •Determine readiness for
skill or topic
Formative assessments 2•Check understanding,
monitor progress during learning cycle • Spot errors for re-teaching •Give feedback and
suggestions •Check readiness for final
(summative) assessment (aka “posttest”)
7.4 Classroom Grading Approaches
Assigning grades 1When student gets a grade for work, what does he/she think it means? • This is what I am worth • This how I compare with
classmates• This is what teacher thinks
of me • This is how well I learned
Assigning grades• Letter grades: A, B, C, D, F•Absolute: 10 points per letter •Curve (relative): comparative
scaling (force bell curve?)•Descriptive (short or long) • Performance rating (with
rubric/criteria)•Mastery checklist (# of
attempts not important)
7.5 Criterion-Referenced Testing
Criterion referencing• Emphasis on mastery of
specific skills/objectives •Good for topics that can be
broken into small objectives •Good for topics that have
hierarchy of skills (e.g. math) •Must master skill A before
you can understand and master skill B
Criterion referencing• Set-up: objective and
performance criteria to prove mastery for each skill(e.g. 80% correct answers)•No comparisons (and no
time constraints?) ➔ move to next level at own pace
7.6 Norm-Referenced Testing
Norm referencing• “Standardized” •Comparative with other
students •Achievement tests
(what has been learned, e.g. state/graduation test) •Aptitude tests
(predict future success, e.g. IQ, SAT, GRE)
7.7 Interpreting Norm-Referenced Test Scores
Analyzing test results (1)•Raw scores ➔ derived
(comparative) score • “Normed” with large
samples of test-takers•Norming = fitted onto normal
distribution (bell curve) •Bell curve: mean/average
(skewed by extremes), median (middle #), and mode (most frequent) are same
Analyzing test results (2)Statistical descriptors •Areas of distribution marked
by standard deviations = deviations from average• Example: IQ tests 100 = avg.;
34% either side of average• Z-scores: # standard
deviations +/- from average • Stanines: #5 in center; 1-4
below, 6-9 above
Analyzing test results (3)More statistical descriptors• Percentiles = % of students
performing same or below• Example: 80th percentile =
performs better than 80% of others
•Grade-level equivalents = • Example: 3.4 = 3rd grade,
4th month
7.8 Validity
How is a test valid?• Validity: accuracy measure•Content: match what was in
curriculum • Face: appropriate format•Criterion-related: items
match objectives • Predictive: match future
performance •Construct: match other tests
7.9 Reliability
How is a test reliable?•Reliability = consistency • Test-retest
• Alternate/parallel (versions) • Split-half = odds/evens • Kuder-Richardson = 1
test
• Perfect = 1.0, but .80 OK • 0 = no correlation • Negative value = as one
factor goes up, other down
7.10 Test Bias
Can a test be biased?• If content or format favors
one SES, race, culture, gender, or learning style • Shows up in form/content
of test question or answer • Partial solution: test in
students’ native language •Not bias: Males vary more
than females in achievement scores
7.11 Using Tests Appropriately
Testing: Use wisely •Check validity and standard
error of estimate (score +/-)•Check reliability and
standard error of measurement (confidence interval) caused by degree of unreliability •Consider how scores and
results will be used
7.12 Summary
Testing the test •What are you trying to find
out, and at what point in learning cycle? •Does a test report skill
achievement or compare students? •Does a test measure what it
should, consistently and without bias to any learner?