assessment by reginald smith
TRANSCRIPT
Assessment by Reginald Smith
APT 501
October 15, 2016
Background:
An “assessment” is not just a test, but a range of items used to gauge a learner’s abilities and progress as well as quality of instruction in addition to evaluating the instructional mediums used. Criterion (or the plural version of criteria) is defined as: Criterion. A standard on which a judgment or decision may be based learners will a characterizing mark or trait answer 85% of quiz Criterion-referenced assessments, also known as objective questions reference assessments, focus on measuring performance items correctly to associated with learner performance and instructional integrity.
OBJECTIVES:
Describe the purpose for criterion-referenced tests.
Describe how entry behaviors tests,pretests,and posttests are used by instructional designers.
Name four categories of criteria for developing criterion-referenced tests and list several considerations within each criterion category
OBJECTIVE II:
n Given a variety of objectives,write criterion-‐referenced,objective-‐style test items that meet quality criterion in all four categories.
n Develop instructions for product development,live performance,and attitude assessments,and develop a rubric for evaluating learners’work.
n Evaluate instructional goals,subordinate skills,learner and context analyses performance objectives,and criterion-‐referenced test items for congruence.
MAIN CONTENTS:
n What is the purpose for criterion-‐referenced test?
n How entry behaviors tests,pretests, and posttests are used by instructional designers?
n How does one go about designing and developing a criterion-‐referenced test?
n What are criteria for developing criterion-‐referenced tests and list several considerations within each criterion category?
n How to determine mastery levels? n How to set mastery criteria?
Background:
n What is criterion-‐referenced test? n The definitions of learner-‐centered assessment are congruent with traditional definitions of criterion-‐referenced testing.
n Why test development appears at this point in the instructional design process? (p146)
Why use the term assessment not testing.
Criterion-‐Referenced Assessment: n A criterion-‐referenced assessment is composed of items or performance tasks that directly measure skills described in one or more behavioral objectives.
n Learner-‐centered assessments are to be criterion-‐referenced.
This type of testing is important for evaluating both learners’ process and instructional quality
CONCEPT:
Test type Designer’s decision Objectives typically tested
Behaviors test
*Are target learners ready to enter
instruction?*Do learners possess the required
prerequisite skills?
*Prerequisite skills or those skills below the dotted line in the instructional
analysis
Pretest *Have learners previously mastered the
enabling skills?*Which particular skills have they previously
mastered? *How can I most efficiently develop this
instruction?
*Terminal objectives
*Main steps from the goal
analysis
Designing a test: n Verbal information:objective-‐style test items(short-‐answer,alternative response,matching,and multiple-‐choice items)
n Intellectual skills:objective-‐style test items,the creation of a product,a live performance.
n Attitudinal :the learners state their preference,the instructor observes the learners’behaviors.
n Psychomotor :perform a sequence of steps,a checklist or rating scale,subordinate skills.
Determining mastery levels: n As a general principle,mastery level for any performance should be considered with respect to both evaluating the performance at that point in time and enhancing the learning of subsequent,related skills in the unit or in the rest of the course.
n The best definition of mastery is the level required in order to be successful on the job.
If the level prove to be unrealistic,they can be adjusted in the future.
Writing test items: Four categories of test item qualities that should be considered : n Goal–centered criteria
n Learner-‐centered criteria
n Context-‐centered criteria
n Assessment-‐centered criteria
Setting mastery criteria: n What is the proper number of items needed to determine mastery of an objective?
n How many items must learners answer correctly to be judged successful on a particular objective?
Intellectual skills>3 Verbal information=1
Choice the appropriate type: To select the best type of item from among those that are adequate,consider such factors as the response time required by learners,the scoring time required to analyze and judge answers,the testing environment,and the probability of guessing the correct answer.
Writing directions: n The test title suggests the content to be covered.
n A brief statement explains the objectives or performance to be demonstrated,and the amount of credit that will be given for a partially correct answer.
n Learners are told whether they should guess if they are unsure of the answer.
Evaluating tests and test items: n The designer should ensure the following:
n 1. Test directions 2. Each test item 3. Conditions 4. The response methods 5. Appropriate space,time,and equipment
Evaluating tests and test items: n After writing the test,the designer should administer it to a student or individual who will read and explain aloud what is meant by both the directions and questions,and respond to each question in the intended response format.
n The designer should keep in mind that tests measure the adequacy of (1) the test itself,(2)
the response form,(3) the instructional materials,(4) the instructional environment and situation,and (5) the achievement of learners,
Developing instruments to measure performances,products,and attitudes: n Writing directions
n Developing the instrument
n Identify,paraphrase,and sequence elements
n Developing the response format : checklist, rating scale, frequency count
n Scoring procedure
Using portfolio assessments: n Portfolio assessment is defined as the process of meta-‐evaluating the collection of work samples for observable change of development.
n Features of quality portfolio assessment. (P162)
Portfolio assessment is not appropriate for all instruction since it is very time consuming and expensive
Evaluating congruence in the design process: n Evaluate congruence in skill, performance objective, test items.
n You must create an assessment for the terminal objective.
n The sequence of subskills presented on your chart is important.