importance of testing in educational situations to determine the progress of students to ascertain...
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Importance of TestingIn Educational situations
To determine the progress of studentsTo ascertain achievement of educational objectives To make sound decision based on evaluationTo know how much learning has taken place.
Teaching & Testing Relationship Testing at the service of teachingWashback / backwash effect
Positive / negative
Concepts & Terms Test:
A procedure designed to elicit a certain behavior from which one can make inferences about certain characteristics of an individual.
Assessment: An ongoing Process and a kind of measurement
which encompasses a wider domain than a test and is carried out in direct and indirect ways.
Concepts & Terms
Measurement: Process of quantifying individuals’ characteristics
according to specific rules & procedure
Evaluation: The systematic gathering of information for the
purpose of making decisions. Qualitative vs. Quantitative Evaluations
1. non-test, non-measure evaluationQualitative description of Ss performance
2. non-test measure for evaluationTeacher’s ranking for assigning grades
3. test for evaluative purposeAchievement testing
4. test for non-evaluative purposeProficiency test for research
5. non-test measure for non-evaluative purposeAssigning code numbers to subjects for research
Nominal Scale
Not really a ‘scale’ because it does not scale objects along any dimension. It simply labels objects and gives the researcher the least amount of information about participants.
Gender : Male = 1 Female = 2 Religious Affiliation : Catholic= 1 Protestant= 2 Jewish= 3Muslim= 4
Other= 5 yes/no responses categorizing subject by hair colour marital status Race political party affiliation college major BirthplaceNominal data is often generated in studies using a questionnaire design from
closed, forced choice questions, e.g. type of pet (cat, dog, rat etc.)
Ordinal ScaleNumbers are used to place objects in order, but there is no
information regarding the differences (intervals) between points on the scale.
symptoms of depression from a psychiatric assessment?None= 0 Mild= 1Moderate= 2 Severe= 3
Ranking students according to frequency of spelling errorsthe scores on a Likert questionnaire
Strongly Agree= 5Agree= 4No opinion= 3Disagree= 2Strongly disagree= 1
Interval Scale• An interval scale is a scale on which equal
intervals between objects represent equal meaningful differences.
• Determining scores on a grammar test
A 10-degree difference has the same meaning anywhere along the scale.
Ratio Scale•Ratio scales have a true zero point and are
meaningful
Physical scales of timelengthweightspeedabsolute temperature(Kelvin scale)
•
the categories of the variable:
PropertyNominal
Ordinal
Interval
Ratio
Distinctiveness + + + +
Ordering + + +Equal interval + +Absolute zero +
Test GenresTest Battery
A group of tests standardized on the same population to yield comparable results and to produce a single score.
Traditional vs. Computer-adaptive Discrete-point vs. Global/ Integrative Pragmatic vs. Functional/communicative Norm-referenced vs. Criterion-referenced Direct vs. Indirect Subjective vs. Objective Summative vs. Formative Power vs. Speed
NRT vs. CRT
Dimension CRT NRT
PurposeTo determine whether each student has achieved specific skills or concepts. To find out how much students know before and after instruction
To rank each student with respect to theachievement of others in broad areas of knowledge.To discriminate between high and low achievers.
Content
Measures specific skills making up a designated curriculum and identified by teachers and curriculum experts. Each skill is expressed as an instructional objective.
Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum experts.
ItemCharacteristics
Each skill is tested by at least four items to obtain an adequate sample of performance and to minimize the guessing effect . The items which test any given skill are parallel in difficulty.
Each skill is usually tested by less than four items.Items vary in difficulty.Selected items show high discrimination indexes.
ScoreInterpretation
Testers are compared with a preset standard for acceptable achievement. The performance of other examinees is irrelevant. A student's score is usually expressed as a percentage. Student achievement is reported for individual skills.
Testers are compared with other examinees and assigned a score--usually expressed as a percentile, a grade equivalent score, or a stanine.Student achievement is reported for broad skill areas, although some norm-referenced tests do report student achievement for individual skills.
Test ItemsAlternate response Items
True / False Yes / NoAgree / DisagreeRight / Wrong
Fixed / Closed-ended response Items Multiple-ChoiceMatching
Free / Open-ended response Items Short answerGap-FillEssay
Teacher-made vs. Standardized TestsTeacher-made/classroom tests: Small scale, classroom tests generally prepared,
administered, and scored by one teacher .
Standardized Tests: Tests with fixed contents, constant administration and scoring
procedures and statistically acceptable characteristics.
Differences between TMD & SDT Administration & scoring Content sampling Test construction Norms & Standards Purpose and use
Self-assessment1. A test refers to a standard set of items to be
answered.
2.Evaluation uses both tests and informal pieces of evidence for making a value judgment and decision.
4.Measurement refers to any device for obtaining information in a quantitative manner.
5.If a person Knows how to teach, he may not be necessarily able to judge the ability of his pupils.
Mohd. Pazhouhesh
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6. Educational decisions can be made without measurement or evaluation.
7. Summative evaluation involves the use of tests and quizzes for the purpose of determining the effectiveness of instructional programs.
Mohd. Pazhouhesh
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The process of gathering information to make proper decisions is called ----------.
a. measurementb. testingc. evaluationd. examination
The subjective judgment of a teacher about a student’s performance is a kind of --------- evaluation.
a. quantitativeb. standardc. qualitative d. comprehensive
Mohd. Pazhouhesh