7. Testing · 7.9 Reliability 7.10 Test Bias 7.11 Using Tests Appropriately 7.12 Summary. 7.1...
Transcript of 7. Testing · 7.9 Reliability 7.10 Test Bias 7.11 Using Tests Appropriately 7.12 Summary. 7.1...
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7. Testing
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Testing: Big Questions •How do teachers
construct tests?•How are teacher-made
tests like/unlike standardized tests?•What information comes
from test results?
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7.1 Instructional Objectives
7.2 Teacher-Developed Tests in the Classroom 7.3 Formative Evaluation
7.4 Classroom Grading Approaches
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7.5 Criterion- Referenced Testing
7.6 Norm-Referenced Testing
7.7 Interpreting Norm- Referenced Tests Scores
7.8 Validity
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7.9 Reliability 7.10 Test Bias 7.11 Using Tests Appropriately 7.12 Summary
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7.1 Instructional Objectives
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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
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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
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7.2 Teacher-Developed Tests in the Classroom
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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
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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
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Performance-based or authentic assessment 1• Portfolio showing
progress • Exhibition, e.g. posters
• Demonstration, e.g. slide shows, videos
• For individual or group assessment
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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
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7.3 Formative Evaluation
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Formative assessments 1•Assess/evaluate learning
needs before instruction (aka “pretest”)•Determine previous
knowledge on topic or skill •Determine readiness for
skill or topic
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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”)
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7.4 Classroom Grading Approaches
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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
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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)
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7.5 Criterion-Referenced Testing
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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
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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
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7.6 Norm-Referenced Testing
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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)
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7.7 Interpreting Norm-Referenced Test Scores
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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
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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
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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
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7.8 Validity
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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
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7.9 Reliability
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How is a test reliable?•Reliability = consistency • Test-retest
• Alternate/parallel (versions) • Split-half = odds/evens • Kuder-Richardson = 1
test
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• Perfect = 1.0, but .80 OK • 0 = no correlation • Negative value = as one
factor goes up, other down
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7.10 Test Bias
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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
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7.11 Using Tests Appropriately
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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
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7.12 Summary
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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?