Utilization of Test Results Revised Punsalan
Transcript of Utilization of Test Results Revised Punsalan
UTILIZATION OF
TEST RESULTS
DR. TWILA G. PUNSALANPhilippine Normal University
Use of Test Results
Test Results
TEACHERSSTUDENTS
PARENTS
OTHER STAKE-
HOLDERS
Use of Test Results
Test Results
TEACHERSSTUDENTS
PARENTS
OTHER STAKE-
HOLDERS
STUDENTS
New understanding
of what and how they are
learning
Use of Test Results STUDENTS
Review the examination with the students
Model correct written
answers. Return their tests
Teach them a
powerful study skill.
Do they understand
how they did on a test, and
why?
Did they know the material?
Did they prepare for
the test effectively?
Have students analyze their performance
Is there anything they would do
differently if they had to study for and take the test
again?
How well did they perform during
the test?
Have each student fill out a test-analysis questionnaire
A powerful tool for helping
students improve their
test-taking abilities.
Thinking About My
Test
Thinking about My Test
Name: __________________________Date:____________________Tests are one of the many ways to find out what I know and understand about a topic.
My mark on the ____________________ test was _________________________________.This mark tells ______________________________________________________________.I did well on the following questions:____________________________________________________________________________
I was successful on these questions because__________________________________________________________________________________________________________________________________
To be even more successful on future tests I need to__________________________________________________________________________________________________________________________________
My teachers and parents can help me improve my learning by_________________________________________________________________________________________________________________________________© 2004 Smart Tests by Catherine Walker and Edgar Schmidt. Permission to copy for classroom use. Pembroke Publishers.Smart Tests: Teacher-Made Tests that Help Students. Catherine Walker. Copyright © 2004. All rights reserved. No reproduction without written permission.
Self-reflection• Students become more
confident andmotivated about their own
learning.
•They see how effort contributes to learning – to
a test score.
• They realize that their marks are a result of effective preparation,
persistent commitment, and hard work.
• They realize that test results can identify areas of strength as well as areas that need improvement.
Self-reflection
• Students can use test results to set goals and develop
action plans for improving their learning.
Self-reflection
Use of Test Results
Test Results
TEACHERSSTUDENTS
PARENTS
OTHER STAKE-
HOLDERS
OTHER STAKE-
HOLDERS
TEACHERS • rich information for improving instruction
• better meeting the needs of students,
both individually and collectively
Use of Test Results -TEACHERS
…can give excellent feedback on how successfully the
material was taught.
TEST RESULTS..
Use of Test Results -TEACHERS
… provide insight into ways to adjust your
teaching, both the entire class and for individual
students.
TEST RESULTS..
USING TESTS FOR GRADING
Norm-referenced (Grading on the Curve).
Absolute or criterion-
referenced.
USING TESTS FOR GRADING
Norm-referenced (Grading on the Curve).
Each student’s grade indicates how the student performed in comparison with the other students in the class or several classes in school.
USING TESTS FOR GRADING
Certain proportions of students are given designated grades.
Norm-referenced (Grading on the Curve).
USING TESTS FOR GRADING
No indication of how much students master or what percentage of test items were answered correctly.
Norm-referenced (Grading on the Curve).
USING TESTS FOR GRADING
The standard is relative depending on student competitiveness
Norm-referenced (Grading on the Curve).
USING TESTS FOR GRADING
Fosters student competitiveness
Norm-referenced (Grading on the Curve).
USING TESTS FOR GRADING
Absolute or
criterion-referenced
Grading is determined by what level of performance is obtained.
USING TESTS FOR GRADING
No comparison with other students, possible for all students to get the same grade
Absolute or
criterion-referenced
USING TESTS FOR GRADING
Absolute levels of performance is called percentage-based grading
Absolute or
criterion-referenced
USING TESTS FOR GRADING
Standard set by the percent of correct items for each grade, but may not be true due to variation in item difficulty
Absolute or
criterion-referenced
USING TESTS FOR GRADING
Another type is the use of performance-based assessment of skills and products, e.g. scoring rubrics
Absolute or
criterion-referenced
ISSUE on the CURVE
C B A
Cut point
Cut point
Cut point
Scores
(a) Normal
ISSUE on the CURVE
C B A
Cut pointCut point
Scores
(b) Sculpted
ITEM Difficulty Issue
Score of 70
Difficult Test
Score of 70
Easy Test
=
ITEM Difficulty Issue
Score of 85
Teacher A
Score of 85
Teacher B
=
Which is a more difficult item?
A. Name three energy-sources that are non-renewable.
B. Of the following energy sources, which energy source is non-renewable?
A. Coal B. Solar
C. Geothermal D.Falling water
What is the difference between…
• Percentage Points Issue:• The discriminations by a scale of 1
to 100 are much finer that what can be reliably assessed.
92 93?
What is the difference between…
• Percentage Points Issue:
• There is no meaningful difference between scores differentiated by one or two points.
77 78?
Is Percentage correct the same as percent mastered?
• % of Mastery Issue:
• The tendency to equate percentage of items correct with percent mastered. Items can differ tremendously in item difficulty.
75%
%?
Characteristics of Norm- and Criterion-referenced
AssessmentNorm-referenced Criterion-referenced
Interpretation
Score compared to the performance of other students
Score compared to predeter-mined standards and criteria
Nature of Score
Percentile rank; standard scores; grading curve
Percentage correct; descriptive performance standards
Characteristics of Norm- and Criterion-referenced Assessment
Norm-referenced Criterion-referenced
Diffi-culty of Test Items
Uses ave. to diff. items to obtain spread of scores; very easy and very difficult items not used
Uses average to easy items to result in a high percentage of correct answers
Use of Scores
To rank order and sort students
To describe the level of performance obtained
Norm-referenced Criterion-referenced
Effect on Motivation
Dependent on comparison group; competitive
Challenges students to meet specified learning target
Strengths
Results in more difficult assessments that challenge students
Matches student performance to clearly defined learning targets;
Weaknesses
Grades determined by comparison to other students; some students are always at the bottom
Establishing clearly defined learning targets; setting standards that indicate mastery
What to Include in the
Final Grade?
Tests?Papers?Quizzes?
Academic Performance based on learning
goals for the grading period
Homework?Projects?
Participation?
What to Include in the
Final Grade?Academic Performance
based on learning goals for the grading
period
• Those that are primarily formative in nature, i.e. give students practice and feedback, may be viewed as instruction than assessment and may not be included in the final grade.
What to Include in the
Final Grade?
Academic Performance
based on learning goals for the grading
period
ATTENDANCE?EFFORT?
PERSONAL CHARACTRISTICS?
What to Include in the
Final Grade?Academic Performance
based on learning goals for the grading
period
• The best rule for this is: the grade should be determined only by
student academic performance. This is essentially a matter of
maintaining appropriate validity so that your inferences about academic performance are
reasonable.
How Many Assessment Grades
Are Needed?
The more, the better, as long as assessment time
does not interfere significantly with
instructional time.
The rule of
thumb
What weight do you give each
assessment?
More important assessments are
given greater weight.
The most significant assessments are those that:
(1) correspond most closely to learning goals and targets (content-related evidence
for validity), (2) reflect instructional time, (3) are most reliable, and
(4) most current.
How do you Combine Different Scores and Grades? 3 Basic
Methods
1. Eyeball method- Simply review the scores and
grades and estimate an average for them, without performing any calculations. (NOT recommended)
How do you Combine Different Scores and Grades? 3 Basic
Methods
2. Percent Correct Method –Combine scores to obtain a
composite percentage correct score, which is readily converted to a grade. One important principle here is to convert each score or grade to the same scale
How do you Combine Different Scores and Grades? 3 Basic
Methods
3. Total Points Method –Same as the percent correct
method except that give each assessment a number of points (instead of percent) and add the points obtained to get the total.
Writing Assessment Reports
General and Specific Purpose of how test results will help the school to improve instruction
and learning.
•Clear statement of rationale is important
Writing Assessment Reports
Be equally clear about what information is to be
communicated, for what purposes, which reporting
techniques to use
•text-based, graphical, or both.
•lengthy and elaborate,
• brief and straightforward.
Reporting Results to Students
1. The first step is a briefing provided to the entire group of who received individual results. This briefing should present:
An overview of the assessment program and the assessment instruments.
2-Step Process
Reporting Results to Students
The uses that the division, the school, and the teachers have made or will make of the results.
The process used to review student results with each individual student.
2-Step Process
Reporting Results to Students
An explanation of what results have been provided or will be provided to students.
The plans (if any) that have been made to recognize outstanding performance on the assessment.
2-Step Process
Reporting Results to Students
2. The second step is individual follow-up with students. This meeting should focus on:
The student's assessed strengths and weaknesses.
2-Step Proces
s
Reporting Results to Students
• The relationship of these strengths and weaknesses to other available information about the student (from other assessments or teacher observations).
• A recommended plan of action to address the individual needs of the
student.
2-Step Proces
s
Use of Test Results
Test Results
TEACHERSSTUDENTS
PARENTS• better
understanding of how they can
support and motivate their children to become better
learners
OTHER STAKE-
HOLDERS
Reporting Results to Parents:
• Students should make corrections before they share their test results with parents.
• Parents also want to know how the entire student body is performing in comparison with other schools.
• Keep in mind that parents want to know how the school scored overall, even if their own children were not assessed.
Reporting Results to Parents:
Four strategies suggested for reporting results to parents:
(1) individual parent/teacher conferences
(2) an individual written report sent home
(3) parent group meetings
(4) parent newsletter articles
Reporting Results to Parents:
• Written reports also should include information concerning how parents can actively participate in a plan of action to address the instructional needs of their child.
Learning Conferences
a. A marked and corrected test
b. Tasks in which students were successful
c. Those demonstrating areas of difficulty
d. Highlighting areas of strength at the beginning of the conference
1.Parent–teacher–student learning conferences.
e. Make both parents and students feel more at ease and encourage a more open and constructive dialogue.
f. Select only one or two areas of focus for slower students
g. A lengthy list of problems will be discouraging for everyone.
Learning Conferences
h. Include students in the discussion, they may be more willing to set goals and make commitments
I. Encourage students to set short-term goals that are attainable and meaningful to them.
Learning Conferences
Use of Test Results
Test Results
TEACHERSSTUDENTS
PARENTS
OTHER STAKEHOLDERS
• help build support for
schools and for initiatives that school heads wish to carry
out.
Reporting Results to the School Board
First Report: Background information:
A. what was assessed,
B.what type of assessments was used,
C. why they were used, and
D. how the results will be applied and reported.
3-Part Reporting Strategy
Reporting Results to the School Board
Second report :Results of the assessment at the school and district levels.
It should answer that typical Policymakers often ask such as:
1. How well did each school and the district/division perform on the assessment?
2. Are scores from each school and the district/division up or down from last year?
3-Part Reporting Strategy
3-Part Reporting Strategy
Reporting Results to the School Board
3. Are students scoring at or above desired levels?
4. What steps are being taken to examine the assessment results and make instructional improvements?
5. How will the results be reported to parents and the public?
3-Part Reporting Strategy
Reporting Results to the School Board
• Third report :Status Follow-up (Optional)
A. Follows up on the status of efforts to improve instruction at the school and the effectiveness of these changes.
3-Part Reporting Strategy
Reporting Results to the School Board
• B. Conveys to the school board that the real purpose of student assessment is to help improve teaching and learning, not to serve as a scorecard on the quality of the school.
3-Part Reporting Strategy
Reporting Results to the School Board
• C. The largest pitfall is reporting assessment results in an unclear manner. To eliminate this pitfall, various school staff members to ensure clarity should review reports
Suggested Techniques for Reporting
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Year 2005Year 2006
BAR GRAPH
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Year 2005Year 2006
BAR GRAPH
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Year 2005 50.2 38.6 47.6 45.9 56.2 55.6 50.5
Year 2006 45.9 46.9 45.2 43.9 59.1 50.3 45.2
LC 1 LC 2 LC 3 LC 4 LC 5 LC 6 LC 7
LINE GRAPH
Suggested Techniques for Reporting
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LC 1 LC 2 LC 3 LC 4 LC 5 LC 6 LC 70
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Year 2005Year 2006
LINE GRAPH
Suggested Techniques for Reporting
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Year 2005Year 2006LINE GRAPH
Suggested Techniques for Reporting
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-4 -2 0 2 4 6 8 10
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Horizontal BAR GRAPH
Percentage Increase/Decrease Year 2005 and 2006
Changes in Test Scores
TEST-RELATED
• Change in Tests/TOS/LCs
• Different Difficulty Indices
• Different Discrimination Indices
• Different Attractiveness/ Plausibility of Options
Changes in Test Scores
INSTRUCTION-RELATED
• Teacher’s Professional Judgment
• Student Ability/Personality Differences
• Class Density
• Teacher Training and Attitude
• Support from Administrators and Stakeholders
Thank you.and
Good Day!