question

We need to align the: • Objectives • Instruction • Assessment We need to align the: • Objectives • Instruction • Assessment We need to align the:

answer

• Objectives • Instruction • Assessment

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Traditional reasons that teachers assess students:

answer

• To diagnose students strengths and weaknesses • To monitor students progress • To assign grades to students • To determine instructional effectiveness

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Today's reasons for teachers to know about assessment:

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• Test results determine public perceptions of educational effectiveness • Students assessment performances are increasingly seen as part of the teacher evaluation process • As clarifiers of instructional intentions, assessment devices can improve instructional quality

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Education assessment:

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is a formal attempt to determine students' status with respect to educational variables of interest

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Formative assessment:

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classroom based assessment used by teachers to adjust their ongoing instructional procedures (formal and informal)

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Summative assessment:

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tests used to make final adjustments about students or the quality of a teacher's instruction

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High-stakes test

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an assessment for which important consequences ride on the tests results

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Teachers need to look at the _______ of student performance

answer

growth

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Achievement tests

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a measurement of the knowledge and/or skills a student possesses. Although often thought to assess what a student has achieved in school, some commercially published achievement tests contain many items measuring a student's out of school learning or the student's inherited academic aptitudes

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Aptitude tests

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a measurement device intended to predict a student's likelihood of success in some future setting, often an academic one

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Stability reliability:

answer

consistency of assessment results over time

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Reliability equals

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Consistency

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Alternative form reliability:

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consistency of results of two versions or forms of the same test

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Internal consistency reliability

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consistency of items on a test

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Validity

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the degree to which evidence supports the accuracy of the test-based interpretations about students

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Validity argument

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test makers gather evidence to show that their tests are valid (the tests permit the inferences being claimed)

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Content related evidence of validity

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represents the adequacy with which the content of a test represents the content of the curricular aim (does the assessment test what we want the students to know?)

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Criterion related evidence of validity

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only when using an assessment to predict how well a student will perform 1) Aptitude test (SAT or ACT) 2) Subsequent grades earned by a student 3) Assumption that those scoring high will do good in college

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Construct related evidence of validity

answer

supports the existence of a hypothetical construct and indicates an assessment device does, in fact, measure that construct

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Assessment bias

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the qualities of an assessment instrument that offend or unfairly penalize a group of students based on gender, race, ethnicity, SES, religion, etc.

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Empirical Approach

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• High stakes test • Large number of students • Review of items for potential bias • Look at subgroups or specific items • Differential item functioning (DIF) • Even after an item has been identified as a differently function item, it doesn't mean the item is biased

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Five General Item Writing Commandments

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• Be clear in your directions • Be specific • Don't give away clues • Be consistent with answer types • Try to keep it as a level that the students will understand

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Binary Choice Items

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• Questions shouldn't be obvious • Include only one concept in each question • Equal true/false answers • Need to be the same length

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Multiple Binary Choice Items

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• Separate item clusters vividly from one another • Make certain that each item meshes well with the clusters stimulus material

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Multiple Choice

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• no all the above • stem contains question/problem • randomly assign ABCD • avoid negatively stated stems • do use "none of the above" to increase difficulty

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Matching Items

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• premises > left column • responses > right column • you should have more responses than premises • your list should be consistant • have fairly brief lists • order responses logically (alphabetical) • describe the basis for matching and number of times responses may be used

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Outlier

answer

number not very close to the mean

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Frequency distribution

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scores from smallest to largest

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Cognitive:

answer

targets are those that deal with a student's intellectual operations -for instance, when the student displays acquired knowledge or demonstrates a thinking skills such as a decision making or problem solving.

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Affective

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targets are those that deal with a student's attitudes, interests, and values, such as the student's self-esteem, risk taking tendencies, or attitudes toward learning.

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Psychomotor

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targets are those dealing with a student's large muscle or small muscle skills.

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Small-scope curricular aim

answer

are more specific (small grain size); if the curricular aim can be achieved by students in a short while, perhaps in a few days or even in one class session.

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Broad-scope curricular aim

answer

are more general (large grain size); if the curricular aim seems likely to take days, weeks, or months to accomplish.

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Reliability

answer

the consistency of results produced by measurement devices.

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Item-Writing Guidelines for Short-Answer Items

answer

• Usually employ direct questions rather than incomplete statements, particularly for young students • Structure the item so that a response should be concise • Place blanks in the margin for direct questions or near the end of incomplete statements • For complete statements, use only one or, at most, two blanks • Make sure blanks for all items are equal in length

question

Item-Writing Guidelines for Essay Items

answer

• Convey to students a clear idea regarding the extensiveness of the response desired • Construct items so the student's task is explicitly described • Provide students with the approximate time to be expended on each item as well as each item's value • Do not employ optional items • Precursively judge an item's quality by composing, or mentally writing a possible response

question

Guidelines for Scoring Responses to Essay Items

answer

• Score responses holistically and or analytically • Prepare a tentative scoring key in advance of judging student's responses • Make decisions regarding the importance of the mechanics writing prior to the scoring • Score all responses to one item before scoring responses to the next item • Insofar as possible, evaluate responses anonymously

question

Question: if a test is valid, it is almost always reliable. Why is this true?

answer

A reliable test means that you get consistent scores. A valid test means that it is a good solid test and measures what it is intended to measure as well. Therefore, if a test is valid, it is always reliable because it's accurate and it's consistent.

question

T/F: A classroom test that validity measures appropriate knowledge and/or skills is likely to be reliable because of the strong link between validity and reliability. What is the short-coming

answer

DOUBLE CONCEPT

question

T/F: Test items should never be constructed that fail to display a decisive absence of elements which would have a negative impact on students because of their gender or ethnicity. What is the short-coming?

answer

NEGATIVES

question

What is the most synonymous label for "student academic achievement standards?

answer

Performance Standards.

question

Which of the following is typically recommended for use with students who have the most serious cognitive disabilities?

answer

Alternate Assessments.

question

As most educators currently use the expression "content standard" to which of the following is that phrase most equivalent?

answer

A Curricular Aim

question

Performance assessment

answer

an approach to measuring a student's status based on a way a student has completed a specific task. (Examples: write a letter to an editor, interviews, class news letter, persuasive letters, planning a field trip to the moon)

question

Features of Performance Assessments

answer

• Multiple evaluation criteria: more than one evaluation criteria • Pre-specific quality standards: • Judgmental appraisal: human judgment

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Three Types of Rubrics

answer

• Task Specific Rubric • Hypergeneral Rubrics • Skill Focused Rubrics

question

Task Specific Rubric

answer

o Scoring guides whose evaluative criteria deals only with scoring a student's responses to a particular task, not the full range of tasks that might represent the skill being measured

question

Hypergeneral Rubrics

answer

Scoring guides whose evaluative criteria are described in excessively general terms

question

Skill Focused Rubrics

answer

o Scoring guides whose evaluative criteria are applicable for judging a student's responses to any suitable skill measuring tasks

question

Five Rules for Skill-Focused Rubrics

answer

• Make sure skill to be assessed is significant • Make certain all of the rubric's evaluative criteria can be addressed instructionally • Employ as few evaluative criteria as possible • Provide a succinct label for each evaluative criterion • Match the length of the rubric to your own tolerance for detail

question

Working Portfolios

answer

o Ongoing collections of a students work samples focused mostly on the improvement, over time, in a student's self-evaluated skills

question

Showcase Portfolio

answer

Collections of students best work

question

Three functions of portfolios

answer

• Documentary of students progress • Showcasing student accomplishments • Evaluation of student status

question

Seven Guidelines

answer

• Make sure your students "own" their portfolios • Decide on what kinds of work samples to collect • Collect and store work samples • Select criteria by which to evaluate portfolio work samples • Require students to evaluate continually their own portfolio products • Schedule and conduct portfolio conferences • Involve parents in portfolio assessment process

question

Formative assessment

answer

is a planned process in which assessment-elicited evidence of student's status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.

question

A Process - - Not a Test

answer

• Planned process • Instructional strategy • Formative assessment is a process requiring some serious up-front planning if it is going to work

question

Why is formative assessment a research based instructional strategy, not more widely used in our schools?

answer

• Misunderstandings regarding formative assessment • Teachers' tendencies to resist altering their current conduct • The failure of many external accountability tests to accurately mirror the improvements occurring in the classrooms of teachers who use formative assessment

question

Should assessment FOR learning replace assessment OF learning?

answer

• They are both very important and should be used on different occasions • FOR Learning: formative type of assessment, which occurs during the learning process; common learning that takes place during class; students participating in group discussions • OF Learning: summative type of assessment, which sees what students have learned at the end; final exam; standardized testing

question

OF Learning

answer

summative type of assessment, which sees what students have learned at the end; final exam; standardized testing

question

FOR Learning

answer

formative type of assessment, which occurs during the learning process; common learning that takes place during class; students participating in group discussions

question

If an accountability test produces a statistically significant disparate impact between minority and majority students' performances, it is certain to possess assessment bias.

answer

False

question

Differential item functioning (DIF) represents today's most common approach to the empirical detection of potentially biased test items.

answer

True

question

For a test item to be biased, it must offend at least one group of students on the basis of that group-members' personal characteristics such as race, religion, or gender.

answer

For a test item to be biased, it must offend at least one group of students on the basis of that group-members' personal characteristics such as race, religion, or gender.

question

Even if the individual items in a test are judged to be bias-free, it is possible for the total set of items, in aggregate, to be biased.

answer

True

question

Typically, judgment-only approaches to the detection of item bias are employed prior to use of empirical bias-detection techniques.

answer

True

question

Assessment accommodations require the creation of a substantially new test, hopefully equated to the original test.

answer

False

question

"English Language Learners" (ELLs) are those students who have been identified as capable of responding appropriately to an English-language assessment.

answer

False

question

The President's Advisory Commission on Educational Excellence for Hispanic Americans issued a May, 2000 report asserting that state accountability officials "allow Hispanic youngsters to become invisible inside the very system charged with educating them."

answer

True

question

If a teacher's classroom test in mathematics deals with content more likely to be familiar to girls than boys, it is likely the test may be biased.

answer

True

question

Empirical bias-detection techniques, especially DIF-biased approaches, will invariably identify more biased items than will even a well-trained and representative bias-review committee.

answer

False

question

Which of the following is not a recommended item-writing rule for the creation of binary-choice items?

answer

Rarely use statements containing double negatives, although single negatives are acceptable

question

Which of the following conclusions regarding multiple binary-choice items has not been supported by available research?

answer

These items are a bit less difficult for students than multiple-choice items

question

Of the following four statements, one is not a guideline to be followed when constructing multiple-choice items. Which statement is it?

answer

To keep stems brief, place most words in an item's alternatives

question

Which of the following is a generally recommended item-writing rule for matching items?

answer

In the test's directions, describe the basis for matching and the number of times a response can be used

question

Presented below are four item-writing rules. Which one is a guideline often recommended for the construction of short-answer items?

answer

Typically employ direct questions rather than incomplete statements, especially for young students

question

Select the one accurate guideline below for teachers who are scoring students' responses to essay items.

answer

Prepare at least a tentative scoring key in advance of judging students' responses to any item

question

One of the following rules for the construction of essay items is accurate. The other three rules are not. Which is the correct rule?

answer

Construct all essay items so the student's task for each item is unambiguously described

question

Which of the following rules is often recommended for the generation of matching items?

answer

Employ relatively brief lists, placing the shorter words or phrases at the right

question

One of the important rules to be followed in creating multiple binary-choice items is that:

answer

Item clusters should be strikingly separated from one another

question

Because students' parents can ordinarily become heavily involved in portfolio assessment, a teacher's first task is to make sure parents "own" their child's portfolio.

answer

False

question

Fortunately, well organized teachers do not need to devote much time to the conduct of portfolio conferences.

answer

False

question

When held, portfolio conferences should not only deal with the evaluation of a student's work products, but should also improve the student's selfevaluation abilities.

answer

True

question

In general, a wide variety of work products should be included in a portfolio rather than a limited range of work products.

answer

True

question

In order for students to evaluate their own efforts, the evaluative criteria to be used in judging a portfolio's work products must be identified, then made known to students.

answer

True

question

Students should rarely be involved in the determination of the evaluative criteria by which a portfolio's products will be appraised.

answer

False

question

Early in a school year, a teacher who is using a portfolio assessment should make sure the students' parents understand the portfolio process.

answer

True

question

Parents should become actively involved in reviewing the work products in a child's portfolio.

answer

True

question

Students should be asked to review their own work products only near the end of the school year so their self-evaluations can be more accurate.

answer

False

question

Students' work products must be stored in file folders, then placed in a lockable metal file cabinet to prevent unauthorized use of a student's portfolio.

answer

False

question

Formative assessment is best thought of as:

answer

A process in which assessment-elicited evidence informs adjustment decisions

question

Which of the following would NOT be a clear instance of summative assessment?

answer

When students employ their performances on classroom tests to decide whether to adjust how they are trying to achieve curricular goals

question

Formative assessment is most similar to which of the following?

answer

Assessment FOR learning

question

Which one of the following types of tests is most frequently, but mistakenly, pushed by its developers as formative assessments?

answer

Interim assessments

question

The most compelling empirical support for formative assessment is that supplied by:

answer

A 1998 research review by Paul Black and Dylan Wiliam of classroom-assessment studies

question

The chief ingredients of a learning progression are its:

answer

Building blocks

question

Of the following options, which one is—by-far—the most integral to the implementation of formative assessment in a classroom?

answer

Use of assessment-elicited evidence to make adjustments

question

Which of the following questions is NOT an element in a research-supported conception of formative assessment?

answer

Formative assessment should be used only by teachers to adjust their ongoing instructional activities

question

Which of the following is generally conceded to be a key component of formative assessment?

answer

The framework provided by a learning progression's building blocks

question

Which of the following is NOT a likely reason that formative assessment is employed less frequently in our schools than the proponents of formative assessment would prefer?

answer

The absence of truly definitive evidence that formative assessment improves students' learning

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