| Testing: what is there?
Measurement: how much is there? Assessment:
where is it?
[bringing the tests & observations together to see patterns]
Evaluation: how adequate is that? In
evaluating, we compare the data or evidence [course results] with the
standards [objectives and criteria] to make a judgment about how adequate those results
are.
Purposes of Testing: improve teaching and
learning
increase retention
& transfer
improve
motivation to study & learn
increase self-understanding
demonstrate accountability
Interpreting Results: criterion-referenced:
results judged against a pre-specified criterion norm-referenced:
results interpreted against a pre-selected norm-group
Kinds of Tests: Achievement
Standardized Intelligence/Ability
Self-Reports Observation
Performance Tests Personality Tests Aptitude Tests
Timing of Tests:
Entry
- prerequisites
Pretest - placement & modification
Sizing-Up: how to unite & teach class
Formative
- improve learning
Diagnostic
- learning problems
Posttest
- achievement Summative - grade Follow-Up
- long-term effects |
Test Characteristics: validity: tests what it is
supposed to test reliability: consistency of results or scoring
usability:
ease of use, administration, scoring, interpretation, economical
fair: all
have an equal opportunity to do well comprehensive: all important
objectives covered
balanced: time in coverage matches marks in proportion to total
discriminating: differentiates among the various achievement levels
objective: tester or scorer bias is held to a minimum |
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