Presentation on theme: "Assessment Literacy Series"— Presentation transcript:
1Assessment Literacy Series -Module 5-Operational Forms and GuidesIMT Orientation Draft 02Sept11-CS
2Objectives Participants will: Construct operational forms (performance measures) from developed items by:Organizing and sequencing items/tasksConstructing formAssigning item tagsAligning to the Test Specifications & BlueprintDevelop teacher guidelines to administer the performance measure.
3Helpful Tools Participants may wish to reference the following: Guides Handout #8 – Operational Form ExampleHandout #9 – Administrative Guidelines ExampleTemplatesTemplate #5 – Operational FormTemplate #6 – Administrative GuidelinesOther “Stuff”Performance Task Framework-Full
4Outline of Module 5Module 5: Operational Forms & Administrative GuidelinesOperational FormsProcess StepsAdministrative Guidelines
6Operational FormsAll developed items will now be inserted into the proper format: the Operational Form.Operational Forms contain the following components:Cover pageStudent information sectionTest-taker instructionsItem directionsItems/TasksAnswer options/response areaItem tags
7Operational Forms (cont.) An operational form is the actual performance measure that will be given to the student.The “forms” displays the sequence of items/passages/prompts the test-taker is to engage and respond to during the testing period.
8Operational Forms (cont.) Test Specifications & Blueprint should be the same for the pre-test and the post-test.Some complex measures, the “operational form”, may be a single prompt or task.All items must have an item tag.Consider the necessity for charts, graphs, images, figures, etc.Avoid creating a “queuing” or sequence bias among items/tasks.
9Process Steps [Template #5] Complete the cover design and demographic information necessary to reflect the performance measure developed and the context by which it will be used.Organize the items/tasks in a sequence that will maximize student engagement.Add directions to the test-taker instructions detailing the requirements for different types of items/tasks, especially for CR items/tasks.Add item tags.Screen and refine draft form to minimize “blank space”, verify picture, graph, table, and figure placement in relationship to the item/task, and ensure MC answer options do not drift from one page to the next.
10QA ChecklistDirections state what to do, where and how to respond, and the point value for items/tasks.Items/tasks on the operational form reflect the blueprint.Form layout minimizes “white space”, “crowding of items”, and distance from stem to response options/placement.Forms are free from unclear, small, or unnecessary images, figures, charts, or graphs.
12Administrative Guidelines Administrative Guidelines are composed of three phases:Preparing for Test AdministrationConducting Test AdministrationPost Administration
13Administrative Guidelines (cont.) Preparing for Test AdministrationEstablish the testing window.Specify what forms are needed.Review administration steps and student directions.Review the performance measures before administration.Establish a secure testing environment.Determine the process for make-up tests.
14Administrative Guidelines (cont.) Conducting Test AdministrationGive directions for how to distribute forms.If possible, provide a script for the test administrator to use during administration.Provide directions for start/stop times, completing student information, and beginning and ending the testing session.
15Administrative Guidelines (cont.) Post AdministrationProvide instructions for collecting and securing forms.Provide scoring instructions.Include how results are reported.Determine overall score and/or performance status (e.g., met minimum status).
16Administrative Guidelines (cont.) Administrative guidelines must provide sufficient detail so that testing conditions are comparable between classrooms and across different schools.Activities within the testing environment (before, during, and after) must be articulated in a logical sequence.Test security and handling of scored materials must be outlined.
17Process StepsUse the Administrative Guidelines Template to create administrative steps for before, during, and after the test.Explain any requirements or equipment necessary, including accommodations. State any ancillary materials (e.g., calculators) needed/allowed by the test-taker.Identify the approximate time needed to take the test.Include detailed “scripts” articulating exactly what is to be communicated to the test-takers, with particular emphasis on performance tasks.Include procedures for scoring, make-up tests, and handling completed tests.
18QA ChecklistGuidelines explain administrative steps before, during, and after testing.Requirements for completing the performance measure items/tasks, including conditions, equipment, and material, are included.Approximate time needed to complete the overall performance measure is provided.Detailed “scripts” articulate the information to be communicated in a standardized manner.
19Summary Module 5: Operational Forms & Administrative Guidelines Created operational forms (which reflected the developed blueprint) in conjunction with test administration guidelines.Next StepsModule 6: Form ReviewsGiven the operational form, scoring key, and administrative guidelines, evaluate the quality of the materials, with particular emphasis on items/tasks within the performance measure.