1. Assessment and Testing

2. Evaluation
Process that measures progress toward accomplishing objectives
Diagnostic – determine competence
Formative – monitor progress
Summative – end of unit
Norm-referenced - ranking
Criterion-referenced - mastery

3. Purpose of Good Tests Provide basis for assigning grades
Provide way to chart progress
Help teachers improve instruction
Motivate students
Help students see which skills and knowledge are mastered and still need development

4. Components of Good Test
Validity
Reliability
Objectivity
Discrimination
Comprehensiveness
Score-ability

5. Steps in Test Construction
Reexamine learning objectives
Construct several items for each objective
Compile a draft
Write separate instructions
Ask colleague to examine test
Make necessary revisions
Make a key

6. Table of Specifications
Structure decision making
Decide on content areas
Determine number of points
Select percent of emphasis for each content area
Specify level of items

7. Key Points Address important information
Write clear and understandable items
Include easy and difficult items
Keep related material together
Prepare and duplicate professionally

8. Key Points (continued)
Allow enough time
Allow adequate time to prepare
Consider room logistics
Be aware of potential cheating

9. Types of Test Items Recall True-False Multiple Choice Matching
Fill-in-the-blank
Short-answer
True-False
Multiple Choice
Matching

10. Recall Students must totally recall answers
More difficult than recognition questions
Used when testing “who, what, when, and where”
More accurately reflect knowledge
Measure memory rather than judgment
Hard to design with one response

11. Completion Item Suggestions
Write short statements
Review and omit important word(s)
Make blanks same length
Omit words that test knowledge
Include the verb – singular & plural
Provide blanks along margin

12. Short Answer Essay Easy to develop
Provide best indication of overall knowledge
Measure written communication
Difficult to grade objectively
Time-consuming to read
Ask for specific information
Make sure item is clear

13. True-False Easy to create and score Easy for students to take
Cover wide range of material
Effective with situations that have only two alternatives
Only two possible responses
Test memory
Difficult to construct

14. True-False Tips Half true and half false – no pattern
Avoid words that help guessing
Approximately same length
Have students circle answer
Modified questions
Indicate what makes it false
Insert information to make it true
Justify response

15. Multiple Choice Easy to take and score
Can be varied – simple to complex
Can measure judgment
May measure reading ability
Can test specific, irrelevant trivia
Incorrect answers aren’t obvious
Only one correct response included

16. Multiple Choice Suggestions
Include correct response and three alternatives (distractors)
Include only plausible alternatives
Make alternatives short
Avoid trivial facts
Avoid all and none of the above
Avoid use of negative words
Avoid use of a or an as final word

17. Matching Easy to construct, take, and score Scoring is objective
Emphasize mere memorization
Difficult to construct without clues
At least 5 but not more than 12
Answer list has 50% more responses
Placement of question and answer

18. Evaluating Skills Development
Observation
Skills projects
Skills tests
Portfolios

19. Evaluation by Observation
Most powerful evaluation tool
Provides continuous measure
Conduct during class
Correct improper procedures
Develop list of key behaviors
Expectations related to objectives
Keep written records

20. Evaluating Skills Projects
Apply some or all skills taught
Small groups or individually
Observe work and examine completed project
Develop soft skills
Evaluation based on clear criteria
Can involve writing report

21. Skills Tests Watch student perform tasks
Measure quality, speed, and adherence to procedures
Good for measuring:
Performance under job-like conditions
Application of knowledge
Actual skills development
Time consuming

22. Skills Test Steps Analyze skills in detail List tools required
Determine time frame
List in order the operations and key procedures and tools needed
Ask colleague to examine
Make necessary revisions
Transform into a test and checklist

23. Portfolios Letter of introduction Evidence of research in career field
Letters of recommendation
Work-related samples
Evidence of participation in student, civic, or professional activities
Develop criteria for evaluation

24. Scoring Written Tests Count total number of answers required
Count number of correct responses
Divide number of correct responses into total number of answers
Record score as percentage

25. Scoring Skills Tests & Projects
Rating scale
Judge performance on a continuum
Numerical, descriptive or combination
Indicate quality
Rubric – more thorough descriptions
Checklists
List of performance criteria
Indicates presence or absence

26. Scoring Skills Tests & Projects
Anecdotal records
Written accounts of behaviors
Are significant and cannot be obtained otherwise
Description, when, circumstances
Recommendation
Participation charts
Degree and type of involvement in discussions and activities

27. Item Analysis Item missed many times Missed by all Correct by all
Probably ambiguous
Discard or rewrite
Correct by all
Probably too easy
Missed by least capable
Valid
Reliable
Discriminating

28. Questions or Comments?