ASSESSMENT DEVELOPMENT: BUILDING VALID AND RELIABLE TESTS Habeeb Quadri, M.Ed Denis Jarvinen, Ph.D.

Overview  Good and Bad of Standardized Testing in Religious Studies Courses  Review General Test Development Model  Purpose and Design Shape Assessments  Important Questions to be Asked  The Development and Review Process  Making Sense of Data within Islamic Studies Courses

Standardized Testing and Religious Studies Future of Standardized Testing - Evaluate curriculum effectiveness - Evaluate student achievement - Track student achievement over time - Ensure transferability of students - Evaluate instructional methods and best practice - Market the School - Muslim Common Core -Experiential learning can not be measured -Formal Assessments is one tool to measure student mastery of a concept

General Test Development Sequence Establish a Clear Purpose for the Assessment Define the Content for the Assessment Begin Item Development/Selection Field Test Items Implement the Assessment Step 1 Step 2 Step 3 Step 4 Step 5

Establish a Clear Purpose for the Assessment  Why is the assessment being administered?  What knowledge/skills will be assessed?  Who will take the assessment?  When will the assessment be administered?  How will the assessment be scored?  Information?  How will the assessment data be used?  What decisions will be made using the data (e.g., accountability, curriculum, instruction)?  By whom (e.g., administrators, staff, teachers, students)?  How will information from this assessment be integrated with other schools?

Research Process: Islamic Standards Selected Panel Members Experts Revise Standards Incorporate Feedback Develop Accepted Standards Educators Researched Textbooks I Love Islam IQRA’ Good Word Charted Commonalities Pilot Test Textbooks Approached Major Schools Gathered Curricula Charted Commonalities Schools

Content for Assessment – Comparing Curriculums

ISST Advisory Committee What item formats will be used (item specifications)? How will appropriate test content be determined? Who will review and approve the specific learning objectives to be covered (pacing guide)? Who will create final test specifications (content/item matrix)? Meeting with Panel

Since 2010 Over 27 schools across the U.S. implemented formal assessments for Islamic Studies

Implementing the Assessment

Making Sense of Data Individual Report

Making Sense of Data Class Report

Making Sense of Data School Report

Sample Items Qur’anic Studies Sirah and Hadith

Sample Item