ch 12 - 15

"spilt and switch"

- 2 forms of the test (A and B) - split the class in half -half of the class takes pre-test A and half of the class takes pre-test B -after they are taught they take the form of the test opposite to the one they took before

Scale Scores

- converted raw scores to provide relative performance - across grades over time ???

same-format preparation

- provides regular classroom instruction dealing directly with the content covered on the test, but only practice items that have the same format as items on the test - not Educationally Defensible- students will not be able to apply knowledge in other ways and on differently formatted tests.

Varied-Format Preparation

- provides regular classroom instruction dealing directly with the content covered on the test, but practice items in a variety of test item formats. - does not violate either professional ethics and educational defensibility

generalized test-taking preparation

- special instruction on test-taking skills - does not violate either professional ethics and educational defensibility

grade equivalent score

- used to describe student's performance in comparison to the performance of an average student at a specified grade level - tells that the student performed how a student of that age would be predicted to do on the test - ex. a 2nd grader who scores a 4.5 scored the same as we would expect a 4th grader in his/her fifth-month t perform on the same test - most often misunderstood

Percentiles

-compares a student's score to others in their norm group - % is the % of the total norm group that scored lower than the student - 50% is average -0% to 100% - most readily interpretable

what are some issues with the pretest-posttest model?

-it can cause the students to only pay attention to specific ideas that were on the pre-test. - students will typically have higher scores on the post-test because they know the questions

normal curve equivalent

A set of standard scores ranging from 1 to 99, having a mean of 50 and a standard deviation of about 21. Normal bell curve

Current-Form Preparation

-special instruction and practice based directly on students us of the current form - violates both professional ethics and educational defensibility

Previous-Form Preparation

-special instruction and practice based on a previous form of the test - violates educational defensibility because it will boost the scores but not the overall knowledge of the curriculum, violates professional ethics because you are using the actual test

what are the 4 steps to build a learning progression?

1. Acquire a thorough understanding of the target curricular aim. 2. identify all requisite precursory subskills and bodies of enabling knowledge. (building blocks) 3. determine the measurability of each building block. 4. arrange all of the building blocks in an instructionally sensible sequence

5 applications approach to formative assessment

1. Immediate instructional adjustments- in the moment changes 2. near future instructional adjustments - during the next few class sessions 3. last chance instructional adjustments - only when students are about to be administered high stakes tests 4. learning tactic adjustments - students alter their learning permanently or for longterm 5. classroom climate shifts - both teacher and students use formative data to improve learning

What are the two Evaluative Guidelines for test preparation?

1. Professional Ethics 2. Educational Defensibility

what are the 2 kinds of evidence that useful for evaluating instructional quality?

1. Students performance on classroom assessment 2. Students performance on external accountability tests

2 meanings to "teaching to the test"

1. a good way to "teach to the test" is teachers aiming their instruction so students can accomplish the curricular aim sampled by the actual test 2. a bad way to "teach to the test" is teachers directing their instruction to the actual items on the test itself.

5 strategies approach to formative assessment

1. clarifying, sharing, and understanding learning intentions and criteria for success 2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning 3. providing feedback that moves learning forward 4. activating learners as instructional resources for one another 5. activating students as the owners of their own learning

What are the 5 test preparation practices?

1. previous form preparation 2. current form preparation 3. generalized test taking preparation 4. same format preparation 5. varied form preparation

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

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

Formative assessment

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

learning progression

A sequenced set of subskills of knowledge that students must learn to master a curricular aim

summative assessment

Assessment data collected after instruction to evaluate a student's mastery of the curriculum objectives and a teacher's effectiveness at instructional delivery.

is interim assessment a form of formative assessment?

NO

What is Educational Defensibility?

No test-prep practice should increase student scores without simultaneously increasing students' mastery of the curricular aim tested.

What is Professional Ethics?

No test-prep practice should violate the ethical norms of the education profession.

Why shouldn't students' scores on educational accountability tests be used to evaluate instruction?

Teaching- Testing mismatch - this is that there are external factors that can improve or deter from students test score that has nothing to do with the teacher or the instruction.

When did high stakes testing become the "rule of the land"?

With No Child Left Behind in 2002.

subskill

a component of a more complex skill; used in task analysis

Stanine

a method of scaling test scores on a nine-point standard scale with a mean of five (5) and a standard deviation of two (2). The raw scores are converted into this 9 part scale. look at page 341

standardized test

a test designed to yield norm referenced or criterion referenced inferences that are administered and scored in a predetermined way

unintended side effects of instruction

additional attitudes or learned behaviors that arise, hatred of math for example (even if all students are doing well)

Assessment for learning

another term to describe formative assessment as it is an ongoing process to better student learning

External Teacher Evaluation

appraisal of teachers competencies in order to make significant decisions about them, such as continued employment and awarding tenure

Evaluating

arriving at conclusions about the quality of instruction (focussed on teachers)

Grading

assigning some sort of a symbol that signifies "how well the student has done". (focussed on students)

Assessment based evidence

collection of evidence as shown through assessment

4 levels approach to formative assessment

level 1: Teacher's instructional adjustments level 2: Students' Learning-Tactic Adjustments level 3: Classroom climate shift level 4: school-wide implementation

test-based teacher evaluation

teacher appraisals in which the dominant determiner of a teacher's quality is the performance of a particular teacher's students on an externally imposed standardized achievement test

Adjustments

teachers can adjust their teaching or students can adjust their learning strategies

pretest-posttest

test the students before and after instruction

instructional sensitivity

the degree to which students' performances on a test accurately reflect the quality of instruction specifically provided to promote students' mastery of what is being assessed

Enabling Knowledge

the knowledge that allows a student to reach a higher cognitive subskill

teacher's self evaluation

the personal appraisal of the teacher's instructional program for purposes of improving it

Group focused test

to assess the progress or achievement of the group show by median, mode, mean, standard deviation

What was the measurement mission of the Alpha?

to locate the recruits who had the most cognitive aptitude to succeed in the Army's officer-training programs. Became the prototype for many educational tests!

what is the function of educational achievement tests?

to make reasonable inferences about a student's status with respect to the knowledge and skills in the curricular aim that the test represents

Target Curricular aim

what a student needs to master

Is Formative assessment a planned process?

yes, plan the collection father data and the changes that will be made from that information