Educational Assessment
Table of Specifications
It relates outcomes to content and indicates the relative weight to be given to each of the various areas
Outcomes measured in restricted-response essay
Knowledge, understanding, application, analysis
An achievement assessment can be used to provide what two things?
(1) a relative ranking of students or (2) a description of the learning tasks a student can and cannot perform.
Alternative Assessment
A title for performance assessments that emphasizes that these assessment methods provide an alternative to traditional paper-and-pencil testing.
Portfolios are often created for what three purposes?
growth, showcase, evaluation
Restricted performance and extended performance tests tend to be __________ in realism of task, complexity of tasks, assessment time needed and judgment in scoring
high
States do have the right to impose ____________________ on students with disabilities. Waivers are not granted for this student population. ________, the federal special education law, requires that _______________________
high-stakes assessments; IDEA; students with disabilities take the assessments.
Developmental objectives are concerned with
higher-level learning outcomes such as understanding, application, and thinking skills. Although we can identify degrees of progress toward these objectives, we cannot expect to ever fully achieve them
a(n) ________________ rubric is used for evaluation of the student's final level of performance
holistic
Typical Action Verbs and Illustrative Instructional Objectives for Restricted Performance Outcomes
identify, construct, demonstrate
In an interpretive exercise, a series of test questions is based on a common selection of
introductory material. The test questions might be based on a map, a reading passage, a picture, etc
Outcomes measured with short-answer responses
knowledge, computational, skill
criterion-referenced tests are typically, but not exclusively, used for
mastery testing
Multiple choice application item
may require the identification of an example of a term's proper use
multiple choice understanding item
might require the identification of a modified form of a textbook definition
Multiple choice memory item
might require the identification of a textbook definition of a term
Four selection-type items
multiple choice, true/false, matching, interpretive exercise
When writing instructional objectives, first list the general _________________ as intended learning _________________. Next, list the specific types of student __________________ that will demonstrate that the outcomes have been achieved.
objectives; outcomes; performance
In a performance assessment, the teacher may assess the ___________________, the _________________, or ___________________
procedure, product, both
Selected-response formats
provide response items for students to choose from (such as multiple-choice, true-false, and matching items).
Selected response and supply response tests tend to be low in
realism of tasks, complexity of tasks, assessment time needed, and judgment in scoring
concerned with the performance of a limited task that is highly structured, such as writing a brief paragraph on a given topic, selecting laboratory equipment, measuring humidity, or locating information with a computer are examples of what type of assessment
restricted-performance
tests that require the student to choose the correct or best answer, as in multiple-choice, true-false, and matching tests
selected response
The process through which students monitor and evaluate their own work, identify strengths and weaknesses, and think about their own thinking (the process known as metacognition) is referred to as
self-assessment
Three supply-type items
short answer, essay (restricted response), essay (extended response)
The instructional objectives are
simply a means of stating the curriculum goals in more specific terms so that they are useful in both instruction and assessment.
Students with exceptionalities are students with
special needs
tests that require students to respond with a word, short phrase, or complete essay answer
supply-response
high stakes testing
tests that have a great deal of impact on individual students
Target Skills
the knowledge or skills being assessed (e.g., mathematics computation, reading comprehension)
Minimal objectives are concerned with
the knowledge, skill, and other lower-level learning outcomes that represent the minimum essentials of the course
Differentiate Content
the same concept or skill is taught to each student; however, the curriculum used to teach the concept or skill might be different for different students
English language learners and native English speakers should have ___________________________ to demonstrate their knowledge or skills in a content area. This is the primary purpose for providing English language learners with testing accommodations.
the same opportunity
learning outcome
the terms that describe the specific results of instruction
Authentic Assessment
A title for performance assessments that stresses the importance of focusing on the application of understandings and skills to real problems in "real-world" contextual settings.
norm-referenced interpretation
He is third highest in a class of 35 students. relative ranking of students
Assessment program can influence student learning by
(1) providing students with short-term goals, (2) clarifying the types of tasks to be learned, and (3) providing feedback concerning their learning progress.
The legislation that requires states to include students with disabilities in assessment programs, and to provide accommodations or alternate assessments where necessary, is known as
IDEA
Three legislative measures related to education assessment
IDEA, NCLB, ESEA
Such vague and indefinite terms as _________, _____________, ____________, __________ should be avoided, since they do not clearly indicate the terminal performance to be measured.
"learns," "sees," "realizes," and "is familiar with"
Four Components of Formative Assessment Design
-Challenging items that elicit understanding. -Collaboration between the teacher and the student. -Basing the assessment on relevant standards. -Feedback that is provided during instruction.
As teachers begin to differentiate instruction, there are three main instructional elements that they can adjust to meet the needs of their learners:
-Content -Process -Product
What is the difference between assessments "of" learning, "for" learning, and "as" learning?
"of": how can we give feedback to stakeholders to find out how the students are doing (summative) "for": assessments for teacher adjustment (formative) "as": student-centered. checklists, rubrics. student involved in goals and future
Evidence-based strategies for differentiated instruction
-Employing effective classroom management procedures -Grouping students for instruction (especially students with significant learning problems) -Assessing readiness -Teaching to the student's zone of proximal development
requirements that were included in the 2002 reauthorization of ESEA
-Graduated sanctions for schools that do not meet the required goals -Making Adequate Yearly Progress (AYP) by increasing test scores -Federal Funding of charter schools to allow for greater parental choice
Three aspects of test arrangement
-group items that measure the same outcomes -arrange items in terms of increasing difficulty -group all items of the same type together
The items used in achievement tests can be classified in what two types?
-selection-type -supply-type
Content— Process— Product—
-the knowledge and skills students need to master -the activities students use to master the content -the method students use to demonstrate learning
Limitations of multiple choice tests
1. Constructing good items is time consuming. 2. It is frequently difficult to find plausible distracters. 3. This item is ineffective for measuring some types of problem solving and the ability to organize and express ideas. 4. Score can be influenced by reading ability
Strengths of multiple choice tests
1. Learning outcomes from simple to complex can be measured. 2. Highly structured and clear tasks are provided. 3. A broad sample of achievement can be measured. 4. Incorrect alternatives provide diagnostic information. 5. Scores are less influenced by guessing than true-false items. 6. Scoring is easy, objective, and reliable.
Proper preparation of an achievement test steps
1. Specifying the instructional objectives. 2. Preparing the test specifications. 3. Constructing relevant test items. 4. Arranging the items in the test. 5. Preparing clear directions. 6. Reviewing and evaluating the assembled test. 7. Administering the test and making an item analysis.
Five types of assessment procedures
1. informal observation during instruction 2. classroom achievement tests 3. performance assessment 4. product assessment 5. portfolio assessment
Summative Assessment
Achievement assessment at the end of instruction for the purpose of certifying mastery or assigning grades is called. This assessment is typically comprehensive in coverage and includes both tests and performance assessments.
Students with ______________ have been evaluated and determined to have a disability and have been found to be eligible for accommodations. Students with __________ have a mental or physical disability but do not meet the criteria for exceptional education services.
IEPs; 504 Plans
Domain-referenced interpretation
Assessment results are interpreted in terms of a relevant and clearly defined set of related tasks (called a domain). Meaning is similar to criterion-referenced interpretation but the term is less used, even though it is a more descriptive term.
Objective-referenced interpretation
Assessment results are interpreted in terms of each specific objective that a set of test items represents. This is frequently called criterion-referenced interpretation, but the more limited designation is preferable where interpretation is limited to each separate objective.
Performance Assessment
Assessments requiring students to demonstrate their achievement of understandings and skills by actually performing a task or set of tasks (e.g., writing a story, giving a speech, conducting an experiment, operating a machine).
mimic application of skills to "real-world" settings
Authentic Assessment
How are instructional objectives different from learning outcomes?
Instructional objectives contain measurable performance terms.
difference between differentiated instruction and RTI?
Both are instructional frameworks. Whereas the purpose of differentiated instruction is to address the needs of all students, the purpose of RTI is to identify and address the needs of struggling students
Content-referenced interpretation
Essentially the same meaning as domain-referenced interpretation when the content domain is broadly defined to include tasks representing both content and process (i.e., reactions to the content). This term is declining in use and being replaced by criterion-referenced interpretation.
_________________assessment determines whether a student has mastered the learning tasks being taught and, if not, prescribes how to remedy the learning failures. _______________________ assessment is designed to probe deeper into the causes of learning deficiencies that are left unresolved
Formative; Diagnostic
Absolute Grading
Grades can be described directly in terms of student performance, without reference to the performance of others.
When planning a performance assessment, the use of the psychomotor taxonomy can be helpful. The taxonomy has what four levels?
Observation, Imitation, Practice, Adaptation
______________________ are typically viewed as providing more valid inferences concerning learning than traditional paper-and-pencil tests because they focus more directly on the types of performance tasks we are teaching.
Performance Assessments
Can be used to generate rich information on ELLs' ability to transfer learning and meet state and local standards
Products, performances, and process-oriented assessments
Ongoing Assessment
Rather than assessing students only at the end of a unit, teachers can use assessments before, during, and after teaching a unit to gather information critical to providing effective instruction
Bloom's Taxonomy- 6 Levels of Cognitive Domain
Remember, Understand, Apply, Analyze, Evaluate, Create
Terms that correlate with State, District, Classroom, Student in that order
Standard, Benchmark, Instructional Objective, Learning Outcome
Formative Tests
Tests used to monitor student progress during instruction
Formative Tests
These tests are similar to the quizzes and unit tests that teachers have traditionally used, but they place greater emphasis on (1) measuring all of the intended outcomes of the unit of instruction and (2) using the results to improve learning (rather than to assign grades). The purpose is to identify the students' learning successes and failures so that adjustments in instruction and learning can be made
Diagnostic Assessment
These tests typically include a relatively large number of test items in each specific area with slight variations from one set of items to the next so that the cause of specific learning errors can be identified.
Flexible Grouping
To best address the learning needs of all students, teachers should use a variety of grouping methods—whole-group, small-group (usually no more than six students), or peer pairs—in addition to having students work independently.
norm-referenced tests are typically, but not exclusively, used for surveying achievement over
a broad range of learning outcomes
Standard
a broad statement that describes what students should learn
differentiated instruction
an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students.
A(n) _______________________ rubric provides scores on individual, specific criteria.
analytic
validity
appropriateness and meaningfulness of the inferences we make from assessment results for some intended use
constructed response Format
ask students to develop a response, create a product, or conduct a demonstration. These types of assessments allow more than one correct answer to a problem and typically involve higher-order thinking skills.
system accountability
assessments that hold schools, school districts, and state accountable for test performance.
Benchmark
clarifies in broad terms what a standard means
Developmental Objectives
concerned with higher-level learning outcomes (e.g., understanding, application, evaluation).
Minimal Objectives
concerns with basic knowledge, skill, and other lower-level learning outcomes
Reliability
consistency of assessment results
Performance-based assessments (PBAs) use a ___________-response format
constructed
Differentiate Product
they assess the same concept or skill for each student at the end of a unit of study; however, teachers offer their students a variety of ways to demonstrate their knowledge (e.g., video, written report).
Instructional Objective
describes how students will demonstrate achievement
With the best of intentions, educators often strive to promote ___________—giving every student precisely the same thing. However, by doing so, educators inadvertently limit the opportunities of students with disabilities to access learning. In other words, giving every student precisely the same thing does not ensure fairness or equal opportunity
equality
When educators use accommodations appropriately, they provide ___________—that is, they give each student what he or she needs to successfully complete a given learning task or assignment
equity
criterion-referenced interpretation
expressed in terms of the specific knowledge and skills each student can demonstrate (e.g., "She can identify the parts of a microscope and demonstrate its use")
tests that involve more comprehensive and less structured performance tasks, such as writing a short story, conducting a laboratory experiment, predicting weather, or using a computer to solve a problem.
extended performance
Diagnostic Assessment
focuses on the common sources of error encountered by students, so that the learning difficulties can be pinpointed and remedied.
Differentiate Process
they teach the same concept or skill to each student; however, the manner in which each student makes sense of the topic or skill can vary. Therefore, teachers should vary the activities students use to master the concepts or skills
Process-oriented assessments
think-alouds, self-assessment checklists or surveys, learning logs, and individual or pair conferences.
Access Skills
those skills needed to complete the assessment, although they are not specifically being measured
The 1994 reauthorization of the ESEA included the requirement
to develop standards and assess students' progress towards meeting them.
National Council on Measurement in Education Code
to inform and remind those involved in educational assessment of their obligations to uphold the integrity of the manner in which assessments are developed, used, evaluated, and marketed.
Formative Tests
typically designed to measure the extent to which students have mastered the learning outcomes of a rather limited segment of instruction, such as a unit or a textbook chapter
Outcomes measured in extended-response essay
understanding, application, analysis, evaluation, creating
Look at the ___ within an objective to determine the level on which to teach and assess.
verb