Beruflich Dokumente
Kultur Dokumente
Practicality
Validity Reliability and
Efficiency
Clear and Appropriate Learning Targets
Select Appropriate Methods
Types of methods
- selected-response
- constructed-response
- performance
- essay
- oral
SELECTED-RESPONSE CONSTRUCTED-RESPONSE
Brief
• Multiple choice Constructed- Performance Tasks Essay Items Oral
• Binary- choice Response Questioning
(e.g., True/ False) Items
• Matching • Short Products Skills • Restricted • Informal
• Interpretative answer -response questioning
• Paper • Speech
• Completion • Project • Demonstration • Extended- • Examinations
• Label a • Poem • Dramatic response • Conferences
diagram • Portfolio reading • Interviews
• “Show your • Video/ • Debate
work audio-tape • Recital
• Spreadsheet • Enactment
• Web page • Athletics
• Exhibition • Keyboarding
• Reflection
• Journal
• Graph
• Table
• Illustration
- observation
- self-assessment
TEACHER OBSERVATION STUDENT SELF-ASSESSMENT
Self-Report Inventories
• Formal
• Attitude survey
• Informal
• Sociometric devices
• Questionnaire
• inventories
Self- Evaluation
• Ratings
• Portfolios
• Conference
• Self-reflection
• Evaluate other’s performance
Match method to target
Assessment Methods
Selected Response
and Brief Essay Performance Oral Observation Student Self-
Constructed- Question Assessment
Response
Targets
Knowledge and
Simple 5 4 3 4 3 3
Understanding
Deep
Understanding 2 5 4 4 2 3
and Reasoning
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Validity
o What is a valid assessment?
o How is validity determined?
Validity Evidence
Validity of:
Claim
Context Meaning
Interpretation
Test Use
Score
Instrument Inference
Procedure
Sources of Information for Validity
The extent to which the
Content-Related Evidence assessment is representative of
the domain of interest
Addition Subtraction
Student Quiz 1 Quiz 2 Quiz 1 Quiz 2
Rob 18 16 13 20
Carrie 10 12 18 10
Ryann 9 8 8 14
Felix 16 15 17 12
Sources of Error in Assessment
Internal Error
Health, Mood, Motivation,
Test-taking skills, Anxiety,
Fatigue, General ability
External Error
Directions, Luck, Item ambiguity,
Heat in room, lighting, Sampling of
items, Observer differences, Test
interruptions, Scoring, Observer bias
o How is reliability determined?
Sources of Evidence in Estimating Reliability
- Evidence Based on Stability
- Evidence Based on Equivalent Forms
- Evidence Based on Internal Consistency
- Evidence Based on Scorer or
Rater Consistency
- Evidence Based on Decision Consistency
Fairness
Student knowledge of learning targets
and assessments
Opportunity to learn
Prerequisite knowledge and skills
Avoiding student stereotyping
Avoiding bias in assessment tasks and
procedures
Accommodating special needs
Positive Consequences
Students
Teachers
Alignment
Types of Alignment Judgements
Refined: Depth, range, and balance of
knowledge and skills as well as format
Good: Depth of knowledge
and skills as well as format
Rough: Simple checklists
of matched content tested
Primitive: Cursory review
based on all standards
Steps in Achieving Achievement
1 2 3 4
5 6 7