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Select

Appropriate Alignment Fairness


Methods

Clear and HIGH-QUALITY


Positive
Appropriate CLASSROOM
Consequences
Learning Targets ASSESSMENT

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

The relationship between an


Criterion-Related Evidence assessment and another
measure of the same trait

The extent to which the


Construct-Related Evidence assessment is a meaningful
measure of an unobservable
trait or characteristic
 Reliability
o What is a reliable score?
 Assessment Error
Observed Score = True Score + Error

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

Actual or True Knowledge,


Observed
Understanding, Reasoning, Assessment Score
Skills, Products, or Affect

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

Understand Combine state Specify Align with


state standards and cognitive curriculum
standards and assessments with depth, range, and pacing
assessments local learning targets and balance guides

5 6 7

Develop Identify appropriate Determine


classroom theories of learning instructional
assessments and motivation strategies
 Practicality and Efficiency
 Familiarity with method
 Time
 Complexity
 Ease of scoring
 Ease of interpretation
 Cost

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