Post on 04-Jun-2018
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Confounding Factors in the
Administration Of Pre- and Posttest
Assessments
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Confounding ?
1. To cause to become confused or perplexed.
2. To fail to distinguish; mix up.
3. To make (something bad) worse.
4. To cause to be ashamed.
5. To damn.
6. a. To frustrate.
b. ArchaicTo bring to ruination.
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Administration ?
oftenAdministration
a. The executive branch of a government.
b. The group of people who manage or direct aninstitution, especially a school or college.
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Pre- and Posttest ?
Pretest
a.A preliminary test administered to determine astudent's baseline knowledge or preparedness foran educational experience or course of study.
b.A test taken for practice.
PosttestA test given after a lesson or a period ofinstruction to determine what the students havelearned.
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So...
The meaning of Confounding Factors in theAdministration Of Pre- and PosttestAssessments is
Factors that make values from pre- and posttest
are invalid
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History
History can be a threat.
Outcomes assessments are particularyvulnerable to this threat, especially whenconsiderable period of time elapses betweenpretest and posttest
Example, posttest after study tour
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Maturation
Maturation is a major confounding variable invalue- added assessment
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Testing
Multiple administrations of same test may affectthe reesult of pro- and posttest. This confound islikely when tests are administered within arelatively short time and at repeated points.
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INSTRUMENTATION Instrumentation threatens validity when observed
changes from pre- to posttest may be the result of a
change in a measuring instrument, an especially likelypossibility when the measuring instrument is human
confounded by systematic variations in the reviewprocess between the pre- and posttest.
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STATISTICAL REGRESSIONStatistical regression is a threat when scores at extremes ofa scale are unstable. It is of particular concern in talent
development assessment when students are classified intogroups on the basis of pretest scores. Statistical regression:
Operates to increase obtained pretest-posttest gainscores among low pretest scores,
Operates to decrease obtained change scores amongpersons with high pretest scores,and
Does not affect observed change scores among scorers atthe center of the pretest distribution
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External validity
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Unanticipated Effects of
Assessment
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Test anxiety and stress
This particular risk accompanies the phenomennomof bottoming out. Sensitivity to this issue in test
administration, debriefing, and presentation of
findings will substantially reduce this problem.
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Fatigue
After spending several hours completing pre- orposttesting, students ability to concentrate on other
work may be limited. Therefore, testing should be
scheduled for the times when it is least likely to
interfere with ongoing class work and studying.
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Emphasis on test score than on the processof learning A vigorous assessment program may suggest to
students that test score are more important than the
process of learning. We now distribute grades and
score as if students were in a contest with each other
(Edgarton 1987, p. 109). It is the responsibility of the
institution to communicate its underlying values tostudents and to explain why and how the test score
are useful.
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Better test-taking skills
For better or for worse, assessment and evaluation arevery much a part of our culture. Continues exposure
to assessment in a supporive environment may help
students to develop skill to cope effectively with tests
and evaluations.
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A sense of development and growth
Because of the relative nature of most grading,students rarely have an opportunity to document or
observe their own intellectual development. Pre- andposttesting may provide student with feedback abouttheir development. Even when individual scores arenot release (and the cohort is the unit of
measurement), student experience of the instrumentduring posttesting relative to pretesting as well as theincrease in achievement demonstrated by the groupcan be valuable information.
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Curiosity and motivation
Although bottoming out can be stressful for student,encountering material with which one is unfamiliar
can also be stimulating. Challenging and engagingassessment instrument may motivate students toacquire specialized knowledge and skills or,conversely, to broaden their knowledge and skills.
When students have tha opportunity to discuss theirtesting experience with an academic counselor oradvisor, they can plan a program that responds totheir experienced needs and interests.