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Assessment of Student Achievement 524 - January 2020/TextBook... · Assessment of Student...
Transcript of Assessment of Student Achievement 524 - January 2020/TextBook... · Assessment of Student...
Assessment of Student Achievement
C. Keith Waugh
Norman E. Gronlund
Tenth Edition
© 2013, 2009, 2006, 2003, 1998Pearson Education, Inc. All rights reserved.
Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Preparing and Using Achievement Tests
Chapter 5
5-2Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Chapter 5 – Preparing and Using Achievement Tests
Studying this chapter should enable you to:
List the steps to follow in preparing an achievement test
Prepare a set of specifications for a test
Describe the relative merits of selection-type and supply-type tests
5-3Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Chapter 5 – Preparing and Using Achievement Tests
Studying this chapter should enable you to (continued):
Match test items to the specific learning outcomes they measure
Describe the factors to consider when preparing items for a test
Describe how to arrange items in a test
5-4Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Chapter 5 – Preparing and Using Achievement Tests
Studying this chapter should enable you to (continued):
Write clear directions for a test
Review and evaluate an assembled test
Administer a test properly
Evaluate the effectiveness of test items
5-5Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Preparing An Achievement Test
Steps:
1. Specify the instructional objectives
2. Prepare test specifications
3. Construct relevant test items
4. Arrange items in the test
5. Prepare clear directions
6. Review and evaluate test
7. Administer test and conduct item analysis
5-6Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Step 1Specify the Instructional Objectives
Step 1.1 - State the General Outcomes
Develop General Outcomes
Begin each General Outcome with one of the six cognitive domain headings of Cognitive Taxonomy
Step 1.2 - State the Specific Outcomes
For each G.O., develop Specific Outcomes
Begin each S.O. with an action verb
5-7Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
General Outcomes For Chapter 1
1. Remember the Meaning of Terms
2. Remember Specific Facts
3. Understand Principles
4. Apply the Principles
5-8Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Specific Outcomes for Chapter 1
G.O. 1 - Remember the Meaning of Terms
S.O.1. Identify the correct definition of
terms
2. Distinguish between terms based on meaning
G.O. 2 - Remember Specific Facts
S.O.1. Identify specific facts
2. Match specific facts to terms
5-9Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Specific Outcomes for Chapter 1
G.O. 3 - Understand Principles
S.O.
Explain principles in own words
G.O. 4 - Apply the Principles
S.O.
Relate principles to terms
Modify instruments by applying principles
5-10Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Step 2Preparing Test Specifications
Step 2.1 - Select the Specific Outcomes to be tested
Step 2.2 - Outline the subject matter by listing topic and subtopic areas in the lesson plan
Make a two-way Table of Specifications
5-11Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Subject Matter Outline for Chapter 1
I. Testing and Performance Assessment
A. Reasons for widespread use of P/P testing
B. Criticism of P/P tests
C. Types of assessment
II. Relation Between Instruction and Assmt
A. When instruction is most effective
B. When assessment is most effective
5-12Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Subject Matter Outline for Chapter 1
III. Assessment in the Instructional Process
A. Planning of instruction
B. The beginning of instruction
C. During instruction
D. The end of instruction
IV. Ways Assessment Can Aid Learning
A. Student motivation
B. Retention and Transfer of learning
C. Student Self-Assessment
D. Evaluating instructional effectiveness
5-13Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Step 3Construct Relevant Test ItemsConsiderations:
Selecting the type of test items to use
Selection Type Items (e.g., multiple choice, true-false, matching, interpretive exercises.
Supply Type Items (e.g., short answer, essay (restricted response), essay (extended response)
Matching items to Specific Outcomes
For each S.O., write one or more related items
5-14Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Reviewing And Editing Items
Does each test item measure an important learning outcome?
Is each item type appropriate for the particular learning outcome?
Are the directions clear?
Is the item stated in simple, clear language?
5-15Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Reviewing And Editing Items (continued)
Is the item free from extraneous clues?
Is the difficulty of the item appropriate?
Is each test item independent?
Are the test items an adequate sample of the learning outcomes?
5-16Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Step 4Arranging Items in the Test
Guidelines:
Group together items that measure the same learning objective
Arrange items so that all items are the same type
Arrange items in an order of increasing difficulty
5-17Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Step 5Preparing Directions
Directions Should Include:
The purpose of the test
The time allowed to complete the test
How to record the answers
Whether to guess when in doubt
5-18Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Step 6Review and Evaluate Test
Guidelines:
Space items properly
Make items legible
Make items free from typographical errors
5-19Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Step 7Administration and Analysis
Guidelines:
Provide proper environment
Write clear and specific directions
When possible, provide a separate answer sheet
5-20Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Item Analysis for Norm-Referenced Exams
Used To Answer Whether:
The item discriminated as intended
The test item was the appropriate difficulty
The test item was free of irrelevant clues
The distracters were effective
5-21Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Simple Item-Analysis Procedures
Steps:
1. Arrange the test papers in order from the highest to lowest score
2. Select the 1/3 of papers with the highest total scores and the 1/3 of papers with the lowest total scores
3. Put aside the middle 1/3 scoring papers
5-22Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Simple Item-Analysis Procedures (continued)
Steps:
4. For each test item, tabulate on a copy of the test the number of students in the upper and lower groups who selected each alternative
5. Compute the item difficulty
5-23Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Simple Item-Analysis Procedures(continued)
Steps:
6. Compute the discriminating power of each item
7. Evaluate the effectiveness of distracters in each item
8. Make needed revisions to test items
5-24Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Characteristics of Poor Distracters
A poor distracter attracts no students
Example: Alternatives A* B C D
Upper 10 5 4 0 1
Lower 10 3 2 0 5
Note that no students were attracted to “C”. The plausibility of “C” should be considered.
5-25Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Characteristics of Good Distracters
Good distracters attract more students in the lower group than the upper group
Example: Alternatives A* B C D
Upper 10 10 0 0 0
Lower 10 3 2 2 3
Note the relatively even distribution of students in the lower group across four alternatives
5-26Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Cautions in Interpreting Item-Analysis Results
Item discriminating power does not indicate item validity
A low index of discriminating power does not necessarily indicate a defective item
Item-analysis data from small samples are highly tentative
5-27Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Item Analysis of Criterion-Referenced Tests
Purpose:
To determine the effectiveness of instruction.
5-28Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.
Questions & Comments?