A SSESSMENT IN G ENERAL T ERMS Dwight D. Harley, Ph.D. Division of Studies in Medical Education.
-
Upload
lisa-sarff -
Category
Documents
-
view
221 -
download
0
Transcript of A SSESSMENT IN G ENERAL T ERMS Dwight D. Harley, Ph.D. Division of Studies in Medical Education.
ASSESSMENT IN GENERAL TERMS
Dwight D. Harley, Ph.D.Division of Studies in Medical Education
Learning, Teaching and Assessment“Both assessment and instruction ought to reflect significant, agreed on goals for students. Assessments should measure important, classroom objectives; assessment results should represent how students perform on broad knowledge and skills domain reflected by those objectives; and classroom instruction should provide students with the opportunity to learn and attain the knowledge and skills.”
J. Herman, 1992
Instructional Triad
Learning Primary focus of all educational activity Self-active process Learner effort and activity is necessary Activity component differentiates learning from
developmental growth or maturation
Teaching Primary purpose of teaching is to foster learning Successfully achieve instructional outcomes and
learning outcomes Outcomes must be clearly articulated and
understood
Assessment Many different functions and forms Without assessment there is no adequate way to
determine the value or effectiveness of learning Fundamental to student learning and must be an
integral part of the educational process
Assessment as a Composite
Linking Assessment to Objectives Assessment must be aligned with
curriculum Only be achieved when assessment and
instruction are linked to common, significant learning outcomes
Off On A Tangent“Many people continually pursue excellence but are at the same time opposed to or are in fear of evaluation and assessment. However only through clarifying purpose, measuring and judging the impact of action can excellence be determined.”
G. Glass, 1975
A Basic Definition A test is an instrument or systematic
procedure for collecting quality data to support a sound decision making process.
Decisions Served by Testing Instructional Grading Diagnostic Selection Placement Counseling /guidance decisions Evaluation and Administration Research
GENERAL PRINCIPLES OF ASSESSMENT
1. Clearly specify what is to be assessed.2. Select assessment procedures on the basis of
their relevance to the learning objectives.3. Use a variety of assessment procedures.4. Be aware of limitations. 5. Use information effectively and appropriately.
In Terms of Test Items Test items must
have direct links with instruction assess important and relevant learning outcomes
A Test Blueprint Links assessment and instructional objectives Identifies the objectives and skills to be tested and
their relative weights aka Table of Specifications or TOS
At its Simplest A blueprint …
Is a graphic organizer that relates learning objectives to intended domains
Lists instructional objectives on its vertical axis and taxonomic levels of one or more appropriate taxonomies on the horizontal axis
Can be as simple as a list of learning objectives and their relative weight or importance
An Simple Illustration…
You have a course of 36 one-hour lectures on dinosaurs. The objectives are: Students will be able to describe the rise and fall of the
dinosaurs – their evolutionary history. Students will be able to classify dinosaurs into their classes
and sub-classes, on the basis of sketches
The illustration continued Students will explain the ecology by which herbivorous and
carnivorous animals co-existed Students will have a general knowledge of the geography of
the earth during the Jurassic and Cretaceous periods
Weight each objective Evolutionary history Identification Ecology Paleogeography
40%30%20%10%
If you have a 100 item MCQ…
Blueprint 40 questions on evolutionary history 30 questions on identification 20 questions on ecology 10 questions on paleogeography
With items to be distributed across the lecture hours
Bloom’s Cognitive Taxonomy
Knowledge/Comprehension Knowledge
Remembering information List, define, describe, identify, name, quote, when,
where, label, match, reproduce, outline, select Comprehension
Ability to grasp the meaning of material Summarize, infer, estimate, predict, convert, defend,
discuss, differentiate, contrast, extend, translate
Application Use learned material in new and concrete situations Application of rules, methods, concepts, laws,
theories, principles Apply, demonstrate, calculate, complete, solve examine,
modify, classify, relate, produce, show, prepare, use, change, discover, manipulate, operate
The HOTS Higher Order Thinking Skills Critical thinking
Analysis Synthesis Evaluation
Analysis Analysis – break down material into its
components to understand structure Identification of parts, analysis of relationships
between parts, recognition of the organizational principles involved
Analyze separate, order, explain, connect, classify, arrange, explain, infer
Synthesis Put parts together to form a new whole. Use old to create new, writes a new speech or essay,
formulates a new classification scheme Categorize, combine, compile, compose, create,
devise, design, plan, rearrange
Evaluation Judge the value of material Compare and discriminate between ideas, make
choices based on reasoned argument, verify value of evidence, recognize subjectivity
Appraise, compare, conclude, contrast, assess, support, justify, judge, measure, recommend, convince
Two Dimensional BlueprintKnowledge
Comprehension20%
Application45%
HOTS35%
Evolutionary History 40%
Identification 30%
Ecology 20%
Paleogeography 10%
Generally The more thoughtful and carefully worked out the
objectives, the more the blueprint will reflect the course content and the fairer will be the examination.
If we don’t have a blueprint, we test what is easy to test, and the result will be of doubtful validity.
EVALUATING A TEST SCORE The scores need to be reliable, that is “Does the
test yield the same or similar scores consistently?”
The scores need to be valid, that is “Are we measuring what we think we are measuring?”
If a score is not reliable it cannot be valid.
RELIABILITY & VALIDITY
Neither Valid nor Reliable
Figure 1:
Reliable but not ValidFigure 2:
Reliable and ValidFigure 3:
GENERAL GUIDELINES Items should have direct links with instruction and
assess important and relevant learning outcomes. Design items which test for the application of knowledge
rather than knowledge of isolated facts. Design items that are commensurate with student’s
level of education and experience. Design items to test knowledge that is required for
subsequent education.
Follow the Blueprint Blueprints are essential…
to plan the content of an examination to ensure that different domains are tested equitably and that the balance of subject areas tested is fair
to establish and ensure content validity
And finally .. Blueprints are important because
Lewis Carroll From Alice in Wonderland
If you don’t know where you’re going, then any road will take you there.
Questions ?