Assessing Student Performance OK. Performance Objective Given a unit of instruction, develop a...
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![Page 1: Assessing Student Performance OK. Performance Objective Given a unit of instruction, develop a valid, reliable, criterion referenced student assessment.](https://reader035.fdocuments.net/reader035/viewer/2022062511/55146c12550346414e8b5e38/html5/thumbnails/1.jpg)
Assessing Student Performance
OK
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Performance Objective
• Given a unit of instruction, develop a valid,
reliable, criterion referenced student
assessment instrument that scores at least
70 points on the
evaluation
checksheet..
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Enabling Objectives
• Distinguish among evaluation, measurement, and testing
• Differentiate between formative and summative assessment.
• Differentiate between criterion-referenced and norm-referenced assessment.
• Explain validity in student assessment.• Explain reliability in student
assessment.• Plan for criterion-referenced
assessment of student performance.
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Why assess student performance?
• Assign grades
• Gauge student progressand award credit for task completion
• Improve instruction
• Motivate students to work
• Provide feedback to students
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Basics
• Evaluation - the general process of estimating student progress toward achieving performance objectives
• Measurement - the use of a specific tool to estimate an outcome
• Testing - one specific form of evaluation that uses a measurement tool to formally evaluate student performance
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Methods of Assessment
• Testing– “Objective”– “Subjective”
• Performance demonstration other than test– Psychomotor Task
• Project• Lab Skill Demonstration
– Higher-Level Cognitive Task• Paper• Project• Portfolio• Etc…
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Testing is Either
• Formative
or
• Summative
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Formative Testing
• The process of using measurement tools to conduct evaluation for the purpose of IMPROVING student PERFORMANCE
• Student receives feedback of results• Teacher considers results in planning
subsequent instruction• Grades are not recorded!!
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Summative Testing
• The process of using measurement tools to conduct evaluation for the purpose of ASSIGNING student GRADES
• Student receives feedback of results• Teacher considers results in planning
subsequent instruction• Grades are recorded
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A Test Can Be
• Norm-Referenced
or
• Criterion-Referenced
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Norm-Referenced Test
• Measures student performance against other students
• Student scores better or worse than other students
• Competition is between student and peers
• Grade is based on location on “the curve”
• Best students get “A,” poorest students fail
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Normal Curve
• On most measures of human behavior, graphing individual results will result in a “bell-shaped,” or normal curve
• Most individual scores will fall toward the middle (mean)
• Fewer scores will fall toward the upper and lower ends
Lowest Scores Highest Scores
Average
Scores
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Making Test Norm Referenced
• Make test intentionally difficult
• Average score should be about 50%
• Strong students should tend to score high and weak students should tend to score low
• Award As for highest scores, Fs for lowest scores, Cs for average scores
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Criterion-Referenced Test
• Measures student performance against predetermined standards
• Student meets or does not meet the standard• Competition is between the student and the
skill, knowledge, or ability• Grade is based on accomplishment• Everybody can earn a passing grade if they
meet the standard
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Making Tests Criterion-Referenced
• Remember that a performance objective has a:– Condition, Task, & Standard
• Criterion = Standard• Write test items using performance objective
standard statements and your test will be criterion-referenced– Every objective 1 or more test items
– Every item an objective
• Validity is assured
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Characteristics of a Test
• Validity
• Reliability
• Objectivity
• Discrimination (applies to norm-referenced test only)
• Comprehensiveness
• “Score-Ability”
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Validity
• A valid test measures:
– what it is intended to measure
• what the teacher intended for the students to learn
• what the teacher actually taught
• A valid test is FAIR
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Questions about Validity
• Does the test actually measure what you intend it to measure?
• Did you teach the content and skills that are being tested?
• Does the test require the student to know or do something other than what you intended and/or taught?
• Does some aspect of the test prevent the student who may know the material from responding correctly?
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Example of Problem in Validity
You taught the names and uses of hand tools using lecture with overheads and handouts.
But:
On the test, you ask the students to describe how to maintain the tools in good condition. The problem is you taught one thing (names & uses) but tested
knowledge of another (maintenance).
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Another Example
You taught the students to write resumes in the classroom and had them hand write their own
resumes, but provided no computer instruction.
But:
You have them prepare their resumes on a computer and grade heavily on appearance. The problem is you are evaluating their word processing skills at
least as much as their resume writing skills.
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A Third Validity Problem
You intended to teach the students how to repair a small engine. You taught the lesson in the classroom using overheads, chalkboard, and a teacher demonstration. The students never touched an engine.
But:On test day, you give them a disassembled engine to
reassemble. The problem is you thought you taught a psychomotor skill, really taught only cognitive content, but are testing the psychomotor skill you never taught
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Reliability
• A reliable test provides accurate and consistent results
• Test reliability can be viewed from two perspectives:– Student reliability– Scorer reliability
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Student Reliability
• Test items are readable and clear
• Instructions are simple and unambiguous
• Responses test only knowledge of the subject matter and not test wiseness, reading ability, agility, or other unrelated trait
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Scorer Reliability
• Items can be scored consistently
• Same scorer would produce similar results on repeated evaluations
• Different scorers would produce similar results if working independently
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Objectivity
• Objectively written– items are reliable– items are valid
• Objectively administered
• Objectively Scored
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Discrimination
• Important ONLY for norm-referenced testing
• Test separates more knowledgeable students from less knowledgeable students
• Discriminating test is intended to reward best students and punish weakest students
• Ideal for using normal curve to interpret score
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Comprehensiveness
• Assessment covers or samples all of the content
• Every performance objective is represented
• Multiple items address each objective
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Score-Ability
• Test has scorer reliability
• Scoring is easily completed
• “Objective” items are easiest to score
• “Subjective” items can be scored “objectively”
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Review
• Evaluation vs. Measurement vs. Testing• Criterion-Referenced or Norm-Referenced• Formative or Summative• Characteristics of a Test:
– Validity– Reliability– Objectivity– Discrimination (applies to norm-referenced test only)– Comprehensiveness– “Score-Ability”
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The Answer
• Rare to find an educator who claims to have the right answer, but…in Career and Technical Education
• Testing should be BOTH normative and summative
AND• Testing should be criterion-referenced
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So What?
• Assessment can be positive or threatening
• Do not use assessment
as punishment or as a threat
• Use assessment to improve student performance and
instruction• Assign grades fairly: validly, reliably,
objectively, and comprehensively