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Objective Tests & Performance Assessments

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Erin Gilbert

on 6 June 2014

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Transcript of Objective Tests & Performance Assessments

Purposes & Characteristics: Objective Tests
Purposes & Characteristics: Performance Assessments
Methods for Evaluating Validity & Reliability
Gauge level of students' prior knowledge
Helps the teacher learn where to focus more on content
Heavier recall-based content
Right or wrong answers
Selected Response
Constructed Response
Murayama, K. (2009).
Objective Test Items
. Retrieved from http://www.education.com/reference/article/objective-test-items/

Popham, W. J. (2011).
Classroom assessment: What teachers need to know
(6th ed.). Retrieved from The University of Phoenix eBook Collection database.

Taylor, C. S., & Nolen, S. B. (2008).
Classroom assessment: Supporting teaching and learning in real classrooms
(2nd ed.). Retrieved from The University of Phoenix eBook Collection database.
Measure a student's status based on how he completes a specified task
Relate curriculum to real-world problems rather than "school-world"
Achieve higher level thinking of Bloom's Taxonomy
the process of construction
Multiple Foci
The most significant concept in assessment
Content Validity: "refers to the adequacy with which the content of a test represents the content of the curricular aim about which inferences are to be made" (Chapter 4).
Criterion Validity: "this kind of evidence helps educators decide how much confidence can be placed in a score-based inference about a student’s status with respect to one or more curricular aims" (Chapter 4).
Aptitude Test
Construct-Related Validity: "is typically gathered by way of a series of studies, not one whopper 'it-settles-the-issue-once-and-for-all' investigation" (Chapter 4).
Developmental Care: the higher the stakes, the more effort given to content procedures ensure curricular aims are involved
External Reviews
Aptitude Tests
Intervention Studies, Differential-Population Studies, Related-Measures Studies
Correlation Coefficient
Classification Consistency
Item Response Theory
Include more items on educational assessment to yield more reliable estimates
Reliability = Consistency
Stability Reliability: "refers to consistency of test results over time" (Chapter 3).
Test-Retest Reliability
Alternate-Form Reliability: 'focuses on the consistency between two forms of a test—forms that are supposedly equivalent" (Chapter 3).
Internal Consistency Reliability: "does not focus on the consistency of students’ scores on a test. Rather, internal consistency deals with the extent to which the items in an educational assessment instrument are functioning in a consistent fashion" (Chapter 3).
Purposes & characteristics



Methods for evaluating reliability and validity
Objective Tests & Performance Assessments
Murayama, 2009
Taylor & Nolen, 2008
Popham, 2011
Popham, 2011
Popham, 2011
Popham, 2011
Full transcript