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Teacher Made Assessments : Notre Dame-Cathedral Latin

Teacher Made Assessments: Creating a Reliable and Valid Test

Douglas Murray

on 25 October 2010

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Transcript of Teacher Made Assessments : Notre Dame-Cathedral Latin

How to Connect
Curriculum, Instruction, and
Student Learning Douglas Murray/Denice Teeples
Notre Dame-Cathedral Latin Surface
approach Deep
approach How do students approach their learning? More likely to be associated
with higher quality learning
outcome. How do students perceive assessments? Assessments encourage memorization and recall
Workload demands are high Students perceive high-quality teaching
Choice in what is learned
Clear awareness of goals and standards tasks are "imposed" on them
study without purpose or strategy can see relevance of learning new things
seek to develop new understanding "Mathematics is about calculations" "Mathematics is a logical system which helps explain the things around us" "Mathematics is like a universal language which allows people to communicate and understand the world" Creation of Tests Emphasis on Multiple Choice Items True -False Items Matching Supply-Reponse Items Diagnostic Assessment Formative Assessment Summative Assessment Making use of instructional strategies in the learning environment that assess where students are having problems so that students can learn more and learn better. NOTE: For a K-12 version, look at the Learning Process Questionnaire (LPQ) Related subscales Assessment is integral to teaching and learning. How should we assess our students? Teachers must be good creators and good consumers of assessments. Standards of learning and instructional objectives include a wide variety of content and higher order thinking skills. To See Learning The focus on standards and accountability brings a new imperative to assesseing effectively in the classroom What we NEED A common language and common measures of teaching and learning. How Do I Create A Good Test? How are we assessing them? Reliability of student performance
One student should be able to take a test on Monday and then again on Tuesday and get
very similar results each day. In terms of assessment, a test is considered reliable if it achieves similar results for students who have similar ability and knowledge levels Selecting a test that gives a reliable picture of student performance is important to the validity of the results Reliability of scoring
The results should be the same no matter who scores the test and when they score it. You can check to see if you are scoring reliably by re-scoring a test and comparing with the original results.

You can also have two different people score a test and then compare the results to see if they are the same. What does this have to do with selecting a test? If the test has many constructed responses, the scorers will need to be trained to score the tests consistently. Reliability between different forms of the same test Different forms of a test have slightly different questions in a slightly different order. However, the content and difficulty level are the same and a student should perform comparably on both tests. Sometimes teachers find it necessary to administer different versions of the same test to different classes or to the same student at different times.

If you give forms that elicit consistent performance, you can assure your students that they have an equal chance of doing well on either form. If it would be useful to have more than one version of a test, you might want to find out if parallel forms have been developed while you are collecting information about possible tests to use.
Validity “Why am I testing?

Do I want to know about students’ mastery of a specific curriculum, course or unit, or do I want to know about their general language skills?”
Matching your purposes for testing with a test’s intended purposes is an important aspect of validity. Curriculum Instruction Assessment Videos How am I testing the big ideas? How can I create stronger assessments? Propriety Utility
Feasibility Accuracy Four Attributes of Appropriate Assessments Assessments should directly serve the educational needs of students Assessments should be purposeful and practical Assessments are efficient, and effective; not taking away teaching and learning Assessments provide appropriate and dependable information about student learning to facilitate the education process Propriety Utility Accuracy Feasibility Really Good Test Assembling the Assessment Make Sure that one item does not
give away the answer to another item Provide clear directions for each portion of the test Place Individual Tests Items on One Full Page Make Sure the Test is Neat and Error Free Provide Clear and Adequate Response Spaces Provide Point Values for Older Students Organize the Test by Item Type Format Denice and I have created instructional videos
that describe and demonstrate ways to structure tests
with Validity and Reliability.... Assessment is an imperfect art and every assessment is subject to unintended error so we have to reduce the “hubris” with which we treat our assessments and strive to make them as error free as possible so that they are as reliable as possible.

Central to reliability is the absence of ERROR Systematic Error unintentionally built into an assessment BUT which can be controlled Culturally biased language and expression
Developmentally inappropriate reading level
Mechanical or grammatical mistakes
Insufficient or unclear directions
Poor layout of the assessment
Insufficient number of assessment items
Subjective scoring
Random Error Reliabilty
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