Do Your Assessment Instruments Measure Up

1
Do Your Assessment Instruments Measure Up?

• Gerald Tindal
• UO

2
Tests in Search of Constructs versus Constructs
in Search of Tests Clinical Test Selection for
Research Purposes

• Logical network of evidence gathered to support
  its test score inferences
• Definition of constructs with content validity,
  latent traits, and achievement testing (formative
  and summative)
• Standards for Educational and Psychological
  Testing and Test Development

3
Walk Away Message and Questions

• A current view of building a nomological net and
  viewing the the validation process as a series of
  logical procedures supplemented by empirical data
• Under the hood of terms and further development
• Formative (what is the skill of teachers who use
  the data?). Think of Hedges analysis of
  instrumental variables.
• Summative (Can this term term fit everything from
  large-scale testing to final course evaluations?)
  

4
Developing, validating, and scaling-up continuous
progress monitoring measures for intervention
research and accountability in early childhood.

• Preschool growth indicators
• Strategic not comprehensive and related to
  important socially valid indicators (as well as
  other criteria for frequent use)
• Attention to technical adequacy and various types
  of validity evidence
• GOM versus MM and focus on functional nature of
  behavior with practical examples

5
Walk Away Message and Questions

• Very clear (banded) interpretation of GOM that
  spans behavioral measurement with functional
  assessment and applies to practice
• Under the hood of terms and further development
• Scaling properties of the measures (linear or
  curvilinear)
• Implications of changing behavior (example of
  negative reinforcement with goal of child using
  gestures, sounds, words, or sentences to convey
  wants and needs or to express meaning to others)

6
Assessing Teacher Knowledge in Reading and
Writing Instruction Perplexities, Problems and
Promises

• Teacher content knowledge and pedagogical
  knowledge in teaching reading and writing
• Need to attend to ecological validity (inert
  and enacted knowledge)
• Measurement strategy domains and practices can
  and should be considered
• Other important considerations of adoption and
  implication to testing teacher knowledge

7
Walk Away Message and Questions

• The intersective nature of analysis in which a
  content domain is mastered and its application is
  demonstrated
• Under the hood of terms and further development
• Subject and environmental specificity of
  knowledge and practice
• Other professions and praxis examinations the
  integration of outcomes