EDCI 6312 Educational Measurement The Role of Measurement and Assessment in Teaching

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EDCI 6312 - Educational MeasurementThe Role of
Measurement and Assessment in Teaching

• Dr. Reynaldo Ramirez, Jr
• Associate Professor for Secondary and Science
  Education

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General Topics of Assessment Related to Teaching

• Instructional Decisions Requiring Assessment Data
• Assessment, Test, and Measurement
• General Principles of Assessment
• Assessment and the Assessment Process
• Types of Assessment Procedure

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Instructional Decisions Requiring Assessment Data

• What does the teacher assess?
• Informal Observations
• Aptitudes
• Achievement
• Personal Development

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Examples of Curricular and Instructional
Effectiveness

• Grouping Students (Teacher-constructed tests,
  achievement records, observations)
• Learning Goal Attainment (teacher-constructed
  tests, class projects, oral questioning,
  observation)
• Learning Beyond the Minimum Expectations (teacher
  constructed tests, achievement tests, class
  projects, portfolios, observation)
• Timing of Reviews (periodic quizzes, oral
  questioning, observation)
• Student Referrals (scholastic aptitude tests,
  diagnostic tests, observation)

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Assessment, Test, and Measurement

• Assessment Term that describes a full range of
  procedures used to gain information about student
  learning and the formation of value judgements
  concerning learning progress.
• Test Term used to describe a type of assessment
  that typically consists of a set of questions
  administered during a fixed period of time under
  reasonably comparable conditions for all
  students.
• Measurement Term used for the assigning of
  numbers to the results of a test or other type of
  assessment according to a specific rule.

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The Assessment Process
ASSESSMENT
MEASUREMENT
NONMEASUREMENT
and/or
plus
plus
VALUE JUDGEMENTS
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General Principles of Assessment
Assesment is an integral process for determining
the nature and extent of student learning and
development.

• Clearly specify what is assessed is an important
  priority
• The procedure selected should be relevant to the
  characteristics or performance to be measured
• Comprehensive assessment requires a variety of
  procedures
• Take into consideration the limitations of the
  assessment procedures
• Assessment is a means to and end, not an end in
  itself

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Assessment and the Instructional Process
The main purpose of classroom instruction is to
help students achieve a set of intended learning
goals (intellectual, emotional, and physical).

• Identifying Instructional Goals (Chapter 3)
• Preassessing the Learners Needs (Chapter 6)
• Providing Relevant Instruction
• Assessing the Intended Learning Outcomes
  (Chapters 7-13)
• Using the Results (Chapters 14, 15, 19)

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Types of Assessment Procedures Maximum
Performance Versus Typical Performance (Cronbach,
1990)

• Maximum Performance Assessments used to
  indicate the results when an individual puts on
  their best effort
• Aptitude Tests are designed to predict success in
  some future learning activity
• Achievement Tests are designed to indicate the
  degree of success in some past learning activity
• Some tests can be used for both purposes.
• What are the issues related to maximum
  performance?

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Types of Assessment Procedures Maximum
Performance Versus Typical Performance (Cronbach,
1990)

• Typical Performance Assessments used to
  indicate an individuals typical behavior.
• Methods used may assess interests, attitudes,
  adjustment, and personality traits
• Instruments are often unreliable or valid since
  they dont assess the full spectrum of typical
  behaviors
• Portfolios can be used for both purposes.

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Types of Assessment Procedures Fixed Choice
Tests and Complex-Performance Assessments

• Multiple Choice Format and its variations are
  often easy to administer, easily graded, large
  numbers of questions given in a relatively short
  time span, objective scoring, and cost effective.
• Drawbacks
• Reliance on factual knowledge over higher order
  thinking
• Over-emphasizes the need to teach to the test
  rather than engaging students in constructivist
  activities

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Types of Assessment Procedures Fixed Choice
Tests and Complex-Performance Assessments

• Performance assessments was intended to closely
  reflect long-term instructional goals and require
  students to solve problems of importance outside
  the confines of the classroom or to perform in
  ways that are valued in their own right.
• Examples of performance assessments include
  written essays, open-ended mathematics problems,
  laboratory experiments, creating a piece of art,
  oral presentations, projects and exhibitions of
  student work.
• Drawbacks
• Although, sometimes referred to as authentic
  assessments they have shortcomings in that
  performances do not always solve real life
  problems
• More time-consuming to administer and score
• Human judgment required for scoring requiring
  expertise and training

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Types of Assessment Procedures Placement,
Formative, Diagnostic, and Summative Assessment
(Airasian and Madeous, 1972)

• Placement assessment Used to determine student
  performance at the beginning of instruction
• Formative assessment Used to monitor learning
  progress during instruction
• Diagnostic assessment Used to diagnose learning
  difficulties during instruction
• Summative assessment Used to assess achievement
  at the end of instruction

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Types of Assessment Procedures Placement,
Formative, Diagnostic, and Summative Assessment
(Airasian and Madeous, 1972)

• Placement assessment Used to determine student
  performance at the beginning of instruction (Is
  the student ready to begin instruction with a
  relative chance of success? Does the student
  already know some of the material?
• Instruments could include inventories, pre-tests,
  self-reports, observational techniques,
  interviews, etc.
• The goal is to place students into determine
  where the student is in the instructional
  sequence and place them in the mode of
  instruction which is the most beneficial
• Formative assessment Used to monitor the
  learning process during instruction
• Instruments could include teacher made tests,
  commercial tests, and observational techniques
• Provides continuous feedback to student and
  teacher as the student proceeds through the
  instructional process
• Teachers can use the information to modify
  instruction and are not intended for grading
  purposes

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Types of Assessment Procedures Placement,
Formative, Diagnostic, and Summative Assessment
(Airasian and Madeous, 1972)

• Diagnostic assessment Used to determine the
  cause of persistent learning problems and to
  develop remediation plans
• Instruments are highly developed and specialized
  and may include special prepared diagnostic tests
  and observational techniques
• This type of assessment picks up on those areas
  hidden to formative assessments
• Summative assessment Used to determine the
  extent to which the instructional goals have been
  met.
• Instruments could include teacher made tests,
  ratings of various types of performances and
  assessments of products including systematic use
  of portfolios
• Used for grading or certification of student
  achievement
• Can also be used to judge the appropriateness of
  the course objectives and effectiveness of
  instruction

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Types of Assessment Procedures Norm-Referenced
and Criterion-Referenced Measurement

• Norm-referenced assessment Used to describe the
  performance in the terms of the relative position
  held in some known group
• Examples include tests used to compare various
  groups based on specified norms
• An individuals performance is measured in terms
  of their relative standing relative to some known
  group
• Criterion-referenced assessment Used to
  describe the specific performance that was
  demonstrated using specific standards of
  knowledge or performance
• Examples include state and national
  standards-based assessments
• An individuals performance is measured against
  their performance on clearly defined and
  delimited domain of learning tasks

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Types of Assessment Procedures Norm-Referenced
and Criterion-Referenced Measurement

• Common Characteristics of NRTs and CRTs
• Both require specification of the achievement
  domains to be measured
• Both require a relevant and representative sample
  of test items
• Both use the same type of test items
• Both use the same rules for item writing (except
  item difficulty)
• Both are judged by the same qualities of goodness
  (validity and reliability)
• Both are useful in educational assessment

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Types of Assessment Procedures Norm-Referenced
and Criterion-Referenced Measurement

• Differences Between NRTs and CRTs
• NRT Typical covers a large domain of learning
  tasks, with just a few items measuring each
  specific task
• CRT Typically focuses on a delimited domain of
  limited domain of learning tasks, with a
  relatively large number of items measuring each
  specific task
• NRT Emphasizes discrimination among individuals
  in terms of relative level of learning
• CRT Emphasizes description of what learning
  tasks individuals can and cannot perform
• NRT Favors items of average difficulty and
  typically omits very easy and very hard items
• CRT Matches item difficulty to learning tasks,
  without altering item difficulty or omitting easy
  or hard items
• NRT Interpretation requires a clearly defined
  group
• CRT Interpretation requires a clearly defined
  and delimited achievement domain

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Describing Classroom Assessment Procedures

• Learn Table 2.1 p. 41 well.
• Look up and define
• Mastery test
• Survey test
• Speed test
• Power test
• Objective and Subjective tests

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Next Week

• Chapter 3 Instructional Goals and Objectives
  Foundation for Assessment