Introduction

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Introduction Rationale

• ???
• ?????

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???????

• ????(Psychometric)
• ????(Edumetric)
• Carver, R.P. (1974). Two dimensions of tests
  Psychometric and Edumetric. American
  Psychologists, July, pp. 512-518.

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???????(Dimensions) ???? ????
(Psychometric) (Edumetric)

• 1. ??
• ???????
• 2. ?????
• ?P??50?,??D???,??????(Variance)?????????
• ?

• ???????
• (Gain/Growth)?
• ????????? ????,???0,???100????
  (Sensitive to Gain)

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???????(Dimensions) ???? ????
(Psychometric) (Edumetric)

• 3. ??
• ??????????(Consistency)?
• ???????????SEm??Dependent on Variances
• 4. ??
• ??????? (Convergent Discriminant Validity)
  

• ???????????
• ???????? (Alternate Forms)NOT Dependent on
  Variances
• ??????????????? (Sensitive to Gain)

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E. L. Thorndike

• If A Thing Exists, It Exists in Some Amount.
• If It Exists in Some Amount It Can be Measured.

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A Grade is Paul Dresse, (1957). Basic College
Quarterly.

• An Inadequate Report of an Inadequate Judgement
  by a Biased and Variable Judge of the extent to
  which a student has attended an Undefined Level
  of Mastery of an Unknown Proportion of an
  Indefinite Amount of Material.

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D. L. Stufflebeam

• The Purpose of Evaluation is TO
  Improve, NOT to Prove.

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????.
10
?? (measurement)

• ????,?????????????
• ?????????????,?????????????

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?? (Evaluation)

• ??????, ??????????????.
• Judgment of merit, usually qualitatively
  Measurement is quantitative.

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?????(Assessment or testing)

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• ???????????????????????
• ???????????????,???????????????????

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?????(Assessment or testing)

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• ?????
• ?????
• ?????

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????(Ability Tests)

• Assess the performance or level of skills of
  individuals in well-defined subject areas.
  (Satterly, 1990)

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????(Aptitude Tests)

• Indicate the probability with which new material
  will be learned. (Satterly, 1990)

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??(Cognition )

• Includes the processes of perception, thinking,
  reasoning, understanding, problem solving, and
  remembering. (Satterly, 1990)

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??????(Cognitive Style Tests)

• Assess their typical approach or ways of learning
  and thinking in a variety of tasks. (Satterly,
  1990)

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??????(Learning Ability Tests)

• Seek to measure the ability to respond to
  instruction and so are measures of potential
  rather than achievement.
• (Hegarty, 1990)

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????????????????
20
?????????

• ?????????
• 1.????????
• (Evaluation in the Teaching of Science)
• ?????????????
• ???????
• (Evaluation of Science Teaching)
• ?????????????

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??????????

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• ????????????????????????,?????????
• ?????????,????????
• ???????????????

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??????????

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• ??????????????
• ???????????????????????,????????
• ???????????

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???????

• ????
• ??
• ??
• ??(??????)
• ??(??????)
• ??

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? ??????? ?

• ? ????
• 1. ????(Achievement Test)
• ???????????
• 2. ????(Aptitude Test)
• ???????????
• 3. ????(Intelligence Test)
• ??????

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? ??????? ?

• ? ????
• 1. ????(Preference Test)
• 2. ?????(Belief)??

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? ??????? ?

• ? ??????
• 1. ????(Aptitude Test)
• 2. ????(Intelligence Test)
• ? ??/????

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?????????

• ??????,????????
• ?????(Placement Evaluation)
• ?????(Diagnostic Evaluation)
• ?????(Formative Evaluation)
• ?????(Summative Evaluation)

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?????

• ?????????????,??????????,?????????,??????????,???
  ???

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?????

• ????????????,????????????????????????????????????

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?????

• ??????????????,????????????,??????????????????????
  ???????,????????

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?????

• ??????,?????????????????????

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????????????

• ??????(Norm-Referenced Evaluation)
• ?????,???????????????????????
• ????????????????????(Norm group)??,????????
• 2.??????(Criterion-Referenced Evaluation)
• ?????,?????????????????????

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NRE CRE
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NRE CRE
35
??????????

• NRT
• ???????,????????????

• CRT
• ???????,???????????

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???????

• NRT
• ?????????,???????????

• CRT
• ?????????,???????????

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??

• NRT
• ???????

• CRT
• ???????

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???????

• NRT
• ????????

• CRT
• ????????????????

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??????

• NRT
• ????????????(??????)

• CRT
• ?????????????(??????)

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??

• NRT
• ?????????

• CRT
• ?????????????

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? ??????? ?

• ?? ???
• ?? ??
• ??? ????
• ?? ??
• ???? ????
• ?? ??

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????????.
43
? ????????? ?

• 1. ??(Measurement)???(Test)?
• ??(Assessment)???(Evaluation) ?
• 2. ??
• ??????
• ?????(Summative Evaluation) ?
• ????????????
• ?????(Formative Evaluation)?

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? ??????? ?

• 1. ???????????
• 2. ?????????--- ???????????(Construct)?
• 3. ?????????????
• 4. ????????????

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???????

• ?????????
• ???????????
• ?????????
• ????????????
• ??????????

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????
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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 1. Primarily group-administered tests

• A variety of administrative formats including
  large groups, small groups, and individuals.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 2. Primarily paper-and-pencil tests

• A variety of test formats including pictorial and
  laboratory performance tests.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 3. Primarily end-of-course summative assessment

• A variety of pretest, diagnostic and formative
  types of measurements.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 4. Primarily measurement of low-level cognitive
  outcomes

• The inclusion of higher level cognitive outcomes
  (analysis, evaluation, critical
  thinking), as well as the
  measurement of affective (attitudes, interests,
  and values) and psychomotor outcomes.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 5. Primarily Norm-Referenced Achievement Testing

• The inclusion of more Criterion-Referenced
  Assessment, mastery
  testing, and self and peer evaluation.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 6. Primarily measurement of facts and principles
  of science

• The inclusion of objectives related to the
  processes of science, the nature of
  science, and the interrelationship of
  science,
  technology, and society.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 7. Primarily measurement of student achievement

• The inclusion of measuring the effects of
  programs, curricula, and teaching techniques.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 8. Primarily teacher-made tests

• The combined use of teacher-made tests,
  standardized tests, research
  instruments, and items from
  collections assembled
  by teachers,
  projects, and other sources.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 9. Primarily concern with total test scores

• Interest in sub-test performance, item difficulty
  and discrimination, all aided by mechanical and
  computerized facilities.

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Predicted Trends in Measurement and Evaluation of
Science Instruction From . . . . . .
? To . . . . . .

• 10. Primarily a one-dimensional format of
  evaluation (e.g., a numerical or letter grade)

• A multidimentional system of reporting student
  progress with respect to such variables as
  concepts, processes, laboratory procedures,
  classroom discussion, and problem-solving skills.

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National Science Education Standards

• Assessment Standards

58
Assessment StandardsNational Science Education
Standards

• Assessments must be consistent with the decisions
  they are designed to inform.
• Assessments are deliberately designed.
• Assessments have explicitly stated purposes.
• The relationship between the decisions and the
  data is clear.

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Assessment StandardsNational Science Education
Standards

• Achievement and opportunity to learn science must
  be assessed.
• Achievement data collected focus on the science
  content that is most important for students to
  learn.
• Opportunity-to-learn data collected focus on the
  most powerful indicators.
• Equal attention must be given to the assessment
  of opportunity to learn and to the assessment of
  student achievement.

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Assessment StandardsNational Science Education
Standards

• The technical quality of the data collected is
  well matched to the decisions and actions taken
  on the basis of their interpretation.
• The feature that is claimed to be measured is
  actually measured.
• Assessment tasks are authentic.
• Students have adequate opportunity to demonstrate
  their achievements.
• Assessment tasks and methods of presenting them
  provide data that are sufficiently stable to lead
  to the same decisions if used at different times.

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Assessment StandardsNational Science Education
Standards

• Assessment practices must be fair.
• Stereotype, language,
• ???? ??

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Assessment StandardsNational Science Education
Standards

• The inferences from assessments about student
  achievement and opportunity to learn must be
  sound.

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The End!
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????????????

• 1. ????(Peer Evaluation)
• ???????????????
• 2. ??????(Multi-talent Evaluation)
• ??????,?????????????????????
• 3. ???????(Evaluation in Learning Through
  Inquiry)
• IRA (Inquiry Role Approach)???????????

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????????????

• 4.??????(Laboratory Work Evaluation)
• 1)????????(Science Process Skills),??????????????
  
• 2)?????????????????????
• 3)????????????
• 5.????(Self-Evaluation)
• ???????????????????,????????

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???????????

• ??(Against)??????????????????
• ???/???
• ???????????????
• ?????????????????????,??????

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???????????

• ????????????????
• ??????????,?????????
• ????????????????(?????????)??????
• ?????/???????,??????????????(????????)?????(Progra
  mmed Instruction)?????

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???????????

• ??(Against)??????????????????
• ???/???
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• ?????????????????????,??????

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• ??????????,?????????
• ????????????????(?????????)??????
• ?????/???????,??????????????(????????)?????(Progra
  mmed Instruction)?????

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