E DUCATIONAL ASSESSMENT A FORMAL ATTEMPT TO DETERMINE STUDENTS STATUS WITH RESPECT TO EDUCATIONAL VARIABLES OF INTEREST Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 1 WHY ASSESS YESTERYEAR S ANSWERS 1 2 3 4 TO DIAGNOSE STUDENTS STRENGTHS WEAKNESSES TO MONITOR STUDENTS PROGRESS TO ASSIGN GRADES TO DETERMINE THE TEACHER S INSTRUCTIONAL EFFECTIVENESS TODAY S ANSWERS 5 TO INFLUENCE PUBLIC PERCEPTIONS OF EDUCATIONAL EFFECTIVENESS 6 TO HELP EVALUATE TEACHERS 7 TO CLARIFY TEACHERS INSTRUCTIONAL INTENTIONS Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 2 THREE TEST EVALUATION CRITERIA RELIABILITY VALIDITY ABSENCE OFBIAS REPRESENTS THE CONSISTENCY WITH WHICH AN ASSESSMENT PROCEDURE MEASURES WHATEVER IT IS MEASURING REFLECTS THE DEFENSIBILITY OF THE SCORE BASED INFERENCE MADE ON THE BASIS OF AN EDUCATION ASSESSMENT PROCEDURE SIGNIFIES THE DEGREE TO WHICH ASSESSMENT PROCEDURES ARE FREE OF ELEMENTS THAT WOULD OFFEND OR PENALIZE EXAMINEES ON THE BASIS OF EXAMINEES GENDER ETHNICITY AND SO ON Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 3 OUTCOME PRIORITIES TO ASSESS 1 WHAT COGNITIVE SKILLS DO I WANT MY STUDENTS TO DEVELOP 2 WHAT SOCIAL AND AFFECTIVE SKILLS DO I WANT MY STUDENTS TO DEVELOP 3 WHAT METACOGNITIVE SKILLS DO I WANT MY STUDENTS TO DEVELOP 4 WHAT TYPES OF PROBLEMS DO I WANT THEM TO BE ABLE TO SOLVE 5 WHAT CONCEPTS PRINCIPLES DO I WANT MY STUDENTS TO BE ABLE TO APPLY Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 4 HAVIN G DECIDED ON WHAT TO ASSESS HOW SHOULD A CLASSROOM TEACHER GO ABOUT ASSESSING IT NORM REFERENCED CRITERION REFERENCED SELECT RESPONSE CONSTRUCTED RESPONSE PERFORMANCE IS INTERPRETED IN RELATION TO THE PERFORMANCE OF STUDENTS WHO HAVE PREVIOUSLY TAKEN THE SAME EXAMINATION NORM GROUP AN ABSOLUTE INTERPRETATION BECAUSE IT HINGES ON THE EXTENT TO WHICH THE CRITERION ASSESSMENT DOMAIN REPRESENTED BY THE TEST IS ACTUALLY POSSESSED BY THE STUDENT STUDENTS SELECT FROM RESPONSES GIVEN TO THEM BINARY CHOICE MULTIPLE BINARY CHOICE MULTIPLE CHOICE MATCHING STUDENTS CONSTRUCT THE RESPONSE LEAD TO STUDENT PRODUCTS ESSAYS SHORT ANSWER DRAMA PLAYS COOKING OR STUDENT BEHAVIORS RUN A MILE IN 12 MINUTES ORAL SPEECHES Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 5 CHOICES BASED ON THE TOOLS THAT ALLOW YOU TO MAKE THE TEST BASED INFERENCE IN WHICH YOU ARE INTERESTED AND THE DECISION THAT IS LINKED TO IT Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 6 PERFORMANCE ASSESSMENT AN APPROACH TO MEASURING A STUDENT S STATUS BASED ON THE WAY THE STUDENT COMPLETES A SPECIFIED TASK SPECIFIED TASK IS AUTHENTIC REAL WORLD TASKS STUDENT CONSTRUCTS AN ORIGINAL RESPONSE PERFORM CREATE PRODUCE OR DO SOMETHING USES TASKS THAT REPRESENT MEANINGFUL INSTRUCTIONAL ACTIVITIES TEACHER OBSERVES THE PROCESS OF CONSTRUCTION 1 OBSERVATION OF THE PERFORMANCE 2 HUMAN JUDGMENT OF THE PERFORMANCE REQUIRES NEW INSTRUCTIONAL AND ASSESSMENT ROLES FOR TEACHERS Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 7 WHY PERFORMANCE ASSESSMENT 1 DISSATISFACTION WITH SELECTED RESPONSE TESTS REPRESENTS AN ALTERNATIVE APPROACH TO TRADITIONAL PAPER PENCIL TESTS 2 COGNITIVE PSYCHOLOGY REVEALS DIFFERENCES BETWEEN CONTENT AND PROCEDURAL KNOWLEDGE PROCEDURAL KNOWLEDGE NOT ASSESSABLE VIA SELECT RESPONSE 3 MORE AUTHENTIC IN THE REAL WORLD REFLECTIVE OF TASKS THAT PEOPLE NEED TO PERFORM 4 PERCEIVED HARMFUL IMPACT OF CONVENTIONAL TESTS PROVIDING LIMITED VIEW OF LEARNING PROCESS Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 8 CRITERIA FOR EVALU ATING PERFORMANCE TEST TASKS GENERALIZABILITY IS THERE A HIGH LIKELIHOOD THAT THE STUDENTS PERFORMANCE ON THE TASK WILL GENERALIZE TO COMPARABLE TASKS AUTHENTICITY IS THE TASK SIMILAR TO WHAT STUDENTS MIGHT ENCOUNTER IN THE REAL WORLD AS OPPOSED TO ENCOUNTERING ONLY IN SCHOOL MULTIPLE FOCI DOES THE TASK MEASURE MULTIPLE INSTRUCTIONAL OUTCOMES INSTEAD OF ONLY ONE TEACHABILITY IS THE TASK ONE THAT STUDENTS BECOME MORE PROFICIENT IN AS A CONSEQUENCE OF A TEACHER S INSTRUCTIONAL EFFORTS FAIRNESS IS THE TASK FAIR TO ALL STUDENTS THAT IS DOES THE TASK AVOID BIAS BASED ON SUCH PERSONAL CHARACTERISTICS AS STUDENTS GENDER ETHNICITY OR SOCIOECONOMIC STATUS FEASIBILITY IS THE TASK REALISTICALLY IMPLEMENTED IN RELATION TO ITS COST SPACE TIME AND EQUIPMENT REQUIREMENTS SCORABILITY IS THE TASK LIKELY TO ELICIT STUDENT RESPONSES THAT CAN BE RELIABLY AND ACCURATELY EVALUATED Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 9 ASSESSMENT ALTERNATIVES ASSESSING PROCESSES CLINICAL INTERVIEWS DOCUMENTED OBSERVATIONS STUDENT LEARNING LOGS AND JOURNALS STUDENT SELF EVALUATION ORAL OR WRITTEN DEBRIEFING INTERVIEWS ABOUT STUDENT PRODUCTS AND DEMONSTRATIONS EXPLAINS WHAT WHY AND HOW AND REFLECTS ON POSSIBLE CHANGES BEHAVIORAL CHECKLISTS STUDENT THINK ALOUDS IN CONJUNCTION WITH STANDARDIZED OR MULTIPLECHOICE TESTS ASSESSING PRODUCT S ESSAYS WITH PROMPTS AND SCORING CRITERIA PROJECTS WITH RATING CRITERIA STUDENT PORTFOLIOS WITH RATING CRITERIA STUDENT DEMONSTRATION INVESTIGATION EXPOSITORY OR USING THE ARTS PAINTINGS DRAMA DANCES AND STORIES WITH RATING CRITERIA ATTITUDE INVENTORIES SURVEYS STANDARDIZED OR MULTIPLECHOICE TESTS PERHAPS WITH SECTION FOR EXPLANATIONS Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 10 1 HOLISTIC SCORING GENERAL IMPRESSION OF WORK AS A WHOLE USED AS EVALUATION TOOL EXAMPLE WRITING COMPOSITION CRITERIA 1 2 3 4 5 ORGANIZATION COMMUNICATIVE CLARITY AUDIENCE ADAPTATION WORD CHOICE MECHANICS SCORED AS A WHOLE SCALE 1 6 2 ANALYTIC SCORING ASSESSMENT OF INDIVIDUAL CATEGORIES RATHER THAN COMPOSITE USED AS DIAGNOSTIC TOOL EXAMPLE 1 ORGANIZATION 2 COMMUNICATIVE CLARITY 3 AUDIENCE ADAPTATION 4 WORD CHOICE 5 MECHANICS Unacceptable Unacceptable Satisfactory Satisfactory Outstanding Outstanding Unacceptable Satisfactory Outstanding Unacceptable Unacceptable Satisfactory Satisfactory Outstanding Outstanding Terry Ford MIT 2008 Adapted from Classroom Assessment What Teachers Need to Know by W James Popham 11 3 PROCESS CHECKLIST LIST OF DIMENSIONS CHARACTERISTICS OR BEHAVIORS THAT ARE ESSENTIALLY SCORED
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