7. Testing Testing: Big Questions How do teachers construct tests? - PowerPoint PPT Presentation

7. Testing

Testing: Big Questions 
 • How do teachers construct tests? 
 • How are teacher-made tests like/unlike standardized tests? 
 • What information comes from test results?

7.1 Instructional Objectives 7.2 Teacher-Developed Tests in the Classroom 7.3 Formative Evaluation 7.4 Classroom Grading Approaches

7.5 Criterion- Referenced Testing 7.6 Norm-Referenced Testing 7.7 Interpreting Norm- Referenced Tests Scores 7.8 Validity

7.9 Reliability 7.10 Test Bias 7.11 Using Tests Appropriately 7.12 Summary

7.1 Instructional Objectives

Objectives: Checklist for learning 
 • More specific than goals 
 • What students should know or be able to do by end of lesson ➔ descriptive verbs! • Taxonomies provide hierarchies of increasing sophistication 
 • Bloom: Cognitive, affective, psychomotor

Bloom’s taxonomies 
 • Cognitive most used 
 • 6 levels: remember, comprehend, apply, analyze, evaluate, create • Objective: “Students will compare and contrast yurts and tipis, in 3 key features.” 
 • Note task, level (analysis), criteria 
 ➔ “Mastery learning” system

7.2 Teacher-Developed Tests in the Classroom

Classroom assessment 
 Backward planning as a “best practice” 
 1. Write objective with taxonomy-level verb and criteria for mastery 2. Create Assessment/test that fits objective 
 3. Plan learning activities that support and prepare students for mastery

Classroom tests 
 • Essay: for comprehension, analysis; needs criteria 
 • Multiple choice, matching for recognition • T/F, fill blanks for recall 
 • Problem-solving for application/analysis 
 ➔ Consider pros/cons and kind of students who benefit

Performance-based or authentic assessment 1 
 • Portfolio showing progress 
 • Exhibition, e.g. posters • Demonstration, e.g. slide shows, videos 
 • For individual or group assessment

Authentic assessment 2 Rubric with criteria for scoring (posted for all to see) 10 points 5 points Sources Over 5 Under 5 Facts Over 10 Under 10 Format Correct Errors Graphics Over 5 Under 5

7.3 Formative Evaluation

Formative assessments 1 
 • Assess/evaluate learning needs before instruction (aka “pretest”) 
 • Determine previous knowledge on topic or skill 
 • Determine readiness for skill or topic

Formative assessments 2 
 • Check understanding, monitor progress during learning cycle 
 • Spot errors for re-teaching • Give feedback and suggestions 
 • Check readiness for final (summative) assessment (aka “posttest”)

7.4 Classroom Grading Approaches

Assigning grades 1 
 When student gets a grade for work, what does he/she think it means? 
 • This is what I am worth • This how I compare with classmates 
 • This is what teacher thinks of me 
 • This is how well I learned

Assigning grades 
 • Letter grades: A, B, C, D, F 
 • Absolute: 10 points per letter • Curve (relative): comparative scaling (force bell curve?) 
 • Descriptive (short or long) 
 • Performance rating (with rubric/criteria) 
 • Mastery checklist (# of attempts not important)

7.5 Criterion-Referenced Testing

Criterion referencing 
 • Emphasis on mastery of specific skills/objectives 
 • Good for topics that can be broken into small objectives 
 • Good for topics that have hierarchy of skills (e.g. math) 
 • Must master skill A before you can understand and master skill B

Criterion referencing 
 • Set-up: objective and performance criteria to prove mastery for each skill 
 (e.g. 80% correct answers) 
 • No comparisons (and no time constraints?) ➔ move to next level at own pace

7.6 Norm-Referenced Testing

Norm referencing 
 • “Standardized” 
 • Comparative with other students • Achievement tests 
 (what has been learned, e.g. state/graduation test) 
 • Aptitude tests 
 (predict future success, e.g. IQ, SAT, GRE)

7.7 Interpreting Norm-Referenced Test Scores

Analyzing test results (1) 
 • Raw scores ➔ derived (comparative) score • “Normed” with large samples of test-takers 
 • Norming = fitted onto normal distribution (bell curve) 
 • Bell curve: mean/average (skewed by extremes), median (middle #), and mode (most frequent) are same

Analyzing test results (2) 
 Statistical descriptors 
 • Areas of distribution marked by standard deviations = deviations from average 
 • Example: IQ tests 100 = avg.; 34% either side of average 
 • Z-scores: # standard deviations +/- from average 
 • Stanines: #5 in center; 1-4 below, 6-9 above

Analyzing test results (3) 
 More statistical descriptors 
 • Percentiles = % of students performing same or below 
 • Example: 80 th percentile = performs better than 80% of others 
 • Grade-level equivalents = 
 • Example: 3.4 = 3 rd grade, 4 th month

7.8 Validity

How is a test valid? 
 • Validity: accuracy measure 
 • Content: match what was in curriculum • Face: appropriate format 
 • Criterion-related: items match objectives 
 • Predictive: match future performance 
 • Construct: match other tests

7.9 Reliability

How is a test reliable? 
 • Reliability = consistency 
 • Test-retest • Alternate/parallel (versions) • Split-half = odds/evens • Kuder-Richardson = 1 test

• Perfect = 1.0, but .80 OK 
 • 0 = no correlation • Negative value = as one factor goes up, other down

7.10 Test Bias

Can a test be biased? 
 • If content or format favors one SES, race, culture, gender, or learning style 
 • Shows up in form/content of test question or answer • Partial solution: test in students’ native language 
 • Not bias: Males vary more than females in achievement scores

7.11 Using Tests Appropriately

Testing: Use wisely 
 • Check validity and standard error of estimate (score +/-) 
 • Check reliability and standard error of measurement (confidence interval) caused by degree of unreliability • Consider how scores and results will be used

7.12 Summary

Testing the test 
 • What are you trying to find out, and at what point in learning cycle? 
 • Does a test report skill achievement or compare students? • Does a test measure what it should, consistently and without bias to any learner?