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
• r 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
• f 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: 80th percentile =

performs better than 80%

• f others

• Grade-level equivalents = 

• Example: 3.4 = 3rd grade,

4th 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
• ne SES, race, culture,

gender, or learning style


• Shows up in form/content
• f 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

• f unreliability
• Consider how scores and

results will be used

7.12 Summary

Testing the test


• What are you trying to find
• ut, 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?