Types of Tests Evaluation vs Assessment What is

Types of Tests

Evaluation vs. Assessment What is an evaluation? n What is an assessment? n Give an example of each. n

Evaluation n Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance, and verbal ability. n American Evaluation Association: evaluation involves assessing the strengths and weaknesses of programs, policies, personnel, products, and organizations to improve their effectiveness.

Assessment n Assessment focuses on learning, teaching and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment, and is shared with students to assist them in improving their learning and study habits. This information is learner-centered, course based, frequently anonymous, and not graded.

Differences Between Assessments & Evaluations Content adapted from: Angelo, T and Cross, K. P. 1993. Classroom assessment techniques a handbook for college teachers. Jossey-Bass A Wiley Imprint, San Francisco, CA. Pp 427. Dimension of Difference Assessment Evaluation Content: timing, primary purpose Formative: ongoing, to improve learning Summative: final, to gauge quality Process-oriented: how learning Product-oriented: what’s been learned Diagnostic: identify areas for improvement is going Judgmental: arrive at an overall grade/score Orientation: focus of measurement Findings: uses thereof

n What are the four types of teacher assessments? n What are three types of reference assessments?

Types of Teacher Assessments Formative & Summative n Objective vs. subjective n Referencing Assessments: n criterion-referenced, n norm-referenced, n ipsative) n Formal and informal. n

Formative & Summative Assessments Formative & Summative Meghan Hoffman http: //www. youtube. com/watch? v=mjm. M 1 i. N-m-E Rick Wormeli: Formative vs. summative assessments http: //www. youtube. com/watch? v=r. Jx. FXjf. B_B 4

Objective vs. Subjective Assessments Objective vs. Subjective Assessment http: //www. youtube. com/watch? v=_wu 1 i m. Vkh. BI

Criterion Referenced vs Norm Referenced Assessments Criterion Referenced Test – Tells how well you mastered a particular skill – is pass or fail. Norm Referenced Test – Compares you to others – how well did you do compared to others in your class, your grade, your state? Example: SAT (there is not pass or fail, it just gives you a score telling you how well did compare to others). Your score is dependent on others

Criterion Referenced vs Norm Referenced Assessments Criterion reference assessments A history & design of criterion referenced assessments http: //www. youtube. com/watch? v=UHWX 1 ZPc. JHQ Norm referenced tests vs criterion referenced http: //education-portal. com/academy/lesson/types-of -tests-norm-referenced-vs-criterionreferenced. html#lesson

Curriculum Based Assessment A (short) criterion-referenced test that is teacher constructed Designed to reflect curriculum content Measures mastery of basic skills Usually academic skills such as reading, writing, math, and readiness skills Helps teachers prepare the important goals and objectives of the school program

Ipsative Assessment This is assessment against the student’s own previous standards. It can measure how well a particular task has been undertaken against the student’s average attainment, against their best work, or against their most recent piece of work. Ipsative assessment tends to correlate with effort, to promote effortbased attributions of success, and to enhance motivation to learn. The Benefits of ipsative assessments n • Improves self-esteem and confidence by rewarding progress (particularly for those who do not achieve high grades) n Motivates learners to act on feedback n • Gives teachers and students a longitudinal view of assessment

Informal and formal n Assessment can be either formal or informal. Formal assessment usually implicates a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance. n An informal assessment does not contribute to a student's final grade. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, performance and portfolio assessments, participation, peer and self evaluation, and discussion.

Alternative Assessments Measures performance in forms other than traditional paperand-pencil, short answer tests. They focus on what students can do without emphasizing their weaknesses, especially in test-taking skills. Alternative assessments are not graded like standardized tests are. Rather than counting the number of right and wrong responses, these assessments give a holistic picture of a student’s abilities and highlight where further improvement is needed. They give the student a chance to demonstrate the depth and scope of learning without being limited to narrow questions or make-or-break tests.

Types of Alternative Assessments n Essays – can show a student thinks about a certain subject in more detail than multiple-choice or short-answer questions. n Portfolios Most often used as replacements for end-of-course testing, portfolios exhibit the progression of a student’s learning over time. A teacher may create a portfolio compiling student essays, lab reports, or other assignments to demonstrate learning that a standardized test may not. Portfolios are typically attached to specific learning objectives and include a reflective piece by the student. Web 2. 0 capabilities have allowed students to create and post portfolios online to share with other students and their teachers.

Presentations/demonstrations These activities allow a teacher to observe his students performing the skills he is teaching. A science fair is a type of alternative assessment, as are choral performances. A math teacher may ask his students to design a bridge based on hypothetical dimensions he has provided. n Authentic assessments This method attempts to create a real-world environment for students to exhibit their skills and knowledge. A biology teacher may have her students identify the different pollutants in a local stream to report to the local environmental protection agency as an authentic assessment.

High Stakes Test A high-stakes test is any test used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability—i. e. , the attempt by federal, state, or local government agencies and school administrators to ensure that students are enrolled in effective schools and being taught by effective teachers. In general, “high stakes” means that test scores are used to determine punishments (such as sanctions, penalties, funding reductions, negative publicity), accolades (awards, public celebration, positive publicity), advancement (grade promotion or graduation for students), or compensation (salary increases or bonuses for administrators and teachers).

Review: Norm-referenced test: Compares a test-taker against his or her peers. A criterion-referenced test measures a test-taker against external criteria. An ipsative assessment in an education/learning context compares a test-taker’s results against his or her previous results or their personal best. F Curriculum based assessment – the use of assessment materials and procedures that mirror instruction in order to ascertain whether specific instructional objectives have been accomplished and monitor progress directly in the curriculum being taught.

Standardized Tests: Norm-referenced score interpretations compare test-takers to a sample of peers (indicates whether the test-taker did better or worse than other people who took the test). Criterion-referenced Tests: A test that measures a person’s skills in terms of absolute levels of mastery n Standards-based assessments Alternate Assessment – a substitute way of gathering data often by means of portfolio or performance measures