assessment of student achievement 524 - january 2020/textbook... · assessment of student...

Assessment of Student Achievement

C. Keith Waugh

Norman E. Gronlund

Tenth Edition

© 2013, 2009, 2006, 2003, 1998Pearson Education, Inc. All rights reserved.

Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.

Preparing and Using Achievement Tests

Chapter 5

5-2Waugh/GronlundAssessment of Student Achievement, 10e © 2013 Pearson Education, Inc. All rights reserved.

Chapter 5 – Preparing and Using Achievement Tests

Studying this chapter should enable you to:

List the steps to follow in preparing an achievement test

Prepare a set of specifications for a test

Describe the relative merits of selection-type and supply-type tests



Studying this chapter should enable you to (continued):

Match test items to the specific learning outcomes they measure

Describe the factors to consider when preparing items for a test

Describe how to arrange items in a test



Studying this chapter should enable you to (continued):

Write clear directions for a test

Review and evaluate an assembled test

Administer a test properly

Evaluate the effectiveness of test items


Preparing An Achievement Test

Steps:

1. Specify the instructional objectives

2. Prepare test specifications

3. Construct relevant test items

4. Arrange items in the test

5. Prepare clear directions

6. Review and evaluate test

7. Administer test and conduct item analysis


Step 1Specify the Instructional Objectives

Step 1.1 - State the General Outcomes

Develop General Outcomes

Begin each General Outcome with one of the six cognitive domain headings of Cognitive Taxonomy

Step 1.2 - State the Specific Outcomes

For each G.O., develop Specific Outcomes

Begin each S.O. with an action verb


General Outcomes For Chapter 1

1. Remember the Meaning of Terms

2. Remember Specific Facts

3. Understand Principles

4. Apply the Principles


Specific Outcomes for Chapter 1

G.O. 1 - Remember the Meaning of Terms

S.O.1. Identify the correct definition of

terms

2. Distinguish between terms based on meaning

G.O. 2 - Remember Specific Facts

S.O.1. Identify specific facts

2. Match specific facts to terms


Specific Outcomes for Chapter 1

G.O. 3 - Understand Principles

S.O.

Explain principles in own words

G.O. 4 - Apply the Principles

S.O.

Relate principles to terms

Modify instruments by applying principles


Step 2Preparing Test Specifications

Step 2.1 - Select the Specific Outcomes to be tested

Step 2.2 - Outline the subject matter by listing topic and subtopic areas in the lesson plan

Make a two-way Table of Specifications


Subject Matter Outline for Chapter 1

I. Testing and Performance Assessment

A. Reasons for widespread use of P/P testing

B. Criticism of P/P tests

C. Types of assessment

II. Relation Between Instruction and Assmt

A. When instruction is most effective

B. When assessment is most effective


Subject Matter Outline for Chapter 1

III. Assessment in the Instructional Process

A. Planning of instruction

B. The beginning of instruction

C. During instruction

D. The end of instruction

IV. Ways Assessment Can Aid Learning

A. Student motivation

B. Retention and Transfer of learning

C. Student Self-Assessment

D. Evaluating instructional effectiveness


Step 3Construct Relevant Test ItemsConsiderations:

Selecting the type of test items to use

Selection Type Items (e.g., multiple choice, true-false, matching, interpretive exercises.

Supply Type Items (e.g., short answer, essay (restricted response), essay (extended response)

Matching items to Specific Outcomes

For each S.O., write one or more related items


Reviewing And Editing Items

Does each test item measure an important learning outcome?

Is each item type appropriate for the particular learning outcome?

Are the directions clear?

Is the item stated in simple, clear language?


Reviewing And Editing Items (continued)

Is the item free from extraneous clues?

Is the difficulty of the item appropriate?

Is each test item independent?

Are the test items an adequate sample of the learning outcomes?


Step 4Arranging Items in the Test

Guidelines:

Group together items that measure the same learning objective

Arrange items so that all items are the same type

Arrange items in an order of increasing difficulty


Step 5Preparing Directions

Directions Should Include:

The purpose of the test

The time allowed to complete the test

How to record the answers

Whether to guess when in doubt


Step 6Review and Evaluate Test

Guidelines:

Space items properly

Make items legible

Make items free from typographical errors


Step 7Administration and Analysis

Guidelines:

Provide proper environment

Write clear and specific directions

When possible, provide a separate answer sheet


Item Analysis for Norm-Referenced Exams

Used To Answer Whether:

The item discriminated as intended

The test item was the appropriate difficulty

The test item was free of irrelevant clues

The distracters were effective


Simple Item-Analysis Procedures

Steps:

1. Arrange the test papers in order from the highest to lowest score

2. Select the 1/3 of papers with the highest total scores and the 1/3 of papers with the lowest total scores

3. Put aside the middle 1/3 scoring papers


Simple Item-Analysis Procedures (continued)

Steps:

4. For each test item, tabulate on a copy of the test the number of students in the upper and lower groups who selected each alternative

5. Compute the item difficulty


Simple Item-Analysis Procedures(continued)

Steps:

6. Compute the discriminating power of each item

7. Evaluate the effectiveness of distracters in each item

8. Make needed revisions to test items


Characteristics of Poor Distracters

A poor distracter attracts no students

Example: Alternatives A* B C D

Upper 10 5 4 0 1

Lower 10 3 2 0 5

Note that no students were attracted to “C”. The plausibility of “C” should be considered.


Characteristics of Good Distracters

Good distracters attract more students in the lower group than the upper group

Example: Alternatives A* B C D

Upper 10 10 0 0 0

Lower 10 3 2 2 3

Note the relatively even distribution of students in the lower group across four alternatives


Cautions in Interpreting Item-Analysis Results

Item discriminating power does not indicate item validity

A low index of discriminating power does not necessarily indicate a defective item

Item-analysis data from small samples are highly tentative


Item Analysis of Criterion-Referenced Tests

Purpose:

To determine the effectiveness of instruction.


Questions & Comments?

assessment of student achievement 524 - january 2020/textbook... · assessment of student...

Documents