Wiki+Project+-Tests

Tests

The three basic components of performance assessment — developmental checklists, portfolios, and summary reports — are all necessary. Without ongoing checklists, teachers could not keep track of children's progress toward widely accepted curriculum goals. Without portfolios, differences in the quality of one child's work over time might be hidden, and children's ability to take an active role in evaluating their own work ignored. Without summary reports, easily understandable information for parents, teachers, and school administrators would be unavailable. Together, the three components constitute a dynamic, authentic performance system. || || Portfolio will be no better than the quality of the collected artifact, time consuming and challenging to evaluate, space and ownership challenges make evaluation difficult, content may vary widely among students, students may fail to remember to collect items, transfer students may not be in the position to provide complete portfolio time intensive to convert to meaningful data, costly in terms of evaluator time and effort, management of the collection and evaluation process, including the establishment of reliable and valid grading criteria, is likely to be challenging, May not provide for externality, if samples to be included have been previously submitted for course grades, faculty may be concerned that a hidden agenda of the process is to validate their grading, security concerns may arise as to whether submitted samples are the students’ own work or adhere to other measurement criteria, must consider whether and how graduates will be allowed continued access to their portfolios, inter-rater reliability must be addressed ||  || Judgments about an individual learner's level of performance are made by comparing the individual's scores to scores of the appropriate reference group. A common way of establishing these norms, or expected scores, is by reference to scores that are distributed along a bell-shaped curve. If you are to have confidence in the results, what you must determine is whether the group used to standardize the test has characteristics that are similar to your own learners. If curricula and learning conditions of the norming group, the group whose scores are used to establish expected scores for individuals who take a standardized test, vary markedly from those of the tested group, the conclusions or the evaluation of performance will be flawed. || || Advantages to this type of assessment include students and teachers alike know what to expect from the test and just how the test will be conducted and graded. Likewise, each and every school will conduct the exam in the same manner reducing such inaccuracies as time differences or environmental differences that may cause distractions to the students. This also makes these assessments fairly accurate as far as results are, a major advantage for a test. || || An obvious disadvantage of norm-referenced tests is that it cannot measure progress of the population as a whole, only where individuals fall within the whole. Thus, only measuring against a fixed goal can be used to measure the success of an educational reform program which seeks to raise the achievement of all students against new standards which seek to assess skills beyond choosing among multiple choices. However, while this is attractive in theory, in practice the bar has often been moved in the face of excessive failure rates, and improvement sometimes occurs simply because of familiarity with and teaching to the same test. || ||
 * Dr. Fiegen || **Two-Response Test item**: Are tests that require learners to select the correct response by deciding between two provided alternatives. The most common is the true-false test. Others include yes-no, agree-disagree, supported-unsupported, cause-effect, and fact-opinion exams. || [[image:http://www.tikkun.org/tikkundaily/wp-content/uploads/yes_no.jpg width="163" height="124"]] ||
 * Breit, Darin R. || Advantages-Two response test items have a few different advantages. One advantage is how easy they are to construct. They dont require alot of response time and you can include a large number of items on a single test. These tests allow you to sample a large range of content which makes for a more valid measurement. || [[image:http://realbeauty101.typepad.com/.a/6a00e54f77b81d88330128770296fd970c-800wi width="168" height="108"]] ||
 * Busser, Jacob L. || Disadvantages- ||  ||
 * Gartamaker, Kimberly K || Multiple Choice Test items: require test takers to select an answer from among three or more alternatives. One answer is the correct or best choice and the others are called distractors. || [[image:http://www.dreamstime.com/multiple-choice-test-thumb4635317.jpg width="120" height="112"]] ||
 * Grassel, Tyler J. || Advantages- Advantages to this are that the student can pick between two answers that logically seem the best for him or her. Most students tend to get nervous when they see more than one answer and do not look at the problem critically to see if the answer they chose is right. Having only two answers there to choose they can pick without hesitant. If they study in advance and throughly know the answer they will be able to get through the test in good time and be confident about what they choose || [[image:SchoolTests.jpg width="127" height="95"]] ||
 * Hanisch, Alicia T. || Disadvantages- Preparation of good items is difficult and time-consuming. Time saved in scoring multiple-choice tests may be more than counterbalanced by the time required to construct good items. Multiple-choice tests do provide some opportunity for guessing. || [[image:test.jpg width="226" height="116"]] ||
 * Helling, Jason T. || Matching Test items: The standard matching format consists of two lists containing related words, phrases,   or symbols . Students must match elements on one list with associated elements on the other list based on specific instructions. Students pair the elements in each list and record the answer. Matching test items are ideally suited for testing recognition but may also test comprehension and application. || [[image:match_test.png width="160" height="166"]] ||
 * Hudelson, Devin T. || Advantages- Allows for the teacher to test students knowledge of the differences between similar terms. Also having more terms than blanks doesn't give the last answers away. || [[image:pic025.jpg width="220" height="175"]] ||
 * Kerkvliet, Chalsea A. || Disadvantages - They tend to focus on relationships. This restricts the range of content they can assess. They are not well suited to assess learners abilities to perform tasks requiring the use of higher-level thinking skills. || [[image:http://theelearningcoach.com/wp-content/uploads/2010/07/matching-item.png width="291" height="119"]] ||
 * McClanahan, Clarissa J. || Free Response Test Items: require learners to generate responses of their own rather than to select responses from a list of provided alternatives. The most common are essay, short-answer, and fill-in-the-blank. || [[image:essay_exam.jpg width="134" height="145"]] ||
 * Olesen, Heather M. || **Advantages-** These tests provide a stimulus that prompts the individual to produce or supply a response-this can come out of the individuals store of knowledge with few prompts other than the test item. These tests have the potential for assessing a broad range of thinking. This test is best when a high level of learning needs to be measured. || [[image:essay-writing-help.jpg width="125" height="158"]] ||
 * Ollerich, Julie E. || **Disadvantages** - There are several disadvantages to free-response test items. Scoring is very time consuming since you need to read and analyze each response. Poor hand writing can also slow down the correction process. There are a range of possible answers, so you sometimes have to make tough decisions about when you should and shouldn't award credit. Because free-response items have many possible answers, arguments over grading and scoring are common. Your primary foucs needs to be on learners' thinking and problem-solving abilities, not on spelling and handwriting. Since grading is somewhat subjective, your evaluation of individual repsonses can be influenced by by variables such as your mood, the order in which you grade papers, and your prior knowledge of learner's past levels of performance. Another disadvantage is that free-response items is that they sample a limited amount of material. || [[image:free_repsonse_test.jpg width="232" height="155"]] ||
 * O'Neill, Amanda M. || Performance Assessment:
 * Poncelet, Susan M. || Advantages: the advantage of a performance assessment is that it does show if the student is able to transfer the information they read, heard and learned about and use it in a fashion that will help them later on in life. If it is showing that the skill is not there, then adjustments can be made to the way the subject is being taught so the information is transferred over. || [[image:performance_assessment.jpg width="163" height="95"]] ||
 * Rensch, Cera || Disadvantages- ||  ||
 * Rosberg, Brittany D. || Learner Portfolios: A purposeful collection of products and performances that indicates students effort and achievement. || [[image:jklfdfadbbb.jpg width="181" height="135"]] ||
 * Sober Miranda L. || Advantages: Learner Portfolios can show others that an individual knows how to demonstrate their knowledge and skill, and what the student can do. It is a positive approach to evaluate student progress and learning. They are used to document the growth of a student over time, and provide insight into areas that are normally overlooked. A teacher can involve members of their class directly in gathering information for their portfolios, providing help with the development of organizational skills and encouraging the student to reflect on what they have learned. || [[image:307.jpg width="194" height="152"]] ||
 * Thompson, Colleen A. || **Disadvantages -**
 * Thompson, Patrice R. || Norm Referenced test:
 * Trapp, Jeffrey L. || Advantages:
 * Vander Brink, Alisha J. || Disadvantages
 * Willson, Todd R. || Placement Assessment - Is the question to a student to determine if a student has the prerequisites knowledge and skills to be successful in the class or course of study. A way to determine this would be give a pre-test to a student. It is very important that a teacher understand so that they know where to start with each student. || [[image:imagesCAUIJPIL.jpg width="204" height="136"]] ||
 * Wilson, Alisha N. || Formative Assessment takes place during an instructional sequence. The point of a formative assessment is to determine whether or not students are learning the material. It also determines whether students are progressing appropriately and if the style of teaching needs to be altered. One type of formative assessment is a diagnostic assessment which looks for a specific cause of failure. || [[image:questionrespondinterpetactst.gif width="194" height="161"]] ||