Recap of 2 Competencies, Practice Test Questions, Strategy and Motivation

Competency 644.1.3: Designing and Developing Assessments Educational Assessment Competency 644.1.4: Aligning Assessments Recap of 2 Competencies, Practice Test Questions, Strategy and Motivation Course Instructors: Jessica Bartlett, Miranda Deckelmann, Tommye Hutson & Christine McElhaney - Arthur Schopenhauer • Recap of Competency 644.1.3 • Recap of Competency 644.1.4 • Analysis of practice test questions in Competency 644.1.3 • Analysis of practice test questions in Competency 644.1.4 • Resources to Support • Test Taking Strategies • Motivation • Connect with Us • Assessment Review Reflection Competency 644.1.3: Designing and Developing Assessments The graduate utilizes effective methods and strategies in the planning, development, and evaluation of student assessment. Construction or Selection of Assessments Validity -Concerned with the appropriateness of the interpretations made from the results. Valid but NOT Reliable Valid AND Reliable Reliable but NOT Valid An absence of bias and procedural fairness is essential for an assessment to have a HIGH level of validity in measuring the knowledge, skills, and understandings that it is intended to measure. Reliability -Concerned with the consistency of the results. -provides the consistency that makes validity possible Assessment Methods Selected Response Supply Response Restricted Performance Extended Performance Students are required to SELECT the correct response. Students are required to SUPPLY the correct response. The teacher is RESTRICTING the response from the student The teacher is EXTENDING the response from the student (expects all student to respond in the same way) (allows for student choice and flexibility) True-False Matching Multiple Choice Interpretive Exercise Short Answer Item Essay Item Performance assessment highly structured and limited in scope Performance assessment typically less well structured and broad in scope Holistic Scoring Definition: The assignment of a score based on an overall impression of a performance or product rather than a consideration of individual elements. The overall judgment is typically guided by descriptions of the various levels of performance or scoring rubrics. Use: Guided by scoring rubrics that clarify what each level of quality is like. Provides: global judgment of the performance or product. Examples: creative writing, works of art REMINDER: For an evaluation of the student’s final level of performance (holistic is preferred) *For most instructional purposes, both holistic and analytic scoring are useful. Where both are used, the global judgment should be made first so some specific element does not distort the general impression of the product. ............................................continued........................................