LECTURE NOTES: Ed Psych Chap 15
CLASS DISCUSSION
Standardized Test
● Standardized tests are administered under beautiful conditions, and they have standard
methods of scoring, reporting, and interpreting the scores.
Classroom Assessments
● These are generally created and selected by teachers.
● Some classroom assessments are created by outside instructional designers that
teachers use
Measurements and Assessment
● Measurement
○ It is a numerical quantitative way of relating where someone is.
○ It is test scores, ratings, ratings, and measures of working.
○ This can help teachers make classroom decisions.
○ It can provide unbiased data.
○ It only provides unbiased data
○ It allows the teacher to compare a student's performance with either other
students or criteria.
● Assessment
○ It is gathering data about student performance and may either be quantitative or
qualitative.
■ Formative Assessment
● It is ungraded tests and activities.
● The purpose of this is to form and shape instruction.
● It gives you feedback about your teaching effectiveness and
learning needs.
■ Interim Assessment
● It's just regular testing throughout the years to help monitor
progress.
● This is also a partial assignment.
● Interim Assessments are rough drafts.
● They're things that you get feedback on.
● They're very low-stakes grades.
■ Summative Assessments
● These are used after instruction to judge the amount of learning
and to help you assign grades.
● Examples
○ Final exams
○ Papers
○ Projects
○ All exams are summative.
■ The GRE, ACT, SATs.
, LECTURE NOTES: Ed Psych Chap 15
● They're used to assess your learning after
you're done with whatever you've done.
Reliability and Validity
● Reliability
○ It is whether or not something gets the same answer every time.
○ Example
■ If you use a measuring stick to measure your height, and you get the
same number, every time you use that stick, that stick is reliable.
■ If you use different size fish to measure your height, you might not get the
same answer every time.
○ For something to be reliable, means it means to be consistently giving you the
same answer.
○ Reliability is consistent.
● Validity
○ It is measuring what it thinks it's measuring
○ Validity is determined by evidence.
○ Example
■ If you are testing yourself over ecosystems, and ask calculus questions,
don't cover the concept because they're not content-related.
○ Criterion Related Evidence
■ It is a correlation between test scores and some other criteria-based
measures for a learning goal.
● There is a correlation between your LSAT score and your GPA,
and that is used as a criterion related to validating the SAT.
Tests and Bias
● It's an unbiased way to get measurements and interchange and relate but that only
works if the test is not biased.
● different kinds of assessment bias. It can be qualities that have been or qualities that
unfairly penalize a group.
● Examples
○ You could assume that because she’s a girl, she knows a lot about makeup, and
ask her questions that have a lot of makeup references in them.
○ Ask boys questions that have a lot of sports references in them, and that
becomes biased to any woman who doesn't know anything about makeup, and
any guy who doesn't know anything about sports.
● The point of a test is that you can make comparisons and you can interpret them.
● Two kinds of comparisons:
1. Norm Reference
a. It is a score compared to scores obtained by the people taking the same
test.
2. Criterion Reference
a. It is a score compared to a fixed standard, or a minimum passing score.
CLASS DISCUSSION
Standardized Test
● Standardized tests are administered under beautiful conditions, and they have standard
methods of scoring, reporting, and interpreting the scores.
Classroom Assessments
● These are generally created and selected by teachers.
● Some classroom assessments are created by outside instructional designers that
teachers use
Measurements and Assessment
● Measurement
○ It is a numerical quantitative way of relating where someone is.
○ It is test scores, ratings, ratings, and measures of working.
○ This can help teachers make classroom decisions.
○ It can provide unbiased data.
○ It only provides unbiased data
○ It allows the teacher to compare a student's performance with either other
students or criteria.
● Assessment
○ It is gathering data about student performance and may either be quantitative or
qualitative.
■ Formative Assessment
● It is ungraded tests and activities.
● The purpose of this is to form and shape instruction.
● It gives you feedback about your teaching effectiveness and
learning needs.
■ Interim Assessment
● It's just regular testing throughout the years to help monitor
progress.
● This is also a partial assignment.
● Interim Assessments are rough drafts.
● They're things that you get feedback on.
● They're very low-stakes grades.
■ Summative Assessments
● These are used after instruction to judge the amount of learning
and to help you assign grades.
● Examples
○ Final exams
○ Papers
○ Projects
○ All exams are summative.
■ The GRE, ACT, SATs.
, LECTURE NOTES: Ed Psych Chap 15
● They're used to assess your learning after
you're done with whatever you've done.
Reliability and Validity
● Reliability
○ It is whether or not something gets the same answer every time.
○ Example
■ If you use a measuring stick to measure your height, and you get the
same number, every time you use that stick, that stick is reliable.
■ If you use different size fish to measure your height, you might not get the
same answer every time.
○ For something to be reliable, means it means to be consistently giving you the
same answer.
○ Reliability is consistent.
● Validity
○ It is measuring what it thinks it's measuring
○ Validity is determined by evidence.
○ Example
■ If you are testing yourself over ecosystems, and ask calculus questions,
don't cover the concept because they're not content-related.
○ Criterion Related Evidence
■ It is a correlation between test scores and some other criteria-based
measures for a learning goal.
● There is a correlation between your LSAT score and your GPA,
and that is used as a criterion related to validating the SAT.
Tests and Bias
● It's an unbiased way to get measurements and interchange and relate but that only
works if the test is not biased.
● different kinds of assessment bias. It can be qualities that have been or qualities that
unfairly penalize a group.
● Examples
○ You could assume that because she’s a girl, she knows a lot about makeup, and
ask her questions that have a lot of makeup references in them.
○ Ask boys questions that have a lot of sports references in them, and that
becomes biased to any woman who doesn't know anything about makeup, and
any guy who doesn't know anything about sports.
● The point of a test is that you can make comparisons and you can interpret them.
● Two kinds of comparisons:
1. Norm Reference
a. It is a score compared to scores obtained by the people taking the same
test.
2. Criterion Reference
a. It is a score compared to a fixed standard, or a minimum passing score.
