Educational testing and assessment

Educational testing and assessment

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  EDUCATIONAL TESTING & ASSESSMENT;CONTEXT,ISSUESAND TRENDS PRESENTED TO; DR.MUHAMMAD RAMZAN PRESENTED BY; ABDUL MAJID (M Phil. Education) RollNo.02
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  EDUCATIONAL TESTING  Includemachine scored ,multiple choice tests, assessments requiring short or extended answers , hands on performance assessment  Administration of tests or assessment at selected grades  Test purchased from publisher  Assessments developed for district or state  Monitoring student achievement  School accountability  Reporting Parents  Taking decisions about individuals(Students)
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  IMPORTANT DEFINITIONS Test;  Aprocedure intended to establish the quality, performance, or reliability of something, especially before it is taken into widespread use.  Educational Test is that which measures achievement in subjects of study. Assessment;  The action of assessing someone or something. "the assessment of educational needs“
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  EDUCATIONAL ASSESSMENT  Educationalassessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs.  Barometer; Expected to provide information about current status& progress of student achievement and quality  Lever of Reform; Mechanism of educational practices and motivating focused efforts, holding educators and students accountable
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  FACTORS THAT MAKETESTS AND ASSESSMENTS APPEALING TO EDUCATIONAL POLICY MAKERS  Tests and assessments are relatively inexpensive  Testing and assessment can be externally mandated  Testing and assessment changes can be rapidly implemented  Results are visble
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  FOUR DECADES OFTEST BASED EDUCATIONAL REFORM  Written examinations means of accountable for results(Resnick,1982)  Administered spelling and arithmetic tests(Joseph rice 1914)  Achievement Test published during World War –I and II which accelerated growth  Federal Support of compensatory Education;  Minimum Competency Testing; Percieved skills of high school graduates, focused on basic skills  A Nation at Risk; A) document shortcomings B) recommended mechanism
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   Involved expandinguse of test  Conclusion of Inadquate achievement  Reliance on Tests as a mechanism of reform A)Certify the students credentials B )Identify the need for remedial intervention and C) Identify the opportunity for advanced work  Standards-Based Reform; 1) adopting ambitious(shape and define level of confidence 2)Using forms of assessment to fulfil tasks 3)Imposing high stakes accountability mechanisms 4) Including all students
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   Content andPerformance standards  Content standards( what)  Performance standards(How well)  Performance-Based assesment; New approaches to assessment are alternative(real world),authentic(Stressing something other),direct assessment(Doing hands on experiment)  High stakes Accountability mechanisms  Inclusion of All Students  The Question of Impact
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  NATIONAL EMPHASIS ONASSESSMENT  They are imposed by local and state government  National Assessment of Educational Progress o Influencing local and state testing o Nationwide assessment program designed o Assessments administered in reading,writing, mathematics, science,citizenship,art,skills etc o To determine changes in performance over time o Reporting policy makers
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  INTERNATIONAL ASSESSMENTS  Increasedawareness to compete globally  Comparisons in educational systems  Variations in quality of samples obtained  Agreement on conten  New National Testing and Assessment Intiatives  Goals 2000 and IASA  Voluntary National Test
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  TECHNOLOGICAL ADVANCES INTESTING AND ASSESSMENT  GRE(Graduate Record Examination)  Professional Assessments for Beginng Teachers  Computer-based tests offered by Educational Testing Service (ETS)  Enhancements in Testing by Computerized Testing; o Assessments better tailored o Fewer test questions o Year round testing o Flexible scheduling
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  o More individualizedtesting o Faster score reporting o Possibility of immediate viewing o A technological platform for continued assessment Some illustrative Online and adaptive testing software's are; C-Quest, Examiner, Fast Test, Fast Test Professional, Micro CAT, Question Mark.
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  PUBLIC CONCERN ABOUTTESTING AND ASSESSMENT  Taking decisions about selection, administration and use of educational tests and assessments  Expansion of testing programs  External testing programs may cause undesirable shifts  Opportunities of individuals and groups  Social consequences of testing  Nature and quality of Tests  Test measure only a narrow segment of skills and abilities
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  EFFECTS OF TESTINGON STUDENTS  Criticism 1: Tests Create Anxiety  Criticism 2: Categorize and label Students  Criticism 3: Test damage Students Self concepts  Criticism 4: Tests create self fulfilling Prophecies  The Pygmalion effect, or Rosenthal effect, is the phenomenon whereby the greater the expectation placed upon people, the better they perform.  The effect is named after the Greek myth of Pygmalion, a sculptor who fell in love with a statue he had carved.of tests to minorities
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  FAIRNESS OF TESTSTO MINORITIES o Providing equal rights and opportunities o Equally treatment of persons o Opportunity to learn material that is assessed o Standards for Educational and Psychological testing(AERA,APA,NCME) o Testing skills o Possible presence of bias in test content and possible unfair use of test results o Absence of bias are essential for procedural fairnessG
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  GENDER FAIRNESS  PSAT(PreliminaryScholastic Aptitude Test) o Responses from males and females is different o Difference occurs in scores o Judgments involve questions of social values and social policy o Females score low as compare to males in Mechanical tests.