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Pseudo Self Test

Pseudo Self Test. Popham’s Pseudo Self Test previews 20 assessment concepts that are dealt with at various places in the text and that will be discussed at different times in the course.

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Pseudo Self Test

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  1. Pseudo Self Test • Popham’s Pseudo Self Test previews 20 assessment concepts that are dealt with at various places in the text and that will be discussed at different times in the course. • The purpose of this presentation and the accompanying cognitive map are to re-configure Popham’s alphabetically-organizedpresentation of these concepts into a smaller number of thematically-organized units.

  2. Pseudo Self Test • As mentioned in the Chapter One Power Point, educational assessment concerns measuring student’s status on certain “educational variables of interest”(Chapter 1, page 7 in text). • On the cognitive map, these are alluded to as assessment DOMAINS, as first defined in the 1950s by the educational psychologist Benjamin Bloom and his colleagues (see Chapter 2, page 35)

  3. Pseudo Self Test • In assessing these domains, one may draw from two general families of assessment, first mentioned in Chapter 2 (page 19), but covered in depth in Chapters 6 through 8. • The scores produced by such assessments may be interpreted in either an “absolute” (criterion-referenced) or “relative” (norm-referenced) way (see Chapter 2, pages 46-48). • But to have credibility, such scores have to have derived from measures having the “essentials of sound measurement.”

  4. Pseudo Self Test • Fully THREE chapters in the text are devoted to important issues surrounding such measurement “essentials” as RELIABILITY (Chapter 3) VALIDITY (Chapter 4) and ABSENCE OF BIAS (Chapter 5) • Likewise, a full chapter (13) is devoted to the interpretation of “standardized test scores” (norm-referenced interpretation) as well as to the creation of purely “affective” measures (10).

  5. Pseudo Self Test • All these concepts, along with others, are indicated on the map and previewed in the slides following. • After viewing these materials, you can begin developing your understanding of these assessment concepts by working with the YouTube video cliptaken from the “exam scene” in a well-known film.

  6. Pseudo Self Test • Items #1, #3, and #13 refer to three major assessment DOMAINS: • Cognitive assessment concerns the intellect; cognitive measures are of two types: • Achievement(refers to accomplishment) • Aptitude (refers to potential) • Affective assessmentconcerns feelingsordispositions; measurement is of beliefs (perceptions), attitudes, values. • Psychomotor assessmentconcerns the body; psychomotor measures; measurement is of small and large muscular activity and coordination.

  7. Pseudo Self Test • Items #2, #11, #12, and #16 and #5 and #8 concern METHODS of assessment. All indirectly reference the distinction between: • Constructed-response assessment: here a student must produce or “construct” something—a product (like a portfolio or scale model) or a skilled performance (like a speech or an essay) that is judged or scored (typically, with a scoring rubric). • Selected-response assessment:here a student must simply choose or “select” from some set of options.The best known forms are: • true/false (a.k.a. “binary choice”) • matching • multiple choice (the most complex, having both stem and options) • completion (a.k.a. “short answer”) short answer items are “leaners”; some “construction” is going on, but not much.

  8. Pseudo Self Test • Items #4 and #9 directly and items #7, #10, #14, #17, #18 indirectly concern assessment INTERPRETATION: • Criterion-referenced assessments yield scores that are interpreted ABSOLUTELY, in terms of one or more “cut points.” The score one receives on this kind of assessment depends on NO ONE ELSE’S performance but one’s own. • Norm-referenced assessmentyield scores that are interpreted RELATIVE to some group standard, also known as a “norm.” The score one receives depends on how other people performed. • “Standardized” tests are usually designed to produce “norm-referenced” scores BUT they can and HAVE been used (as with TCAP) to produce the criterion-referenced kind.

  9. Pseudo Self Test • Norm-referenced assessments are typically premised on the model below; Such assessments yield scores like Grade Equivalents (G.E.s), percentile ranks (quartiles), stanines, Normal Curve Equivalents(N.C.Es), and scale (standard) scores.

  10. Pseudo Self Test • With criterion referenced interpretation of scores, you may see something like this:

  11. Pseudo Self Test • Note that what’s being graphed are group percentages of students at different proficiency levels. BUT the students’ scores are still being interpreted in a criterion-referenced way.

  12. Pseudo Self Test • This is why Brian’s college G.P.A. of 3.81 (a single score) can be simultaneously read as • his being summa cum laude; Scoring between 3.80 and 4.00, he made the “cut-point” for the honor. This is a criterion-referenced (absolute) interpretation. • his being “salutatorian,” having the second highest class rank. This is a norm-referenced (relative) interpretation.

  13. Pseudo Self Test • Items #15, #19, & #20 refer to three important aspects of assessment QUALITY: • RELIABILITY = CONSISTENCYbut the kind of “consistency” referred to varies. There are three types: • Stabilityreliability(assessment scores are pretty much the same across time.) • Equivalencereliability(scores on different forms of an assessment are pretty much the same.) • Internal Consistency reliability(scores on a specific set of assessment items are working homogeneously.)

  14. Pseudo Self Test • VALIDITY = ACCURACY meaning that there is evidence to suggest that the assessment is measuring what it CLAIMS to be measuring. • Content: the assessment represntatively samples relevant content and excludes irrelevant content. • Criterion-related: the assessment is predictive of some outcome related to an aptitude (like leadership skill or college success). • Construct: the assessment “fits in” with established knowledge and related constructs in expected ways.

  15. Pseudo Self Test • TEST BIAS = FAIRNESS assessment scores intended to represent “neutral” characteristics (like achievement, aptitude, or skilled performance) should not be culturally loaded! • Offensiveness (the items distract by involving social and cultural stereotypes) • Unfair penalization (the items favor one group over another because of irrelevant characteristics (like social class, income, geographic location, etc).

  16. Pseudo Self Test • The item about “embedded assessment” goes to the issue of assessment PURPOSE • Formative assessmentis intended to ENABLE or INCREASE learning. As a result it • occurs relatively FREQUENTLY, • DURING an instructional unit, • and is usually used by TEACHERSANDSTUDENTS to adjust instructional planning and learning tactics. • Summative assessmentis intended toVERIFYor CERTIFYlearning. As a result it • occurs relatively INFREQUENTLY, • at the END of an instructional unit, • and is usually used by HIGHER-LEVEL DECISION MAKERS and the GENERAL PUBLIC.

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