Chapter 1. Introduction:The World of Educational Assessment

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The word ‘assess’ . . .

comes from the Latin verb ‘assidere’ meaning ‘to sit with’.

Thus, in assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students.

(Green, J. M. 1998, February. Constructing the way forward for all students. A speech delivered at “Innovations for Effective Schools” OECD/New Zealand joint follow-up conference, Christchurch, New Zealand.)

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consider The McNamara Fallacy . . . attributed to economist Charles Handy

The first step is to measure whatever can be easily measured. This is okay as far as it goes.

The second step is to disregard that which can’t be easily measured, or to give it an arbitrary value. This is artificial and misleading.

The third step is to presume that what can’t be measured easily isn’t important. This is blindness.

The fourth step is to say that what can’t be easily measured doesn’t exist. This is suicide.

Bottom Line of the Robert McNamara fallacy: “What does not get counted does not count.”

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Edward L. Thorndike (1874-1949). . . his pioneer investigations in the fields of human and animal learning are among the most influential in the history of Psychology.

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“Whatever exists, exists in some quantity. If it exists in quantity, it can be measured.” – E. L. Thorndike (quote paraphrased)

So, as a teacher,

How do you make sure you are counting the most important things (aka . . . the most important aspects of learning) in your assessment system?

It is the overall intent of this class to help you develop useful attitudes and skills in this area.

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Four Sections of Study

I. Basic Principles of Assessments II. Teacher- Made Assessments III. External Assessments IV. Special Applications

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I. Basic Principles of Assessment

Statistics (Ch 2)

Reliability (Ch 3)

Validity (Ch 4)

Interpretation (Ch 5)

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II. Teacher Made Assessments

Planning for Assessments (Ch 6)

Selected-response (Ch 7)

Constructed-response (Ch 8)

Interests, attitudes, creativity (Ch 9)

Administering and analyzing (Ch 10)

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III. External Assessments

Achievement (Ch 11)

Ability (Ch 12)

Behavioral (Ch 12)

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IV. Special Applications

Grading and Reporting (Ch 13)

Laws related to assessment (Ch 14)

Evaluating your own teaching (Ch 15)

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What Professional GroupsWant You To Know About Assessment

Examples of Professional Statements BCOE Conceptual Framework – Reflection in Action Ohio Standards for the Teaching Profession Ohio Integrated Systems Model (OISM) Praxis II PLT Category II – Assessment NCATE SPAs – Specialized Professional Associations

Main Points These Groups Make1. Have clear learning objectives.2. Develop skill with variety of assessment methods.3. Be familiar with standardized tests.4. Know technical stuff (e.g., reliability, validity).5. Know how to grade, give feedback.6. Be familiar with legal and ethical issues.

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Purposes of Assessment

1. Certify Student Learning

2. Motivate Student Learning

3. Instructional Planning or Diagnosis

4. Feedback to Important Users of Assessment as to

how we are doing. To the parents

To the school administrators

To the public community

5. Research

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Current Assessment Trends

Assessment is Built on Classical Test Theory The drive to make educational assessment as

“scientific” as possible

Standards-based Education Its characteristics

Content Standards (Learning Goals/Objectives) Performance Standards Emphasis on HIGH Performance Standards These HIGH Standards Apply to All Learners Public Reporting

Today’s example - No Child Left Behind (NCLB)

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Current Trends (cont.)

Accountability schools must demonstrate their outcomes teachers must demonstrate competence

Legal Activism laws and courts are used to pursue social goals concern for fairness and equity

Alternative Performance Assessment concepts of authentic assessment portfolios

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Trends (cont.)

State, National, International bodies are increasingly interested in group effects (often related to “return on investment” thinking). State (explosive growth right now) National - National Assessment of Educational

Progress (NAEP) International – (increasing attention)

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Terms

Measurement Quantification of observation or a believed

underlying reality Testing

Using a selected measurement process or measuring device

Assessment Drawing a conclusion or making a judgment

about information from testing.

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Terms (cont.)

Standardized Testing may involve: Uniform, clearly specified methods and

procedures for administering the test. The test has scoring norms based on many

(perhaps thousands) previous cases Group administered, machine-scored, multiple

choice tests.

“I don’t do well on standardized tests!” Means which of the above, exactly? Your response?

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Terms (cont.)

Distinctions Among Types of Tests Group vs. Individual Speed vs. Power Maximum vs. Typical Performance Criterion vs. Norm Referenced Paper-and-Pencil vs. Performance Summative vs. Formative Selected-Response vs. Constructed

Response

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High-Stakes Testing

A situation in which the outcome of a test has exceptionally important consequences for an individual. You fail . . . You don’t get in or get out. You fail . . . You are nobody to somebody. You fail . . . You wasted your time.

This can create test anxiety in the individual and could lead to non-performance or under performance.

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Terms/Concepts to Review andStudy on Your Own (1)

accountability assessment authentic assessment classical test theory constructed-response criterion-referenced formative evaluation

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Terms/Concepts to Review andStudy on Your Own (2)

high-stakes testing measurement NAEP No Child Left Behind (NCLB) Act norm-referenced performance assessment portfolio assessment

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Terms/Concepts to Review andStudy on Your Own (3)

reliability selected-response standardized standards-based education summative evaluation test TIMSS validity

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