DEVELOPING ASSESSMENT INSTRUMENTS

By Raheen Brooks

Background

Achievement testing is having a major impact on the school-reform movement, and the learner-assessment plays a important part in it’s impact. The terms of the learner-centered assessment are consistent in there meaning with the traditional definitions of criterion-referenced testing. The learner-centered assessments are linked to the instructional quality of school literature.

Ideas An important concept or idea in this chapter is the

criterion-referenced assessment, which is an instrument that is made up of items or performance tasks that directly measure skills that are described in one or more performance objectives.

Another important concept is criterion which is used when assessment items serve as a benchmark in determining the adequacy of a learner’s performance in meeting objectives goals.

The four types of criterion-referenced tests and their functions

Entry Skills Tests: It is the first test type. It is basically an entry skill test that is given to learners before they begin their instruction.

Pretests: The second test type. It is used show progression in learning after instruction by comparing them to post testers and also to profile the learners into categories.

Practice Test: The third test example with the purpose to aid active learner participation during instruction

Posttests: The final test example, which are given after instruction but they are the complete opposite of pretest.

Test Design

You have to take thing into consideration when trying to develop a criterion-referenced test. The primary consideration is matching the learning domain with an item or assignment task.

Mastery Levels

Mastery level is a concept that’s is the opposite of criterion. Most times it is applied to a test for the entire duration of a course. Instructors who work with mastery learning system believe that mastery is equivalent to the level of performance normally expected from advance learners.

Test Item Criteria

Test item criteria includes goal-centered criteria, learner-centered criteria, context-centered criteria, and assessment-centered criteria.

Goal-Centered Criteria

Learner-Centered Criteria

Context-Centered Criteria

Assessment-Centered Criteria

Mastery Criteria

Test Item Format and Performance Objectives

Changes can be made from the best response format to one that will save test time or the scoring average time.

Testing environment also plays an important factor in the item format system. The equipment and facility are available for the test environment.

Objectives Tests

Objective tests involves test items that are easy for learners to complete and designers for the score.

Writing Objective Test Items

When developing effective objective test items it is important to use the four main criteria that are centered on goals, learners, contexts, or assessments

Writing Directions

Sequencing Items

Alternative Assessment Instruments for Performances, Products, and Attitudes Developing alternative assessment instruments used to

measure performance, products, and attitudes that requires writing directions

Developing The Instrument

1. Identify the elements to be evaluated 2. Paraphrase each element 3. Sequence the elements on the instrument 4. Select the type of 5. Determine how the instrument will be

scoredjudgment

Developing the Response Format

The fourth step in developing an instrument to measure performances, products, or attitudes is to determine how the evaluator will make and record the judgements.