norm- and criterion-referenced tests and content validity evidence
TRANSCRIPT
Define
Where Goals
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
God Bless
Funneling
Figure 4.1
Comparing
Difference
N&C
Stages
Validity
Y Objectives
How can
B
KInds
How can
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
NORM-REFERENCED AND CRITERION- REFERENCED TESTS
Norm-Referenced Test (NRT) indicates how a pupil’s performancecompares to that of other pupils.
Criterion-Referenced Test (CRT) indicates how a pupil’s performance compares to an established standard or criterion thought to indicate mastery of a skill.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
GeneralPurpose ofTesting
TTo gather information to Help us make betterdecisions about.
SpecialInformationDesired
PPlace or rankCompared toA norm.
Level
Level of proficiencyCompared to a standardOr criterion of mastery
Type Of TestRequired
Norm-referenced Criterion-referenced
Relationship among the purpose of testing,information desired
And the type of test required
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
COMPARING NRT AND CRTCriterion- Referenced Test must be very specific if they are toyield information about individual skills.
The Norm-Referenced Test ,in contrast, tends to be general.In the CRT, 80% of the students completing a unit of instructionare expected to answer each item correctly, while in an NRT, 50%are expected to do so.
Note: Table 4.1 illustrates differences between NRT an d
CRTs.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
DIFFERENCES IN THE CONSTRUCTION OF NORM-REFERENCEDAND CRITERION-REFERENCED TESTS
Differences in the difficulty level of the items and the amount of variability in student scores, different evaluation proceduresmust be used in selecting test items.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
NRT and CRT and Linguistic, Cultural, and Contextual Sensitivity
NRTs compares a students performance to a norm table basedon nationally representative sample called a norm group orNormative sample of students in the same grade and of a similarage.CRTs do not utilize comparisons to norm groups to obtain scores,differences between a pupil’s background and that of the students
in the norm group are not relevant. Use of CRTs with pupil’sfrom diverse backgrounds may be more appropriate—but onlyif a CRT is appropriate for the purpose of testing.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
Norm and Criterion- Referenced Test and Validity Evidence
>Teachers should have some objectives in mind whenthey teach.Short-term and Long-term objectivesExamples:
Short-term-The learners will count numbers 1-10.Long-term- The learners will master all phases of
addition.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
THREE-STAGE MODEL OF CLASSROOM MEASUREMENT
cONTENTContent Validity
VCV VCVSt VCVStage1Instructional Objectives
Stage 2Instructional Activities
Stage 3Test
1.Constructing instructional objectives.2.Implementing instructional activities.3.Testing to measure the attainment of the
instructional activities.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
WHY OBJECTIVES? WHY NOT JUST WRITE TEST ITEMS?
Instructional activities tend to vary across educationalInstitutions, and they range from flexible to rigid. TheseInstructional activities tend to be determined by Instructional objectives which tend to be derived fromEducational goals and state academic standards whichTend to reflect societal attitude and values.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
WHERE DO GOALS COME FROM?
Needs and School Superintendent School TeachersWants of Board Administrationsociety
Back to basics: the flow of goals to objectives.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
The wants and needsOf society
Are shared with the superintendentThrough the school board and
are translated into educationalgoals by program coordinators,and goals are then
translated into school, classroom, and student objectives by
principals and teachers.
BroadAims andPreferences
SpecificInstructionalProceduresAnd outcome
The funneling of societalWants into objectives
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
KINDS OF GOALS AND OBJECTIVES
1. Behavioral Objective (specific)- it specifies an observablemeasureable behavior to be exhibited, the conditions under which it is to be exhibited, and the criterion for mastery.
2. Expressive Objective (general)- it specifies an educationalactivity but does not specify the particular outcome of the activity.
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
HOW CAN INSTRUCTIONAL OBJECTIVE MAKE A TEACHER’SJOB EASIER?
Instructional objectives help the teacher clarify and organizeInstruction, enabling the teacher to save time in the long run.
See table 4.2
NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE
HOME
GOD
BLESS!
THANK YOU
AND