Education 325: Assessment for Classroom Teaching G. Galy, PhD
Week 5
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Evaluation: A judgment, the determination of worth Common
evaluation tools: Exams, Tests, Quizzes Lets look at Evaluation:
Teacher- Made Tests
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Teacher-made Tests
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How do we make our tests valid and reliable? Valid and
Reliable
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Validity and Reliability
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Measuring what we set out to test. So that we can make sound
judgments. Validity is never 100% achievable. Validity:
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Getting consistent results Factors that can impact process
validity include: Directions Vocabulary Time Difficulty Clues
Scoring (unclear criteria) Arrangement Emotion/Feelings Cheating
Process Validity
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Alignment Factors that can impact content validity: Irregular
spot check Gaps (untested) Alignment (teach it = test it)
Appropriate value and weighting Content Validity
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Future Performance Minimal Competencies: Pass? Fail? (Drivers
License) Pass: Mastery? 80% Pattern of achievement and performance?
How confidently can you predict success for this student in the
next grade? Next course? Predictive Validity
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Ability to accurately measure without influence Test anxiety
Competitive stress Too much teaching to the test, rather than
learning Consequential Validity
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attitudes, values or beliefs Creativity Team Work
Problem-Solving Safety-mindedness Higher- order thinking Does your
test REALLY measure this? How do you measure such things? How do
you accurately measure a mental process? Construct Validity
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produces consistent resultseven if given to the same group, a
second time Common characteristics: Re-test reliability Inter rater
reliability Reliability
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Write Valid and Reliable Items Arrange Items in clear,
sequential order Writing the Test
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1.Bonus points can distort achievement.T F 1.Achievement is
distorted by ____________. a) Bonus Points b) Avion Miles A B
Alternate Response
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Pro:Con: Recall level Not easy to make (No ambiguity) Quick to
complete Unimportant details tend to be tested Promotes guessing
Not good with complex material Alternate Response
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#1. Word statement clearly : Poor Example: Achievement may be
distorted by bonus marks. Better Example: Achievement is distorted
by bonus marks. Note: Broad generalizations are rarely wrong. CUE:
usually, generally often sometimes cue TRUE CUE: Absolutes all
never none only always cue FALSE Alternate Response:
Guidelines
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2. Avoid testing trivial or pointless information : Each item
should test important learning outcomes. Ask: Is the answer
obvious? If so, then it will undermine the content validity of the
test. Alternate Response: Guidelines
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3. Avoid the use of negative statements and double negatives.
Neither the bonding nor the adhesive surface should be handled with
an ungloved hand. Bold, underline or italicize the word not. Double
negatives (not, no, none, never, neither, nor) are confusing.
Alternate Response: Guidelines
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4. Keep statements short. Avoid marathon statements. Large
bubbles in local anaesthetic carpules, with or without plungers
that extend beyond the end of the carpule, may be formed from
dissolved gases in the solution. These bubbles are harmless. TF
Alternate Response: Guidelines
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5. Avoid double barreled statements. Parks and protected areas
should be maintained for the use and benefit of all British
Columbians. Alternate Response: Guidelines -
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6. Avoid statements that contain lists. If you do, you wont be
able to determine if they knew the answer or took a guess.
Stockton, Jordan and Robinson are in the NBA Hall of Fame.
Alternate Response: Guidelines
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7. Avoid using trickery. Dont insert insignificant detail to
deceive the student. The area of a rectangle 4 m x 3 m equals 12
square centimeters.TF Alternate Response: Guidelines
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8. Have an equal number of True and False items. Why? Students
have a tendency to guess True more often than False. Skewing the
number will unduly favour or penalize a number of students.
Alternate Response: Guidelines
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9. Keep True and False statements items similar in length. The
longer statement is most often True. Largely because it contains
additional detail and is more accurate. If possible, keep all items
short and the same length. Alternate Response: Guidelines
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1. Blank is located at the end of the sentence. 2. Only
important words are omitted. 3. No more than two blanks per
statement. 4. Each blank asks for a single idea. Fill in the Blank
or Short Answer Guidelines
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5. Blanks must be the same length. 6. Only an informed person
should be able to complete the answer. Fill in the Blank
Guidelines
