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Assessment and Individual Differences
Sullivan TurnerEDTC 610/Fall
2010
Psychometric Model
Assumes that personal traits, including knowledge and cognitive abilities can be measured by weight and distance
Has tremendous power to influence life decisions
Classify children as gifted, learning disabled, or emotionally disturbed based on test performance
Reliability
Replicability of a test score
True Scores and Observed Scores• Perfect reliability is impossible• Measurement Error• True Score• Observed scoresObserved Score = True Score ±
Measurement Error
Reliability
Confidence Interval• True scores will be within the
confidence level with a known level of probability
Number of Items• High reliability is desirable• Increase number of questions
to boost test reliability
Validity
Is concerned with the meaning of what is measured
A completely valid test measures fully and accurately what it is intended to measure
ValidityWhat Does the Score Mean?• Construct Validity: concerned
with whether a test measures what it is intended to measure.
ValidityWhat Does the Score Mean?• Concurrent Validity: evidence
that a test measures a distinct construct within a theoretical system.
• Predictive Validity: predicts test performance
ValidityConstruct Under – Representation• Means a test falls short of
representing all that is intended to construct
Construct Over – Representation • Whenever a test measures
something other than the construct that it is intended to measure.
Validity
Construct Over – Representation • Measurement Contamination• Response - elimination strategy• Testwiseness• Test anxiety
ValidityMeasurement Variance: Variation in test scores among examinees can be expressed quantitatively
s2 = Σ (X – X)2
n – 1
Validity
Measurement Variance• Construct – Irrelevant Variance• Every test is contaminated• Response eliminated
strategy used in multiple choice testing
How Test Influence Learning
Washback Effects: Anticipation of test consequences can feed back to influence the processes of learning and teaching that lead up to the test.• Teaching to the Test
Measurement Driven Instruction• Minimal Competency testing• Consequential validity
Performance Assessment
Assessment• Asking for complex
responses/diagnostic information
Performance Assessments• Educational value “teaching to the
test”
Authentic Assessments• Leads to products and outcomes
with intrinsic value
Classroom Assessment
Everyday Assumptions of Testing
Designing Tests• Multiple – Choice Question• Constructed Response Items
1. Scoring rubrics2. Holistic scoring3. Analytical scoring
Formative Assessment
Summative Assessment• Summarize the effects of past
educational experience
Formative Assessment• Guide and match ongoing
teaching and learning experiences
Assessment of Learning• Promotes student learning
Standardized TestingRaw score• Point value given on a particular
test
Normal Distribution• Mean• Mode• Standard Deviation
Standard Scores• Percentile rank
Quantitative Research
Qualitative Research• Emphasize detailed description
rather than numerical measurement
Quantitative Research• Emphasizes numerical
measurements of constructs
Descriptive Analysis• States factual information
Attitude Interactions: ATIs
Common intuition that different students learn under different conditions.
Aptitude• General cognitive ability
Treatment• Identifiable educational experience
Interaction• Matching treatment to aptitude
Diversification of Instruction
Cognitive Styles• Field dependence vs field
independence• Impulsivity vs reflectivity
Learning Styles• Multiple Intelligences (MI)
theory• Time and Learning• Mastery Learning
Group Differences
Gender Differences
Socioeconomic Differences
Racial – Ethnic Differences• The Achievement Gap• Test Bias
Learning Strategies
Increase the number of test items
Use a full representation of the construct
Widen the process dimension of test design
Use a variety of testing formats
Use performance assessment
Learning Strategies
Be cautious about learning styles
Consider aptitude- treatment interactions
Give learning sufficient time
Guard against test bias
Close the achievement gap