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Understanding High-Quality Assessment Criteria

Explore the key elements that define high-quality assessment, including clear and appropriate targets, fairness, reliability, and positive consequences. Learn about different types of assessments and their impact on student learning.

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Understanding High-Quality Assessment Criteria

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Presentation Transcript

  1. Fail me but do it fairly

  2. What makes high quality assessment? • What is the main question to answer according to MM? • How does the assessment affect students’ learning?

  3. What makes high quality assessment? • What are the criteria according to MM? • Clear/appropriate targets • Appropriate assessment methods • Validity • Reliability • Fairness • Positive Consequences • Practicality and Efficiency • Which of these is the most important?

  4. Appropriate Assessments - Matching • Do you agree with these ratings? Why or why not?

  5. Scenarios • Objective: Students will be able to conjugate the present tense correctly in simple conversations related to their family. • What kind of assessment would you use? • Objective: Students will grasp the differences between North American cultural perspective on time and the Mexican perspective on time. • What kind of assessment would you use?

  6. Types of tests - Goals • Proficiency test • Tests general skill in language. • What is proficiency? • Sufficient skill to use lang. in particular setting/way • Could you be a UN translator? • I hear, there’s a test for that.

  7. Types of tests - Goals • Achievement Test • Directly related to lang. course • Final or Progress • Two approaches, • Syllabus/content . . . . OR • Course Objectives • Benefits, forces us to have good objectives, • Over time benefits students

  8. Types of tests - Goals • Diagnostic • Placement • What you don’t know can hurt you. • Super long • Examples??? • What class should I take? • Similar to what other test? • Like achievement test but for several courses • Objectives from several courses

  9. Types of tests – Direct/Indirect • Direct • Indirect • What’s might a direct test of speaking look like? • Direct test of listening? • What would an indirect test of speaking be like?

  10. Types of tests – Output/Scoring • Norm Referenced • Indirect • What do the results of this kind of test tell you? • How normal or abnormal you are. • What do the results of this kind of test tell you? • What standard you reached. • Examples??????

  11. Types of tests – Output/Scoring • Objective • Subjective • What are some examples of each of these? • What is the OPI ob or sub?

  12. Fun with Matching • A. This test is used to determine what class students should take. • B. A chapter test is usually what kind of test? • C. Students have taken a test after joining the Marines. It tells the drill sergeant what percentage of students scored below a given recruit. • D. A test in a FL class tells general skill level without regards to other students. • E. A test contains multiple choice items exclusively. It is a(n) _______ test? • E1. These two kinds of tests are similar in their emphasis of course objectives. • F. Norm-referenced • G. Subjective • H. Criterion-referenced • I. Achievement • J. Proficiency • K. Objective • L. Placement

  13. Final OPI in 101-206 • Which of these apply to the above test? • Norm-referenced • Subjective • Criterion-referenced • Achievement • Proficiency • Objective • Placement

  14. Activity • In this activity you will examine information about various tests and answer the following questions: • Which of the items to the left apply to a given test? • When would it be appropriate to use this test? • http://www.cal.org/CALWebDB/FLAD/ • Using the search menuSelect a test that sounds interesting and answer the questions above. • Do this for three tests. • You may be asked to share what you found with the class. • Norm-referenced • Subjective • Criterion-referenced • Achievement • Proficiency • Objective • Placement

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