Chapter 1. Introduction: The World of Educational Assessment

1. Chapter 1. Introduction:The World of Educational Assessment

2. The word ‘assess’ . . . comes from the Latin verb ‘assidere’ meaning ‘to sit with’. Thus, in assessment one is supposed to sit with the learner. This implies it is something we do withandforstudents and not to students. (Green, J. M. 1998, February. Constructing the way forward for all students. A speech delivered at “Innovations for Effective Schools” OECD/New Zealand joint follow-up conference, Christchurch, New Zealand.)

3. consider The McNamara Fallacy . . . attributed to economist Charles Handy • The first step is to measure whatever can be easily measured. • This is okay as far as it goes. • The second step is to disregard that which can’t be easily measured, or to give it an arbitrary value. • This is artificial and misleading. • The third step is to presume that what can’t be measured easily isn’t important. • This is blindness. • The fourth step is to say that what can’t be easily measured doesn’t exist. • This is suicide. • Bottom Line of the Robert McNamara fallacy: • “What does not get counted does not count.”

4. Edward L. Thorndike (1874-1949). . . his pioneer investigations in the fields of human and animal learning are among the most influential in the history of Psychology. “Whatever exists, exists in some quantity. If it exists in quantity, it can be measured.” – E. L. Thorndike (quote paraphrased)

5. So, as a teacher, • How do you make sure you are counting the most important things (aka . . . the most important aspects of learning) in your assessment system? • It is the overall intent of this class to help you develop useful attitudes and skills in this area.

6. Four Sections of Study • I. Basic Principles of Assessments • II. Teacher- Made Assessments • III. External Assessments • IV. Special Applications

7. I. Basic Principles of Assessment • Statistics (Ch 2) • Reliability (Ch 3) • Validity (Ch 4) • Interpretation (Ch 5)

8. II. Teacher Made Assessments • Planning for Assessments (Ch 6) • Selected-response (Ch 7) • Constructed-response (Ch 8) • Interests, attitudes, creativity (Ch 9) • Administering and analyzing (Ch 10)

9. III. External Assessments • Achievement (Ch 11) • Ability (Ch 12) • Behavioral (Ch 12)

10. IV. Special Applications • Grading and Reporting (Ch 13) • Laws related to assessment (Ch 14) • Evaluating your own teaching (Ch 15)

11. What Professional GroupsWant You To Know About Assessment • Examples of Professional Statements • BCOE Conceptual Framework – Reflection in Action • Ohio Standards for the Teaching Profession • Ohio Integrated Systems Model (OISM) • Praxis II PLT Category II – Assessment • NCATE SPAs – Specialized Professional Associations • Main Points These Groups Make 1. Have clear learning objectives. 2. Develop skill with variety of assessment methods. 3. Be familiar with standardized tests. 4. Know technical stuff (e.g., reliability, validity). 5. Know how to grade, give feedback. 6. Be familiar with legal and ethical issues.

12. Purposes of Assessment 1. Certify Student Learning 2. Motivate Student Learning 3. Instructional Planning or Diagnosis 4. Feedback to Important Users of Assessment as to how we are doing. • To the parents • To the school administrators • To the public community 5. Research

13. Current Assessment Trends • Assessment is Built on Classical Test Theory • The drive to make educational assessment as “scientific” as possible • Standards-based Education • Its characteristics • Content Standards (Learning Goals/Objectives) • Performance Standards • Emphasis on HIGH Performance Standards • These HIGH Standards Apply to All Learners • Public Reporting • Today’s example - No Child Left Behind (NCLB)

14. Current Trends (cont.) • Accountability • schools must demonstrate their outcomes • teachers must demonstrate competence • Legal Activism • laws and courts are used to pursue social goals • concern for fairness and equity • Alternative Performance Assessment • concepts of authentic assessment • portfolios

15. Trends (cont.) • State, National, International bodies are increasingly interested in group effects (often related to “return on investment” thinking). • State (explosive growth right now) • National - National Assessment of Educational Progress (NAEP) • International – (increasing attention)

16. Terms • Measurement • Quantification of observation or a believed underlying reality • Testing • Using a selected measurement process or measuring device • Assessment • Drawing a conclusion or making a judgment about information from testing.

17. Terms (cont.) • Standardized Testing may involve: • Uniform, clearly specified methods and procedures for administering the test. • The test has scoring norms based on many (perhaps thousands) previous cases • Group administered, machine-scored, multiple choice tests. “I don’t do well on standardized tests!” • Means which of the above, exactly? • Your response?

18. Terms (cont.) • Distinctions Among Types of Tests • Group vs. Individual • Speed vs. Power • Maximum vs. Typical Performance • Criterion vs. Norm Referenced • Paper-and-Pencil vs. Performance • Summative vs. Formative • Selected-Response vs. Constructed Response

19. High-Stakes Testing • A situation in which the outcome of a test has exceptionally important consequences for an individual. • You fail . . . You don’t get in or get out. • You fail . . . You are nobody to somebody. • You fail . . . You wasted your time. • This can create test anxiety in the individual and could lead to non-performance or under performance.

20. Terms/Concepts to Review andStudy on Your Own (1) • accountability • assessment • authentic assessment • classical test theory • constructed-response • criterion-referenced • formative evaluation

21. Terms/Concepts to Review andStudy on Your Own (2) • high-stakes testing • measurement • NAEP • No Child Left Behind (NCLB) Act • norm-referenced • performance assessment • portfolio assessment

22. Terms/Concepts to Review andStudy on Your Own (3) • reliability • selected-response • standardized • standards-based education • summative evaluation • test • TIMSS • validity