EDUCATIO

NAL

ASSESSMENT

DIAGNOSTIC ASSESSMENT IN EDUCATIONThe 2001 National Research Council (NRC)

report Knowing What Students Know (KWSK)

Cognitive psychology as a critical component in test theory and design.

“All assessments will be more fruitful when based on an understanding of cognition in the domain and on the precept of reasoning with evidence" (AERA et al, 2001, p. 178).

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DIAGNOSTIC ASSESSMENT IN EDUCATIONA good diagnostic test is one that goes beyond

estimations of individuals’ overall ability levels.

Specific information must be available from student responses that isolates weaknesses or inconsistencies in knowledge (misconception).

Information should be available from student responses indicating why students responded as they did. Items developed by traditional means provide insufficient information for diagnosis.

Mark Wilson: Ordered-Multiple-choice (OMC)

Partial credit model (PCM) and step function

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PORTFOLIO ASSESSMENT

The collection of student portfolios, sample of student work over an extended period.

Giving students a role in determining the contents of their portfolios may provide greater incentive to learn and a greater sense of responsibility for their own learning.

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PERFORMANCE ASSESSMENT

Demonstrations of knowledge or skills in real life.

Shows not only what they know, but also what they can do.

Standardized (norm-referenced) testing make teachers focus on a narrow range of topics and items that are most likely to appear on the tests. In theory, performance assessments require a broader understanding of the subject matter.

Reliability: Different performance assessments produced very different patterns of scores (Slavin, 1994)

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NEGOTIATED ASSESSMENT

Focus on reporting students' progress to parents

Customize instruction to individual needs and expectations based upon negotiation.

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RESPONSIVE EVALUATION

specify instructional objectives and outcomes.

to gather data from naturally occurring setting (qualitative).

to observe, interact, and participate in the learning environment

a close relationship with the students.

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AUTHENTIC ASSESSMENT

They are designed to be truly representative of performance in the field; only then are the problems of scoring reliability and logistics of testing considered.

Self-assessment plays a greater role than in conventional testing.

The students are often expected to present their work and defend themselves publicly and orally to ensure that their apparent mastery is genuine.

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STANDARDIZED (NORM-REFERENCED) TEST VS. ALTERNATE ASSESSMENTS

Argument: Mastery learning is artificial. There are bell curves everywhere.

Which one would you use? Why?

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