Arden Miller photo  

Arden T. Miller, Ph.D

Psychology of Education

2. Assessment, Grading, & Testing

 

Units

Projects

Objectives in Pdf

Lecture Slides in PDF

ZIP File with lectures

Reading: Chapter 14

1. Discuss the various purposes of assessment and consider strategies that accompany those purposes.

2. Identify purposes for which criterion referenced tests are preferable to norm referenced, and norm referenced preferable to criterion referenced. Discuss shortcomings of each form of test.

3. Understand and interpret the various types of criterion referenced and norm referenced scores, e.g., raw, percent, percentile, grade equivalence, and standard scores.

4. Describe a score distribution in terms of measures of central tendency.

5. Compute standard scores from means and standard deviations, knowing the means and standard deviations for common standard scores. Note you will be required to compute these on the quiz and final.

6. Evaluate assessment instruments based upon their reliability, considering the error of estimate in interpreting scores and considering the influence of difficulty, number of items and diversity on reliability estimates.

7. Evaluate assessment instruments based upon their content, predictive, and construct validity.

8. Consider threats to validity such as test bias, test anxiety, test wiseness, motivation, language skills, and speededness.

9. Debate the merits of “high stakes” standardized testing to improve education and to evaluate schools and teachers.

10. Compare the various types of classroom test items in terms of reliability, validity, and usability, considering how these test items might relate to course objectives.

11. Discuss considerations that should be included constructing multiple choice test items.

12. Evaluate test items based upon their reliability, discrimination power, and response distribution.

13. Consider ways to make essay questions and papers more objective and reliable as achievement measures.

14. Consider and weigh alternatives ways of assigning grades, such as criterion or norm-referenced grading, mastery, use of extra credit assignments, grading on effort and improvement, and contract systems.

15. Explain how portfolios, exhibits and various forms of authentic assessment offer advantages over traditional forms of assessment.