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Assessment Training. Nebo School District. Assessment Literacy. Test Acronyms. CRT - Criterion Referenced Test 1-11 IOWA –Iowa Test of Basic Skills and Iowa Test of Educational Development 3,5,8,&11 UBSCT - Utah Basic Skills Competency Test 10-12 DWA - Direct Writing Assessment 6&9 - PowerPoint PPT Presentation
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Assessment TrainingAssessment TrainingNebo School DistrictNebo School District
Assessment LiteracyAssessment Literacy
Test AcronymsTest Acronyms CRT -CRT -Criterion Referenced TestCriterion Referenced Test
1-111-11
IOWA IOWA –Iowa Test of Basic Skills and Iowa Test of Educational –Iowa Test of Basic Skills and Iowa Test of Educational DevelopmentDevelopment3,5,8,&113,5,8,&11
UBSCT -UBSCT -Utah Basic Skills Competency TestUtah Basic Skills Competency Test10-1210-12
DWA -DWA -Direct Writing Assessment Direct Writing Assessment 6&96&9
UAA –UAA –Utah Alternate AssessmentUtah Alternate Assessment1-12 with severe cognitive disabilities1-12 with severe cognitive disabilities
UALPA -UALPA -The Utah Academic Language Proficiency Assessment The Utah Academic Language Proficiency Assessment 1-12 ELL1-12 ELL
Norm-Referenced TestsNorm-Referenced Tests Standardized TestsStandardized Tests Scores interpreted in terms of comparison Scores interpreted in terms of comparison
to a specific groupto a specific group Percentile scores are most common Percentile scores are most common
measurement of achievementmeasurement of achievement Percentile scores range from 1st to 99Percentile scores range from 1st to 99thth
with the 50with the 50thth percentile being used to percentile being used to represent the national averagerepresent the national average
ITBS and ITED (IOWA) tests are the state ITBS and ITED (IOWA) tests are the state adopted Norm-Referenced Assessmentsadopted Norm-Referenced Assessments
Criterion-Referenced TestsCriterion-Referenced Tests
Standardized TestsStandardized Tests Every question/item is aligned to an Every question/item is aligned to an
explicitly stated educational objectiveexplicitly stated educational objective Used to identify which standards and Used to identify which standards and
objectives have been mastered by the objectives have been mastered by the examineeexaminee
CRT or End-of-Level tests in Language CRT or End-of-Level tests in Language Arts, Math, and ScienceArts, Math, and Science
Summative AssessmentSummative Assessment
Used to determine the students’ final Used to determine the students’ final understanding of materialunderstanding of material
State CRT tests are an exampleState CRT tests are an example
Formative AssessmentFormative Assessment
Used to identify the students’ Used to identify the students’ understanding of material, to provide understanding of material, to provide feedback for teachers and learning feedback for teachers and learning experiences for studentsexperiences for students
Benchmarks, UTIPS, Running Records, Benchmarks, UTIPS, Running Records, and Student Interviews are all included in and Student Interviews are all included in this categorythis category
Raw scoreRaw score
The number of correct responses on a testThe number of correct responses on a test A student answered 48 questions correctlyA student answered 48 questions correctly
Percent Correct ScorePercent Correct Score
The number of correct responses divided The number of correct responses divided by the total number if itemsby the total number if items
49 out of 70 = 70%49 out of 70 = 70%
Percentile ScorePercentile Score
The percent of students who performed The percent of students who performed worse on a testworse on a test
7575thth percentile – 75% of examinees scored percentile – 75% of examinees scored lower on the test than this examineelower on the test than this examinee
Scaled ScoreScaled Score
The students performance is based on an The students performance is based on an arbitrary numerical scale (can be arbitrary numerical scale (can be alphabetical)alphabetical)
A scaled score correctly provides A scaled score correctly provides comparable information on student comparable information on student performance for different years on different performance for different years on different teststests
ACTACT
What is 36?What is 36? What is 28?What is 28? What is 12?What is 12? These numbers represent the value we place on These numbers represent the value we place on
numbers in a scale numbers in a scale Often we have the help of others such as Often we have the help of others such as
colleges in setting valuecolleges in setting value Utah State University and University of Utah say Utah State University and University of Utah say
you must have at least a score of 18you must have at least a score of 18
Scaled ScoresScaled Scores
Act Scores range from 10-36Act Scores range from 10-3618-28 is considered proficient depending 18-28 is considered proficient depending on schoolon school
Advanced Placement tests range from 1-5 Advanced Placement tests range from 1-5 3 is proficient3 is proficient
UBSCT and CRT range from 100-200 UBSCT and CRT range from 100-200 160 is proficient160 is proficient
Scaled ScoresScaled Scores
Scaled scores offer the advantage of Scaled scores offer the advantage of simplifying the reporting of resultssimplifying the reporting of results
There can be common score reporting for There can be common score reporting for each level and for each testeach level and for each test
No more specific percentages for cut No more specific percentages for cut scores for each subjectscores for each subject
Far greater comparability between tests Far greater comparability between tests and yearsand years
Scaled ScoresScaled Scores
CRTs and UBSCT use a cut score of 160CRTs and UBSCT use a cut score of 160 Each proficiency level has its own cut Each proficiency level has its own cut
scorescore Proficiency levels range from 1-4 in NCLB Proficiency levels range from 1-4 in NCLB
and 1a-4 in UPASS (We will discuss this in and 1a-4 in UPASS (We will discuss this in the next session)the next session)
ExampleExample
If john has a raw score of 65 in 2004, and If john has a raw score of 65 in 2004, and a raw score of 58 in 2005,does this show a a raw score of 58 in 2005,does this show a decrease in performance?decrease in performance?
If john has a scaled score of 165 in 2004, If john has a scaled score of 165 in 2004, and a scaled score of 155 in 2005, does and a scaled score of 155 in 2005, does this show a decrease in performance?this show a decrease in performance?
Why Not Raw ScoresWhy Not Raw Scores
Most states do not release raw scoresMost states do not release raw scores Looking at raw scores can lead to an Looking at raw scores can lead to an
incorrect assumptionincorrect assumption It is incorrect to compare raw scores from It is incorrect to compare raw scores from
one year to those of the nextone year to those of the next It is incorrect to compare the raw scores of It is incorrect to compare the raw scores of
one test to those of anotherone test to those of another
• Individually AbilityStrength
Skill
Technique
Knowledge
• Difficulty of the gameTightly Wound Baseballs
Improved Bats
Higher Pitchers Mound
Changes in Season Length
Steroids .
Who Is The Greatest?
ComparisonsComparisons
Impossible to compare Barry Bonds with Impossible to compare Barry Bonds with Babe RuthBabe Ruth
Impossible to compare a game in 1914 to Impossible to compare a game in 1914 to a game in 2006a game in 2006
ComparisonsComparisons
Possible to compare johns ability on the Possible to compare johns ability on the 2005 language arts CRT with johns ability 2005 language arts CRT with johns ability on the 2006 language arts CRT on the 2006 language arts CRT (Scaling)(Scaling)
Possible to compare the difficulty of the Possible to compare the difficulty of the 2005 language arts CRT to the 2006 CRT2005 language arts CRT to the 2006 CRT(Equating)(Equating)
EquatingEquating
Statistical process that takes different tests Statistical process that takes different tests and makes them equal in difficultyand makes them equal in difficulty
Disentangles differences between test Disentangles differences between test difficulty and student abilitydifficulty and student ability
EquatingEquating
Common (anchor) items between test Common (anchor) items between test formsforms
Statistical comparison of common items Statistical comparison of common items for equivalent difficulty levelfor equivalent difficulty level
This statistical process ensures that This statistical process ensures that results from test to test are accurately results from test to test are accurately comparable and not subject to fluctuations comparable and not subject to fluctuations due to unintentional changes in item due to unintentional changes in item difficultydifficulty
EquatingEquating
Anchor Items
Form XForm X
Anchor Items
Form YForm Y
Anchor ItemsAnchor Items It is the performance of the two sets of anchor It is the performance of the two sets of anchor
items across years that allow us to make items across years that allow us to make interpretations about the relative difficulty of the interpretations about the relative difficulty of the non-anchor itemsnon-anchor items
If student performance on the anchor items is If student performance on the anchor items is the same, we conclude that the student the same, we conclude that the student achievement is the sameachievement is the same
If student performance on the anchor items If student performance on the anchor items increases we can interoperate that student increases we can interoperate that student achievement increasedachievement increased
If student performance on the anchor items If student performance on the anchor items decreases we interoperate that student decreases we interoperate that student achievement decreasedachievement decreased
We use this information to judge the difficulty of We use this information to judge the difficulty of the non-anchor itemsthe non-anchor items
Why EquateWhy Equate
One test is more difficult than anotherOne test is more difficult than another One group of examinees may be more One group of examinees may be more
intelligent than anotherintelligent than another BothBoth
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