Dr. Marcia Cassidy

presents…USING

PRE- and POST-TESTS:

- Characteristics and

Cautions

PRE-TEST**=too much; !=enough; ?=not a clue

Rate the extent to which you know…

What a pre-test is ** ! ?

What a post-test is ** ! ?

Why they are used ** ! ?

What the characteristics of these tests are

What cautions exist when using these tests

How to write pre- and post-tests

Definitions

Pre-test: instrument to measure “starting points” or pre-existing knowledge

DefinitionsPOST-TEST:

instrument that measures learning that has taken place as a result of “treatment” (instruction).

Visual Plan

LearningActivitiesPretest

Post-test

Grant Design/Implementation

Learning Object

PurposesTo evaluate the extent to which the lesson objectives (as specified in grant proposal) have been attained

To demonstrate that learning has occurred as a result of the activities contained within the learning object

To gather information to refine grant design/implementation issues

Measure of Appropriateness

Same respondents

Quantitative or “selection-type” items

Concrete way to show desired results

Convenient, manageable

Cautions (disclaimers)

Factors not controlled for:

-age & other demographics

-common extent/length of exposure

-reading proficiency (esp.piloting phase)

-”testing” literacy (bias, etc..)

-”learning/interaction” time (“pilot” phase)

CharacteristicsShared format (emphasis, language)

Comparable level of difficulty

Acceptable level of validity (Does it measure targeted ob?)

Similar length

Measures discrete items (limited “production”)

(EX: Level 4, LO#9)

POST-TEST**=too much; !=enough; ?=not a clue

Rate the extent to which you know…

What a pre-test is ** ! ?

What a post-test is ** ! ?

Why they are used ** ! ?

What the characteristics of these tests are

What cautions exist when using these tests

How to write pre- and post-tests