Now that you know what assessment is, you know that it begins with a test.

Ch 4

How can you make sure your test is trustworthy?

Will it’s measurement be true?

If not, what does that say about your evaluation and thus your

assessment?

Questions to ask yourself:

Your Test Must Have

• Sensitivity

• Reliability

• Objectivity

• Validity

To Be a Good Test

Sensitivity

The ability to detect a true difference.

Sensitivity

• A measurement device or tool…..– Used to apply a number or value - scale– Indicates and separates differences – scale– You can only be sure of your measurement

when it fits the scale– Potential for error is high when sensitivity is

poor.– Examples

What Happens When Sensitivity is Poor?

• Too High?– Detect everything– Unable to discriminate between what you’re searching

for and everything else you find– Example: Signal vs. signal

• To Low?– Can’t detect enough– Unable to discriminate between what you’re looking

for and nothing– Example: Signal vs. noise or signal vs. silence

• Either case, the result is an incorrect result.

• Incorrect result leads to incorrect judgment.

• Incorrect judgment leads to incorrect intervention.

Sensitivity

True

True

False

False

MeasurementResult

True State

FalsePositive

TrueNegative

FalseNegative

TruePositive

Reliability

• Reliability refers to the consistency of a test

– A test given on one day should yield the same results on the next day

Can One Test Trial Give Reliable Scores?

Selecting a Criterion Score

• Mean Score vs. Best Score

– Take the average score of multiple trials

– Take the best score of multiple trials

Selecting a Norm-Referenced Score

• Comparison against…

– Individuals• Best example?

– Tabled Values• Match the group?

Types of Reliability

• Stability

– Use Test-Retest Method

• Two administrations of a test with a calculation of how similar they are

Types of Reliability

• Internal Consistency

– Use Split Half Method

• One group completes odd numbered components (or questions) while the other completes evens with a calculation of how similar they are

Factors Affecting Reliability

• Method of scoring – objective format is more reliable than subjective format

• Homogeneity of the group tested – more alike = reliable

• Length of test – longer tests are more reliable than shorter tests (number of questions/elements)

• Administrative procedures – clear directions, technique, motivation of subjects, good environment

Objectivity

• Objectivity is also referred to as rater reliability

• Objectivity is the close agreement between scores assigned by two or more judges

• Juggler please….

Judges’ scores………

Factors Affecting Objectivity

• The clarity of the scoring system

Neatness = 37% x difficulty factor (.87 / prime rate)

Style = 42.489349834 – (IQ x shoe size)

Originality = 3.14 x (E = MC2) / date of birth

Factors Affecting Objectivity

• The degree to which judges can assign scores accurately (fairly, no bias)

– Can you say, “French Skating Judge” eh?

Validity

• Validity is considered the most important characteristic of a test

Types of Validity

• Logical (content) Validity – validity that indicates a measurement instrument (test) actually measures the capacities about which conclusions are drawn

– Examples:

• Tennis serve for accuracyversus

• 40 yd. run for time/speed in football or baseball

Types of Validity

• Construct Validity - validity for an instrument that measures a variable or factor that is not directly observable

– Examples:

• Attitudes, feelings, motivation

• Learning new skills

Factors Affecting Validity

• Student characteristics – Examples: sex, age, experience

• Administrative procedures – Examples: unclear directions, poor weather

• Reliability– Example: same results after repeated test

When a A Test is Not Valid…..

It is a waste of everyone’s time.

A true judgment (evaluation) cannot be made.

So….what’s the point?

A True Professional

Values his/her field.

Seeks the truth.

Knows that bad data are worse than no data

Wastes no one’s time.

Summary

A Test Must Have

• Sensitivity

• Reliability

• Objectivity

• Validity

To Be a Good Test

Now to the testing process….

Tests and Their Administration

• Test Characteristics

• Administrative Concerns

• Participant Concerns

• Pre Test Procedures

• Administering the Test

• Post Test Procedures

• Individuals with Disabilities

Tests and Their Administration

Test Characteristics• Validity, Reliability, Objectivity• Content Related Attributes

– Important Attributes – a sample, not everything– Discrimination – best from better from good– Resemblance to the Activity - similarity– Specificity – single attribute vs. multiple attributes,

ID’s limitations– Unrelated Measures – battery - different aspects –

“independence”

Test Administration

Administrative Concerns• Mass Testability• Minimal Practice• Minimal Equipment• Minimal Personnel• Ease of Preparation• Adequate Directions• Norms / Criterion• Useful Scores

Test Administration

Participant Concerns• Appropriateness to Participants• Individual Scores• Enjoyable• Safety• Confidentiality and Privacy• Motivation

Test Administration

Pretest Procedures

- Knowing the Test- Developing Test

Procedures- Developing Directions- Preparing the

Participants- Planning Warm-up

and Test Trials

- Equipment and Facilities

- Score Sheet (Recording)

- Estimating Time Requirements

Test Administration

Administering the Test

• Preparation

• Motivation

• Safety

• Recording Test Results

Test Administration

Posttest Procedures

• Analyze Test Scores

• “Share” Information – highs vs. lows

Test Administration

Individuals with Disabilities

• Cannot be compared to the typical student/person

• Few norm-referenced standards for evaluation

• Disabilities are varied – even within categories

Test Administration

Individuals with Disabilities

• Disabilities Include:

• Mental Retardation – Mild, Moderate, Severe• Serious Emotional Disturbance – Autism, Schizophrenia• Orthopedic Impairment – Neurological,

Musculoskeletal, Trauma• Other Health Impaired – Asthma, Cardiovascular

Disorders, Diabetes, Epilepsy, Obesity

Test Administration

Individuals with Disabilities

– Measure Physical Ability or Capacity

• Not learning, cognition, or language acquisition

• Find norm-referenced standards or validated tests

Summary

Tests and Their Administration– Test Characteristics– Administrative Concerns– Participant Concerns– Pre Test Procedures– Administering the Test– Post Test Procedures– Individuals with Disabilities

Questions?

End Ch 4