Educational Measurement

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Dr. Melinda Prague

To Test, or Not To Test -- THAT Is the Question: What is the role of measurement and evaluation in

teaching?

What are the different ways our assessments may be interpreted and used?

Can we ever go too far in our efforts to assess our students' progress and our own effectiveness as teachers?

Arguments on both sides of this issue…

First, visit the No Child Left Behind web site to understand why our government advocates standardized testing.

Then, visit FairTest's web site to learn why such testing might be regarded as harmful, and to examine some suggested alternatives to the current practice of high-stakes testing.

Why All the Fuss About Behavioral Objectives? Dr. Bob Kizlik offers a new perspective on this question,

and explains the three key components of such an objective: the condition, the behavior, and the criteria.

See if some of his examples will help you as you work on writing clear performance objectives.

To simplify your task, please make sure that each of your objectives contains (1) the CONDITION(S) for the final outcome of a lesson, (2) an observable and measurable BEHAVIOR, and (3) the CRITERIA that delineate your expectations for your students'performance.

Norm vs. Criterion Reference Testing Although your textbook offers an excellent explanation

of each of these types of tests, you may wish to check out the following resource if you need further clarification:Educational Psychology Interactive: Criterion- vs. Norm-Referenced Tests