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Assessment and Individual Differences Sullivan Turner EDTC 610/Fall 2010

Assessment and individual differences

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Page 1: Assessment and individual differences

Assessment and Individual Differences

Sullivan TurnerEDTC 610/Fall

2010

Page 2: Assessment and individual differences

Psychometric Model

Assumes that personal traits, including knowledge and cognitive abilities can be measured by weight and distance

Has tremendous power to influence life decisions

Classify children as gifted, learning disabled, or emotionally disturbed based on test performance

Page 3: Assessment and individual differences

Reliability

Replicability of a test score

True Scores and Observed Scores• Perfect reliability is impossible• Measurement Error• True Score• Observed scoresObserved Score = True Score ±

Measurement Error

Page 4: Assessment and individual differences

Reliability

Confidence Interval• True scores will be within the

confidence level with a known level of probability

Number of Items• High reliability is desirable• Increase number of questions

to boost test reliability

Page 5: Assessment and individual differences

Validity

Is concerned with the meaning of what is measured

A completely valid test measures fully and accurately what it is intended to measure

Page 6: Assessment and individual differences

ValidityWhat Does the Score Mean?• Construct Validity: concerned

with whether a test measures what it is intended to measure.

Page 7: Assessment and individual differences

ValidityWhat Does the Score Mean?• Concurrent Validity: evidence

that a test measures a distinct construct within a theoretical system.

• Predictive Validity: predicts test performance

Page 8: Assessment and individual differences

ValidityConstruct Under – Representation• Means a test falls short of

representing all that is intended to construct

Construct Over – Representation • Whenever a test measures

something other than the construct that it is intended to measure.

Page 9: Assessment and individual differences

Validity

Construct Over – Representation • Measurement Contamination• Response - elimination strategy• Testwiseness• Test anxiety

Page 10: Assessment and individual differences

ValidityMeasurement Variance: Variation in test scores among examinees can be expressed quantitatively

s2 = Σ (X – X)2

n – 1

Page 11: Assessment and individual differences

Validity

Measurement Variance• Construct – Irrelevant Variance• Every test is contaminated• Response eliminated

strategy used in multiple choice testing

Page 12: Assessment and individual differences

How Test Influence Learning

Washback Effects: Anticipation of test consequences can feed back to influence the processes of learning and teaching that lead up to the test.• Teaching to the Test

Measurement Driven Instruction• Minimal Competency testing• Consequential validity

Page 13: Assessment and individual differences

Performance Assessment

Assessment• Asking for complex

responses/diagnostic information

Performance Assessments• Educational value “teaching to the

test”

Authentic Assessments• Leads to products and outcomes

with intrinsic value

Page 14: Assessment and individual differences

Classroom Assessment

Everyday Assumptions of Testing

Designing Tests• Multiple – Choice Question• Constructed Response Items

1. Scoring rubrics2. Holistic scoring3. Analytical scoring

Page 15: Assessment and individual differences

Formative Assessment

Summative Assessment• Summarize the effects of past

educational experience

Formative Assessment• Guide and match ongoing

teaching and learning experiences

Assessment of Learning• Promotes student learning

Page 16: Assessment and individual differences

Standardized TestingRaw score• Point value given on a particular

test

Normal Distribution• Mean• Mode• Standard Deviation

Standard Scores• Percentile rank

Page 17: Assessment and individual differences

Quantitative Research

Qualitative Research• Emphasize detailed description

rather than numerical measurement

Quantitative Research• Emphasizes numerical

measurements of constructs

Descriptive Analysis• States factual information

Page 18: Assessment and individual differences

Attitude Interactions: ATIs

Common intuition that different students learn under different conditions.

Aptitude• General cognitive ability

Treatment• Identifiable educational experience

Interaction• Matching treatment to aptitude

Page 19: Assessment and individual differences

Diversification of Instruction

Cognitive Styles• Field dependence vs field

independence• Impulsivity vs reflectivity

Learning Styles• Multiple Intelligences (MI)

theory• Time and Learning• Mastery Learning

Page 20: Assessment and individual differences

Group Differences

Gender Differences

Socioeconomic Differences

Racial – Ethnic Differences• The Achievement Gap• Test Bias

Page 21: Assessment and individual differences

Learning Strategies

Increase the number of test items

Use a full representation of the construct

Widen the process dimension of test design

Use a variety of testing formats

Use performance assessment

Page 22: Assessment and individual differences

Learning Strategies

Be cautious about learning styles

Consider aptitude- treatment interactions

Give learning sufficient time

Guard against test bias

Close the achievement gap