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Summative tests/assessments
intended to provide a measure or gauge of student learning following the completion of a unit of study. These test are used to meet state and federal requirements to assign grades, and evaluate curriculum effectiveness.
Formative tests/assessments
intended to assess the effectiveness of instruction on an ongoing basis. It is also used to inform day-to-day instructional decision making in the curriculum. Formative assessments are brief and are intended to be administered frequently.
Interim assessments
Administered at more than one point in the academic year. They are more in-depth than a formative assessment but less than a summative. They are intended to measure student growth or progress over an extended period of time. Also known as benchmark test.
NRT
Norm referenced tests - standardized and designed to enable us to compare the performance of the students taking the test to students who took the test prior. (ex. SAT)
Compared to national averages- lengthy tests.
CRT
Criterion-Referenced Tests- can be either standardized or teacher made. This test does not compare students outcomes to other students. It is narrower in focus and identifies what a student can and can not do. These scores are useful in day to day formative instructional strategies.
CBM
Curriculum-based Measurements- can be standardized or teacher made. Also known as CBM probes. Designed to be sensitive to small changes in learning.
extended response essay
An essay item that allows the student to determine the length and complexity of response. This essay can be lengthy, difficult to grade, usually a take home assignment, and is an ongoing assignment where students use research material.
restricted response essay
An essay item that poses a specific problem for which the student must recall proper information, organize it in a suitable manner, derive a defensible conclusion, and express it within the limits of the posed problem.
The four steps to constructing a performance assessment:
- deciding what to test, 2.designing the assessment context
- specifying the scoring rubrics.
- specifying the testing constraints.
quantitative item analysis
for norm referenced test and multiple choice.
it also helps to decide whether to keep or discard an item on a test.
enables you to assess the quality or utility of an item.
Scoring the test
you should always:
- make the key before hand and double check to make sure it was answered correctly.
- Score tests blindly.
- Once tests are scored, double check before recording the grade and returning the test to the students.
- Manually check machine scored answer sheets.
creating an assessment/test
- group all items of same formats together
- arrange test items from easy to hard.
- space items correctly so the test is uniform.
- keep contextual material and item together.
- arrange answers in random patterns.
- clear directions.
- Proof read your master copy.
- keep item and stems on same page.
- decide how you want the students to answer the question.
- leave blank for name and date.
administering the test or assessment
maintain a positive attitude.
- maximize achievement motivation.
- Equalize Advantages
- Avoid Surprises
- Clarify the Rules.
- Rotate distribution
- Remind students to check their work
- Monitor students
- Minimize distractions
- Give time warnings
- Collect tests uniformly
Mode
The mode, or modal score, in a distribution is the score that occurs most frequently. The least reported measure of central tendency.
Median
The second most frequently encountered measure of central tendency. The median is the score that splits a distribution is half: 50%bof the scores lie above the median, and 50% of the scores lie below the median.
