Inaccessible Terminology A Little Knowledge Can Be Dangerous

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Inaccessible Terminology?A Little KnowledgeCan
Be Dangerous
5th Annual Career Cluster Institute Phoenix,
AZ June 12, 2007 Session F50

• Presenter
• Ms. Brenda Hattaway
• Assistant Executive Director
• VTECS Atlanta, Georgia

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Critical Component 9 Multi-Measure Assessment
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A Consortium of States
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VTECS develops resources . . .
. . . for CTE.
Tools
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Now, lets make some inaccessible terminology
accessible!
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Does the pilot test process we use really tell us
anything about how well our instruction works?
What types of tasks characterize the typical day
of a submarine officer?
Personality inventories indicate that our
programmers tend to have higher extroversion
scores that introversion.
List the steps in the accounting cycle.
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Test Interpretations
Norm-Referenced defines the performance of
test-takers in relation to one another.
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Test Interpretations
Criterion-Referenced defines the performance of
each test-takers without regard to the
performance of others.
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Test Interpretations
Summative or Formative? Its all about purpose!
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SUMMATIVE ASSESSMENT Assessment OF Learning
Assessments used to determine how much students
have learned at a particular point in time in
order to report achievement status.
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FORMATIVE ASSESSMENT Assessment FOR Learning
All activities undertaken by teachers and their
students that provide information to be used as
feedback to . . .

• adjust instruction in support of additional
  learning,
• guide and support student learning,
• support the closing of gaps in learning.

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NOTE Grading is a summative activity.
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Types of Test Scores

• Raw Score number of questions answered
  correctly.
• Percent Correct total points earned divided by
  the total possible points.

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Types of Test Scores

• Percentile percent of students in a norm group
  that score below any particular raw score.
• Stanine divides scores into 9 broad categories
  based on percentiles.

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Types of Test Scores

• Grade Equivalent compares performance on the
  test to that of various other grade levels.
• Competency Level level of mastery of content.

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Test Statistics
Reliability consistency of test scores. It is
a property of a set of scores, not of the
assessment that produced the scores.
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Reliability

• Equivalence reliability consistency of test
  scores between or among forms.
• Test-retest reliability consistency of test
  scores over time.
• Inter-rater reliability measure of consistency
  among judges ratings of a performance.

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Test Statistics
Validity has to do with whether a test measures
what it is supposed to measure.
An invalid test is not worth anything, to
anybody, at any time, for any purpose!
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Validity

• Face validity a test appears to test-takers to
  measure what it is supposed to measure.
• Content validity a test is content valid when a
  group of recognized subject matter experts
  verifies that the test measures what it is
  supposed to measure.

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Validity

• Concurrent validity refers to the ability of a
  test to correctly classify masters and
  nonmasters.
• Predictive validity a test can accurately
  predict future competence.

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A test cannot be valid if it is not reliable.
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STANDARDIZED TEST

• assessment and scoring procedures are uniform
• results can be compared across test-takers.

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STANDARDS-BASED TEST

• Questions on the test are selected to match state
  or local content standards
• Student performance is compared to a desired
  level of performance on the content.

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Secure Test

• Account for all test materials before testing
• Account for all test materials after testing
• Ensure that test materials are secured

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ITEM TYPES Written Performance Scenario
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Multiple Choice
A company's most reliable tool of internal
communication is the a. company bulletin
board. b. community daily newspaper.
c. local gossip network. d. company
newsletter.
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• As an assistant to the media production manager
  for Buttons International, you have the
  companys production rate for the first four
  months of this year as compared to the same
  months for the past three years. The previous
  annual reports for Buttons International provides
  the following information for each month. Mr.
  Miller has given you the information for this
  year.
• 2003 January 37, February 20, March 42,
  April 82
• 2004 January 43, February 36, March 48,
  April 86
• 2005 January 62, February 57, March 65,
  April 95
• This year January 50, February 65, March 55
  and April 75.
• Develop a bar chart that can be included in Mr.
  Millers PowerPoint presentation at the weekly
  department head meeting on Monday.
• Review and interpret at least three points from
  the data and include it in a written summary to
  accompany the chart.
• In addition, document the sources of your
  information.
• Before the meeting on Monday, you will meet with
  Mr. Miller and explain your chart and the written
  summary.

Performance
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Scenarios

• Performance . . .
• . . . with Rubrics
• . . . with Checklists
• Multiple Choice

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Inaccessible Terminology?A Little KnowledgeCan
Be Dangerous
Questions?