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#CHAPTER 7 DEVELOPING ASSESSMENT INSTRUMENTS QUIZ HOW TO#

Other issues regarding the proper use of assessment tools are also discussed.

#CHAPTER 7 DEVELOPING ASSESSMENT INSTRUMENTS QUIZ HOW TO#

It also discusses how to properly interpret results, and how to use them effectively. For example, we can (1) describe the specific learning tasks a student in able to perform (e.g., counts from 1 to 100), (2) indicate the percentage of tasks a student performs correctly (e.g., spells 65 percent of the words in the word list), or (3) compare the test performance to a set performance standard and decide whether the student meets a given standard (e.g., performed at the proficient level). Chapter 7: Using, Scoring, and Interpreting Assessment Instruments This chapter describes some of the most common assessment instrument scoring procedures. Look closely at the examples provided in the text and also consider developing an alternative assessment instrument. Rather it reflects a broader and deeper capability for comprehending our surroundings. Based upon the information read in chapter 7, develop an assessment instrument for your instruction. not merely book learning, a narrow academic skill, or test-taking smarts. "Criterion-referenced interpretations can be made in various ways. involves the ability to reason, plan, solve problems, think abstractly, comprehend complex idea, learn quickly and learn from experience. Chapter 7: Developing assessment instruments Learner-centered assessments are to be criterion-referenced (i.e., linked to instructional goals and an explicit set of performance objectives derived from the goals).This information is useful for planning both group and individual instruction." (p. The goal of the criterion-referenced test is to obtain a description of the specific knowledge and skills each student can demonstrate. If the learning tasks are easy, then test items will be easy.

No attempt is made to eliminate easy items or alter their difficulty. The name criterion-referenced is derived from the purpose of the test: to find.

".criterion-referenced tests include items that are directly relevant to the learning outcomes to be measured, without regard to whether the items can be used to discriminate among students. Chapter 7, Developing Assessment Instruments, from Dick, Carey and Carey.

These authors provide the following additional information about criterion-referenced assessments: " Norm-Referenced Assessment: A test or other type of assessment designed to provide a measure of performance that is interpretable in terms of an individual's relative standing in some known group.Ĭriterion-Referenced Assessment: A test or other type of assessment designed to provide a measure of performance that is interpretable in terms of a clearly defined and delimited domain of learning tasks." (p. Linn and Gronlund (2000) define these two types of assessments in the following: When we look at the types of assessment instruments, we can generally classify them into two main groups: Criterion-referenced assessments and norm-referenced assessments.