LARGE - SCALE ASSESSMENTS By: Michele Leslie B. David MAE-IM
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By: Michele Leslie B. David MAE-IM WIDE USAGE To identify students who may be eligible to receive special services To monitor student performance from.
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By: Michele Leslie B. David MAE-IM
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WIDE USAGE To identify students who may be eligible to receive
special services To monitor student performance from year to year
To identify students academic strengths and weaknesses To identify
and monitor achievement gaps To determine readiness for new
academic work To select students for special programs To improve
teaching To evaluate programs To give feedback to students and
parents To compare schools and students To evaluate curriculum
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High Stakes Usage To determine if performance standards for
grade promotion and graduation have been demonstrated To evaluate
teachers To evaluate principals To evaluate and accredit
schools
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TYPES OF LARGE-SCALE TESTS Standardized Achievement Tests
Standardized Ability Tests Group Ability Tests Individual Ability
Assessments
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Standardized Achievement Tests What do students know? How much
students have learned? - Reading - Math - Science - Social Science
- English
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Coverage is broad and common to all. Advantages Contents are
shared by all schools Allows comparison throughout the country
Disadvantage Mismatch between test and local curriculum
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Survey Battery Norm-referenced standardized test Comprehensive
set of subject matter Helps determine students strengths and
weaknesses But does not provide the teachers the information which
are helpful to developing instructions
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Diagnostic Battery Criterion-referenced test Specific strength
and weakness in a particular subject Helpful in developing
instructional decisions
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Standard-Based Large Scale Test -Customized to states and
school districts -Criterion-referenced or standards-referenced
(standards-based)
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Purpose - Specific and has direct consequences for students and
schools, promotion and accreditation - Also formative assessment -
Also summative assessment
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Formative Assessment Used to guide student instruction and
learning, diagnose skill or knowledge gaps, measure progress,
evaluate instruction, to determine what concepts require more
teaching and what teaching techniques require more modification...
To use results to evaluate instruction strategies, curriculum and
teachers, and make adjustments for better student performance.
(Pearson education, 2007)
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National Assessment of Educational Progress (USA) 1969 title of
The nations report card Criterion-referenced 3 main scoring basic,
proficient and advanced Includes all subjects Back to type
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Standardized Ability Test Measures cognitive ability,
potential, intelligence, reasoning or capacity to learn To predict
future performance or behavior Covers both in-school and out of
school experiences Changed from being an aptitude test which
focused on innate knowledge only
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Group Ability Tests Used as screening device to identify
students whose abilities deviate from the norm
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Individual Ability Assessment Conducted by a trained examiner
with one examinee done face to face Consideration on variables like
motivation, handicapping conditions, and persistence
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Administering the test Teachers will proctor Instructions shall
be read in a verbatim manner Proctors shall answer questions
related to instructions only
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Preparing the examinees Read or listen to directions carefully
Read or listen to test items carefully Set a pace that will allow
adequate time to complete the test Bypass difficult items and come
back to them later ( do easy items first) Make informed guesses
rather than omitting items
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Preparing the examinees Eliminate as many options as possible
before guessing Follow directions for marking answers carefully
Check to be sure that the item number in the booklet matches the
item number in the answer sheet Check answers if time permits
Review item formats and strategies to get the answer Look for
grammatical clues to the right answer Read all options before
selecting one
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others Classroom environment (teachers attitude) Physical
environment (lighting, space, ventilation) No distractions Remove
visual aids Seating arrangement Time of test (AM or PM?)
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How is the environment of this room?
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How do you find this arrangement?
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INTERPRETING SCORES The vast majority of scores that are used
are the modifications or transformations of the raw scores into
derived scores.
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2 types of derived scores Absolute derived score which is
referred to as percentage correct Relative derived score this is a
comparison with how the others did on the same assessment
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Norm-Referenced Scores Percentile scores indicate the
percentage of students in the reference group (norm group) who were
outperformed. Standard scores are derived scores, transformed from
raw scores, that are expressed as units of standard deviation.
Grade equivalent scores sometimes called grade norm score that
indicates student performance in relation to grade level and months
of the school year.
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Standards-Based Scores The basis for interpreting
standards-based scores is the number of items answered correctly or
the judgment of an expert who reviews a sample of a student
work.
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Interpreting Test Reports Identify the nature of information
presented. Find an explanation for it in an interpretive
guide.
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Use of Test Results Planning prior to instruction To evaluate
the effectiveness of instruction after content and skills have been
taught To provide indication of general ability level of the
students in the class Establish reasonable, realistic expectation
for students and to influence the nature of instructional
materials
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Use of Test Results If students scores are lower than expected,
the results may be used for further retesting, special attention or
counselling Used also for selection and placement into special
programs Used to evaluate effectiveness of instruction and
curriculum Used to evaluate programs by examining trends in areas
that have been emphasized or not
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Use of Test Results Used to indicate areas within the
curriculum that need further instruction To examine specific
methods of teaching To evaluate teachers
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How important is it? Standardized tests have value because of
their technical soundness and their ability to identify strengths
and weaknesses, show gains from year to year, and compare programs
to establish effectiveness.
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Large-Scale Tests in the Phils. National Career Assessment
Examination National Secondary Achievement Test National Elementary
Achievement Test Philippine Validating Test Accreditation and
Equivalency Program Accelerated Learning Program for Elementary
Schools
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2007 NCAE
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Examinees with High Score in General Scholastic Aptitude
Test
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National Achievement Tests (Grades 4 - 6) SY 2002-2005 (In
Percent).
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. National Achievement Tests (Fourth Year High School) SY
2002-2005 (In Percent)
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. Mean Percentage Scores of the National Achievement Test in
Grade 6 by Subject Area, SY 2005-2006
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. Mean Percentage Scores of the National Achievement Test in
Fourth Year High School by Subject Area, SY 2005-2006
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. Mean Percentage Scores of the National Achievement Test in
Grade 6 and Fourth Year High School By Region, SY 2005-2006
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Sources:
http://www.filipinasoul.com/national-college-entrance-exam-back-
again-with-more/
http://www.deped.gov.ph/updates/updateslinks.asp?id=331
http://www.pia.gov.ph
http://www.nscb.gov.ph/factsheet/pdf07/FS-200705-SS2-01.asp
http://en.wikipedia.org/wiki/Education_in_the_Philippines NATIONAL
EDUCATIONAL TESTING AND RESEARCH CENTER CEM Diagnostic Tests of
James Matthew B. David and Jullienne Margaret B. David GLT of the
reporter