Aligning Assessment Type and Purpose with Use National Chinese Language Conference 2013 David P. Ellis, PhD National Foreign Language Center University of Maryland
Sep 05, 2014
Aligning Assessment Type and Purpose with Use
National Chinese Language Conference 2013
David P. Ellis, PhDNational Foreign Language Center
University of Maryland
Test Type
Achievement vs. Performance vs. Proficiency
Content Response
Achievement
Performance
Proficiency
Achievement vs. Performance vs. Proficiency
Content Response
Achievement Curriculum-Specific Memorized/Rehearsed
Performance
Proficiency
Achievement vs. Performance vs. Proficiency
Content Response
Achievement Curriculum-Specific Memorized/Rehearsed
Performance
Proficiency Non-Specific Novel/Non-Rehearsed
Achievement vs. Performance vs. Proficiency
Content Response
Achievement Curriculum-Specific Memorized/Rehearsed
Performance Domain-Specific Applied/Semi-Rehearsed
Proficiency Non-Specific Novel/Non-Rehearsed
Activity
Either alone or in pairs, classify the following assessments as achievement, performance, or proficiency.
Test Type ActivityTest Type Test Type
Driving test (road) SAT
Driving test (written) Semester final
Vocabulary quiz Writing placement
Role play (known prompt)
Typing test
Role play (unknown prompt)
Translation test
Test Type Activity AnswersTest Type Test Type
Driving test (road) Performance SAT Proficiency
Driving test (written) Achievement Semester final Achievement
Vocabulary quiz Achievement Writing placement Proficiency
Role play (known prompt)
Performance Typing test Performance
Role play (unknown prompt)
Proficiency Translation test Performance
Test Scoring
Test Scoring ConsiderationsCriterion-Referenced Norm-Referenced
Test Reliability Test Validity
Intra-Rater Reliability Inter-Rater Reliability
Test Scoring ConsiderationsCriterion-Referenced Absolute Norm-Referenced Relative
Test Reliability Test Validity
Intra-Rater Reliability Inter-Rater Reliability
Test Scoring ConsiderationsCriterion-Referenced Absolute Norm-Referenced Relative
Test Reliability Precision Test Validity Accuracy
Intra-Rater Reliability Inter-Rater Reliability
Test Scoring ConsiderationsCriterion-Referenced Absolute Norm-Referenced Relative
Test Reliability Precision Test Validity Accuracy
Intra-Rater Reliability Within Inter-Rater Reliability Across
Activity
Either alone or in pairs, classify the scoring method of the following assessments as either criterion-referenced or norm-referenced.
Test Scoring ActivityTest Scoring Type Test Scoring Type
Driving test SAT
Oral Proficiency Interview (OPI)
Semester final
Vocabulary quiz Writing placement
Role play TOEFL
Test Scoring Activity AnswersTest Scoring Type Test Scoring Type
Driving test Criterion-Referenced SAT Norm-Referenced
Oral Proficiency Interview (OPI)
Criterion-Referenced Semester final Depends
Vocabulary quiz Criterion-Referenced Writing placement Depends
Role play Depends TOEFL Norm-Referenced
Test Use
Test Use (Decision Purpose)Reason ExampleDiagnostic
Placement
Progress
Mastery
Selection
Prediction
Test Use (Decision Purpose)Reason ExampleDiagnostic MRI after head injury
Placement Writing test for incoming ESL students
Progress Pop quiz on last night’s reading material
Mastery Driving test
Selection Employment test
Prediction SAT
Test Use (Decision Type)Formative Summative
What
When
Why
Who
Test Use (Decision Type)Formative Summative
What Assessment FOR learning Assessment OF learning
When
Why
Who
Test Use (Decision Type)Formative Summative
What Assessment FOR learning Assessment OF learning
When DURING a course/section At the END of a course/section
Why
Who
Test Use (Decision Type)Formative Summative
What Assessment FOR learning Assessment OF learning
When DURING a course/section At the END of a course/section
Why To INFORM subsequent teaching To ASSIGN a score/grade
Who
Test Use (Decision Type)Formative Summative
What Assessment FOR learning Assessment OF learning
When DURING a course/section At the END of a course/section
Why To INFORM subsequent teaching To ASSIGN a score/grade
Who Teacher, Self, Peers Teacher
Test Design (Item Types)Item Type Advantage DisadvantageConstructed response
Multiple choice
True False
Check all that apply
Cloze
Matching
Categorization
Test Design (Item Types)Item Type Advantage DisadvantageConstructed response Requires a novel response Cannot be machine scored
Multiple choice Increases ability to create reliable tests
Does not require a novel response
True False Easy to create items 50-50 chance w/guessing
Check all that apply Allows for numerous answer combinations
Can be perceived as unfair
Cloze Can test multiple concepts (vocab) within a single context
Unclear what skill is being tested
Matching Allows demonstration of pairwise relationships
Correct answers can be found by process of elimination
Categorization Allows demonstration of semantic relationships
Scoring is complex
Thank YouDavid P. Ellis, PhD