Assessment

Matthew Lynch published in Assessment, Digital Age Teachers April 25, 2023

What Educators Need to Know About Computer-Adaptive Testing

Computer-adaptive tests are a type of assessment where the rigor or questions are adjusted based on the learner’s response. For instance, if the learner answers correctly, the next question will be harder; if a learner answers incorrectly, the next question will be easier. The assessment adapts to accommodate the test takers’ skill level.

This customization provides an accurate assessment of a learner’s present level of educational functioning. The learning potential is endless because the best computer-adapted tests pull from a large pool of test items designed to assess and improve a learner’s knowledge of a particular subject or skill.

How they work

Computer-adaptive tests are designed to alter their difficulty level—based on the responses provided—to match a test taker’s knowledge and skill. If a learner gives a wrong answer, the computer follows up with an easier question; if the learner answers correctly, the next question will be more challenging.

Considered to be on the cutting edge of assessment tech, computer-adaptive tests represent an attempt to measure personal learners’ capabilities more precisely while avoiding some of the issues often associated with the “one-size-fits-all” nature of standardized tests.

For learners, computer-adaptive testing offers a shorter testing session with a smaller number of questions since only those questions considered appropriate for the learner are offered. Best developers have to create a larger pool of test items so that testing systems have enough questions to match all learners’ varied capabilities taking the exam.

The most current types of computer-adaptive testing are usually administered online. Because the scoring is computerized, educators and learners can test results more quickly than with paper-and-pencil tests.

Computer-adaptive tests can be used for a broad variety of purposes, including large-scale, high-stakes testing; formative assessment, which provides educators with in-process feedback on learner learning that they can utilize to modify teaching strategies; and summative assessment, which educators utilize to decide what learners have learned at the end of a unit, term, or year. They are also used to find learners who may need specialized educational support in a specific skill or subject area, such as reading, writing, or math.

Because computer-adaptive testing systems select questions intended to be challenging for each learner, most learners will get about half the questions right and half wrong, so a score based on the total number or percentage of correct responses will be meaningless.

Computer-adaptive scoring is based on the number of correct answers provided and the difficulty of the items finished. Before the tests are administered to learners, test questions are usually field-tested with representative samples of learners to calibrate difficulty levels.

Matthew Lynch published in Assessment April 23, 2023

Rubric: Everything You Need to Know

These are the standards that are supposed to be followed in order to successfully carry out a test or an assessment. Since they provide more details than a single mark or grade, rubrics help teachers grade more objectively. With rubrics, teachers can reduce subjectivity and grading time while boosting objectivity.

Rubrics also help students get timely feedback on diverse types of assignments – right from projects and papers to artistic performances, oral presentations, and group projects. This way, they help improve students’ ability to include the necessary elements of an assignment. Additionally, understanding an assignment’s expectations and components better makes students more aware of their learning process and progress.

Those wondering about the elements of a rubric should know that a grading rubric usually has a grid-type structure. It includes criteria, performance levels, and descriptors, which become exclusive assessment tools for any given assignment. Criteria refer to the aspects of performance (such as evidence, argument, and clarity) that will be evaluated. Descriptors stand for the features linked to each dimension (like evidence is compelling and diverse, argument is original and demonstrable, etc). Performance levels denote a rating scale that recognizes the students’ level of mastery within every criterion.

Though rubrics are most frequently used to grade written assignments, they have several other uses too. For instance, teachers can use them for oral presentations. They can also be used to assess individual contribution to group assignments and teamwork. Rubrics can even facilitate peer-review by establishing evaluation standards. Teachers can ask their students to use the rubric to provide peer assessment on different drafts. Students may use rubrics for self-assessment as well to enhance their learning and performance.

The following steps can help teachers get started with rubrics:

· Begin small, ideally with one rubric for a single assignment in a semester.

· Adapt rubrics that are available online, use online rubric templates, or seek help from colleagues who have created rubrics for similar assignments.

· Scrutinize an assignment and outline the critical attributes or elements that must be evaluated.

· Design a range for evaluating performance quality under each element, which could be “poor,” “good,” or “excellent,” for instance.

· Add descriptors that qualify every performance level. It’s crucial to avoid vague or subjective criteria, like “creative” or “interesting.” Teachers can allot a numerical scale to each level and set criteria that clearly distinguish one performance level from another.

· Teachers should share their rubric draft with their colleagues and/or teaching assistants for feedback and revise the rubric accordingly.

Matthew Lynch published in Assessment, Special Education April 15, 2023

Early Intervention: Everything You Need to Know

This refers to programs that are provided to children who have been identified as being predisposed to developing a disability. This program is intended to help the children overcome the obstacles associated with their disability so that their education is not jeopardized. It’s similar to special education, but it’s for eligible toddlers and infants who’re behind at reaching developmental milestones. Through early intervention, children from birth to age three can get services in the community or at home. Different types of specialists work with children and their families based on which skills are delayed.

Early intervention focuses on the following skills:

· Physical skills (crawling, reaching, walking, drawing, building)

· Communication skills (listening, talking, understanding others)

· Cognitive skills (learning, thinking, solving problems)

· Social or emotional skills (interacting with others, playing)

· Adaptive or self-help skills (dressing, eating)

While all states provide early intervention, not all states carry it out the same way. A childcare provider or a healthcare provider may refer children for an early intervention evaluation. If children are found eligible, a team from that state’s early intervention program works with the family to create an IFSP (Individualized Family Service Plan). This plan describes goals and the types of services to help kids and their families.

Every state has its own rules for which children qualify for early intervention. In most states, children must have either:

· A developmental delay, or

· A particular health condition that’ll probably lead to a delay. This includes conditions like birth defects, certain genetic disorders, and hearing loss.

In a few states, children may receive services if they’re at risk for a developmental delay due to factors like drug exposure, low birth weight, and other environmental issues.

A kid who qualifies for early intervention may get one or multiple of these services:

· Occupational or physical therapy

· Speech and language therapy

· Psychological services

· Medical, nutrition, or nursing services

· Home visits

· Social work services

· Hearing or vision services

· Assistive technology

· Transportation

Each U.S. state and territory offers these services through its own program. But federal law gives grants to every state from the federal government. This allows children who qualify for early intervention to receive services at low cost or free of charge.

Early intervention services generally last until a kid’s third birthday. When a kid turns three, the service coordinator organizes a transition meeting to discuss moving from early intervention services to the special education services under IDEA.

Matthew Lynch published in Assessment, Math Education March 31, 2023

Normal Distribution: Everything You Need to Know

This is a pattern of statistical data distribution. When graphed as a histogram, certain data forms a bell-shaped curve, which is commonly referred to as normal distribution. They are symmetrical and have a single central peak at the mean. The normal distribution is important in statistics due to several reasons. Some of these include:

· The statistical hypothesis test assumes the data follows a normal distribution.

· The central limit theorem establishes that as the sample size increases, the distribution of the mean follows a normal distribution regardless of the distribution of the original variable.

· Both linear and non-linear regression assumes the residual follows a normal distribution.

A normal distribution has two main parameters: the mean and standard deviation. One can decide the probabilities and shape of the distribution concerning the problem statement with the help of these parameters.

Mean:

· Statisticians use the average or mean value as a measure of central tendency. It can be utilized to define the distribution of variables that are measured as intervals or ratios.

· The mean establishes the location of the peak, and the majority of the data points are clustered around it in a normal distribution graph.

· If one changes the value of the mean, the curve of normal distribution moves either to the right or left along the X-axis.

Standard deviation:

· The standard deviation calculates how the data points are dispersed in relation to the mean.

· It represents the distance between the data points and the mean.

· It defines the width of the graph. Therefore, altering the value of standard deviation expands or tightens the width of the distribution along the X-axis.

· Generally, a smaller standard deviation concerning the mean leads to a steep curve while a larger standard deviation leads to a flatter curve.

Some properties of normal distribution include:

· The shape of the normal distribution is fully symmetrical. This means one can produce two equal halves by dividing the normal distribution curve from the middle.

· The midpoint of normal distribution stands for the point with maximum frequency, i.e., it comprises most observations of the variable.

· In normally distributed data, there’s a constant proportion of data points remaining under the curve between the mean and a number of standard deviations from the mean. Therefore, nearly all values lie within three standard deviations of the mean for a normal distribution. These can help one understand the appropriate percentages of the area below the curve.

Matthew Lynch published in Assessment, Testing March 28, 2023

Criterion-Referenced Tests: Everything You Need to Know

This is a type of test where the students are not held to a collective standard but are expected to reach a standard that is above a specific predetermined percentage. This is usually for individualized forms of education or testing objectives with definite results. The test designers analyze the components of specific academic skills and then write the test items that’ll measure whether or not the student has mastered all the components of the skill.

A test of reading skills will seek to find out whether a student can identify the particular sounds consonants make before it’ll evaluate whether a pupil can answer comprehension questions. The questions seek to discover if the student has the skills, not whether the pupil does as well as other students in the same grade. A criterion-referenced test provides important information that the teacher can utilize to design particular instructional strategies to help the students succeed.

A criterion-referenced test for maths should reflect the sequence and scope of state standards (like the common core state standards). It’ll reflect the skills needed at any age. As kids grow, they’re expected to acquire new skills in a reasonable order that builds on previous levels of skill acquisition. State high-stakes tests of achievement are examples of criterion-referenced tests that are aligned with a state’s standards. They measure whether kids have actually mastered the skills suggested for the students’ specific grade level.

Criterion-referenced tests have both advantages and disadvantages. The advantages include:

· Criterion-referenced tests are more effective than norm-referenced tests to track pupils’ progress within a curriculum. Teachers can design test items to match particular program objectives. The scores indicate how well the student can correctly answer questions on the topic being studied.

· Every teacher must assess student progress. Teachers can develop criterion-referenced tests at the classroom level. If the standards aren’t met, they can specifically diagnose the deficiencies. Additionally, they can quickly obtain test results to provide students with feedback on their performance.

The disadvantages include:

· Creating criterion-referenced tests that are both reliable and valid requires a significant amount of time and effort. Moreover, results cannot be generalized beyond the particular course or program. These tests are specific to a program, and teachers cannot use them to measure the performance of a large group of students.

· Item analysis is performed to evaluate the effectiveness of individual test items. The teacher must know how the analysis of criterion-referenced tests differs from norm-referenced tests.

Matthew Lynch published in Assessment, Tests and Measurements March 26, 2023

The Bell Curve: Everything You Need to Know

This is a measurement that is used to determine how frequently a phenomenon occurs. A specific statistical distribution is expected where most scores will be distributed in the center, and the high and low ranges will be close. The bell curve gets its name because when the data is plotted on the graph, the line created generally forms the shape of a bell. In a normal distribution, the majority of the data will be near the mean, or the middle, with very few figures on the bell’s outside, known as outliers.

Teachers utilize the bell curve to analyze their tests. They assume that a bell curve will be noticeable if the test is good. For example, if a teacher looks at the class score and sees that the average (mean) grade of the midterm was approximately a C, and slightly fewer pupils earned B grades and D grades and even fewer pupils earned A grades and F grades, then the teacher can infer that the test was a good design. On the other hand, if the teacher plots the test scores and sees that the mean grade was a 60%, and no student scored above an 80%, then she can conclude that the test may have been very difficult. At that point, the teacher may use the curve to adjust the scoring so that there’s a normal distribution, including A grades.

Here’re a few of the most common ways teachers use to grade on a curve.

Add points: A teacher increases every student’s grade with the same number of points. While every student gets a better grade, students fail to learn from the question unless the teacher provides a revision.

Bump a grade to 100%: A teacher moves a particular student’s score to 100% and adds an equal number of points used to get that pupil to 100 to all other students’ scores. While everyone gets a better score, the student with the lowest grades benefits the least.

Use the square root: A teacher takes the test percentage’s square root and makes it the new grade. Every student gets a better score, but not every student’s grade is adjusted equally.

Students in a class often accuse one individual of throwing off the curve. The theory is that a very bright student aces a test that everyone else has difficulties with will “throw off the curve.” For instance, if most students earned 70% and only one pupil in the entire class earned 98%, then when the teacher tries to adjust the grades, the outlier can make it more difficult for other students to score higher.

Matthew Lynch published in Assessment March 20, 2023

Why the 100-Point Grading Scale Is Flawed

As schools continue to evaluate students with letter grades, there is a growing debate about whether the 100-point grading scale is flawed. While this system has been in use for many years, critics argue that it is impractical and misleading. Here are some reasons why the 100-point grading scale may not be the best way to evaluate student performance.

1. It creates confusion among students

Using a 100-point grading scale can be confusing for students, especially in situations where grades are not rounded up to the nearest whole number. When students receive a 94 or 95 on an exam, they may assume that they have an A, but in some cases, this can be a B+. This system can be demoralizing for students who work hard but don’t receive the grades they expect.

2. It doesn’t accurately reflect student performance

The 100-point grading scale creates a false sense of precision that can be misleading. In many cases, teachers are assigning grades based on subjective criteria such as effort, which can be difficult to quantify. The grading scale can’t account for variables such as an individual student’s learning style or their home environment, which can impact their academic performance.

3. It emphasizes grades over learning

One of the biggest problems with the 100-point grading scale is that it emphasizes grades over learning. The emphasis on achieving a high GPA can create an unhealthy sense of competition among students, where the focus is on getting good grades instead of learning the material. This can lead to students cheating, cramming for exams, and losing their love of learning.

4. It encourages teachers to assign grades based on points

The 100-point grading scale encourages teachers to assign grades based on a point system, which can be problematic. Often, this means a teacher will assign a certain point value to each item on an exam, such as 2 points for a multiple-choice question, and then calculate a grade based on the total score. This approach can be unfair to students who struggle with certain types of questions, such as those requiring written responses.

5. It doesn’t account for different grading systems

Finally, the 100-point grading scale doesn’t account for the fact that different grading systems are in use in different schools, districts, and countries. For example, in some schools, a grade of 80 may represent a B while in others, it may represent a C. This creates confusion for transfer students who are forced to adapt to a new grading scale and can result in students being penalized for moves beyond their control.

In conclusion, the 100-point grading scale may have been widely used for many years, but it is time to reexamine this system. Rather than focusing on grades, educators should focus on learning and providing students with tools that will help them succeed, regardless of their performance on tests and exams. At the end of the day, education is about more than grades; it is about helping students develop skills that will enable them to achieve success in life.

Matthew Lynch published in Assessment, Tests and Measurements March 16, 2023

No Zero Grading Policy: Everything You Need to Know

This refers to a grading system where teachers are not allowed to grade their students below 50%. This means that as long as the pupil completes the task, they deserve at least 50% for that effort alone. Some parents and educators believe that teachers shouldn’t be allowed to give zero to a pupil. Even if the students fail to turn in their assignments, they receive whatever the lowest grade is. Many institutions have adopted similar strategies, and they believe that this motivates all the students and provides them a fighting chance to do better in academics. Others feel that the no-zero grading policy allows pupils to slack off. They invest the least amount of effort and still pass. It can also be discouraging to students who work really hard for their scores.

Giving a zero for students not turning in the assignment doesn’t evaluate their understanding of the concept they were supposed to learn. Assignments exist to help students get a clear idea of their growth, and giving out zeroes negates this purpose. It can also drastically impact a student’s grade. Students who scored very well on earlier assignments might get a poor final grade when they fail to complete one task. Students come from different backgrounds. There’s no predicting the situation that may have prevented them from completing the task. Rather than giving zeroes for missing a deadline, the no-zero grading policy may offer them guidance and support to help them complete the task. Students who frequently miss assignment deadlines or don’t perform well can be challenging for teachers to handle. However, it’s these students who need support from the teacher the most. A little motivation and empathy from the teacher could go a long way in improving a student’s relationship with academics.

If students have nothing to show for their assignment, they should be given nothing, thus giving zeroes. However, if they put in some effort on a task, their score reflects that. If they didn’t complete the task, their score should also reflect that. Teachers follow up with pupils who miss deadlines, and making adjustments for some students puts lots of additional stress on them. Also, enforcing stringent deadlines force the pupils to complete the assignments on time. They get habituated to being held accountable for their manner of work and their results. Some educators also believe that getting zeroes on their report cards communicates to the pupils and their parents that they need to put in more effort.

Matthew Lynch published in Assessment March 14, 2023

CLEP Exams: What to Know

The College-Level Examination Program (CLEP) is a program that allows students to earn college credits by taking exams that test their knowledge and understanding of various subjects. The program is administered by the College Board, which also oversees the SAT and Advanced Placement (AP) programs. CLEP exams are recognized by over 2,900 colleges and universities in the United States and abroad.

CLEP exams are offered in 33 subject areas, including English, history, mathematics, science, and foreign languages. The exams are designed to assess college-level knowledge and skills, and can be used to earn up to 12 credits per exam. The exams are computer-based and consist of multiple-choice questions. The length and scoring of each exam varies depending on the subject.

CLEP exams are a great opportunity for students who want to save time and money by earning college credits without having to take classes. Each exam costs $89, which is much less than the cost of a typical college course. Additionally, CLEP exams can be taken at any time, which means students can earn credits at their own pace.

Before taking a CLEP exam, students should prepare thoroughly by studying the subject material and familiarizing themselves with the format of the test. The College Board offers study materials, including practice tests and review books, to help students prepare. Additionally, many colleges and universities offer CLEP preparation programs and resources.

To register for a CLEP exam, students should visit the College Board website and create an account. The website provides information about exam dates, locations, and fees. Students may also be able to take CLEP exams at their college or university.

Overall, CLEP exams are a valuable resource for students who want to earn college credits and save time and money. By preparing thoroughly and taking advantage of available resources, students can successfully complete CLEP exams and accelerate their progress toward a college degree.

Matthew Lynch published in Assessment February 14, 2023

Assessment: Everything You Need to Know

Assessments function as individual evaluation systems that help teachers and instructors monitor and compare performance across a spectrum and populations. Since there are different types of assessments designed to serve several organizations, they can become ritualistic and monotonous, blurring the instructor, teacher, and organization’s view of the main purpose of the assessment and the reason they’re carried out in the first place. So, what’s the main purpose of these assessments?

The goal of assessment exercises is to get the needed information concerning the performance or progress of a student or group of students in order to determine the strengths and weaknesses of a student, the things they find interesting and boring, and other useful information that can help teachers improve the learning process. Armed with this information, teachers can analyze the achievement level of each student to customize their future learning process.

In learner-centered assessments, the essential elements are:

· Formulating statements of proposed learning outcomes: This refers to formulating statements that explain the intentions related to what students should understand, know, and be able to do with their knowledge.

· Choosing or developing assessment measures: The teachers choose or design data-gathering measures to evaluate whether or not their proposed learning outcomes have been achieved. This step typically includes:

Ø Direct assessments, including products, case studies, projects, exhibitions, papers/theses, performances, portfolios, clinical evaluations, oral exams, and interviews that ask students to show what they can do with their knowledge or the things they know.

Ø Indirect assessments, which include self-report measures like surveys, where students share their views about what they know or can do with their knowledge.

· Creating experiences leading to desired learning outcomes: This ensures that students have experiences both within the scope of their courses and outside them, which will help them accomplish the proposed learning outcomes.

· Discussion on assessment results to improve learning and teaching: This step involves analyzing and discussing the assessment results and using the insights gathered to improve individual student performance and even fine-tune teaching methods to make them more effective.

Typically, an assessment cycle includes four stages, namely planning, doing, checking, and acting. At the planning stage, teachers decide what they want their students to learn. This is followed by choosing or developing assessment measures and creating experiences to teach effectively. The third step is where the teachers check if their planned learning outcomes are met based on the evaluation of assessment data. The last step is reinforcing successful teaching and assessment practices and making revisions to improve student learning.