assessment literacy project kansas state department of education assessment literacy project1 test...
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 1
Test Preparation
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 2
Guidelines
Professional Ethics:
No test-preparation practice should violate the ethical norms of the education profession.
Educational Defensibility:
No test-preparation practice should increase students’ test scores without simultaneously increasing mastery of the curricular aim tested.
Appropriate Test-Preparation Practices -- Dr. James Popham
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 3
Good Test Preparation Practices
• Classroom Instruction uses Formative Assessment Processes to Prepare Students for the Test
• Apple Tree
• Learning Progressions are used in Classroom Instruction
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 4
Teaching to the Test
• Cherry Pick the items so that you select what is to be tested rather than what is instructionally sound.
• Learning progressions are ignored.
• The best apple!
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 5
Intended Learning Outcomes
Meeting the Standards
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 6
1. Understand
Utility Knife–
that sound and appropriate test preparation directly depends on the purpose of the test for which the student is being prepared
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 7
2. Review and construct
Pro and Con List
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 8
3. Establish criteria
Unsound Sound
Questionable?
for deciding what is sound, questionable, and unsound test preparation practice.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 9
4. Create a continuum
Of test preparation practices from sound and appropriate to unsound and inappropriate.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 10
Popham: Never, Never Say
Say:
“Teaching to the test’s items.”
Or Say:
“Teaching to the curricular aim presented by the test.”
“Teaching to the Test”
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 11
Beneficial Effects for Test-Preparation
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 12
Beneficial Effects
1. The standard or benchmark being tested is aligned to the test and clearly understood by teacher and student.
2. The criterion for successful performance is clearly understood by teacher and student.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 14
Beneficial Effects
3. Students have a variety of ways in which to demonstrate proficiency on the standard.
4. Teacher teaches concepts rather than drills students on applications.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 1
Harmful Effects
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 15
Harmful Effects
1. Test is not aligned to standard or benchmark being taught.
2. Criterion for success on the standard is not clear to student.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 16
Harmful Effects
3. Teacher teaches the actual items on the test itself.
4. On a math test teacher creates “clones” of actual test items by keeping the question and answer choices but substituting different numbers.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 17
Harmful Effects
5. Teacher limits ways students can demonstrate competency.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 18
The Theory of “Successive Approximations”
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 19
Students do best when they have opportunities to try what they know and are able to do against a clearly understood standard or criterion
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 20
Students do best when they receive meaningful feedback about their performance.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 21
Students use meaningful feedback to improve their performance on successive administrations of the test.
They continually move closer (“approximate”) to the standard or criterion.
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 22
Summary
Dr. Popham reminds teachers:
Creators of high-stakes tests need to supply curricular aim descriptions from which sound instructional decisions can be made!
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 23
Activity One
Briefly respond to the following questions:
1.What does the phrase “teaching to the test” mean to you?
2.Do you believe that “teaching to the test” is helpful or harmful to students? Why ?
Share your responses with a partner. On what points do you
agree or disagree?
1
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ASSESSMENT L ITERACY PROJECT
Kansas State Department of Education
ASSESSMENT L ITERACY PROJECT 24
Activity Two
2Please read Dr. Popham’s handout on the Five Test-Preparation Practices. Individually or in small groups discuss how you use the following preparations:1. Previous-form2. Current-form 3. Generalized test-taking 4. Same-format5. Varied-form