educational psychology: theory and practice chapter 13 assessing student learning
TRANSCRIPT
Educational Psychology:Theory and Practice
Chapter 13
Assessing Student Learning
Scenario
“He and his students are on a happy trip, but where are they going?” (p. 405)
Instructional Objectives: Mager
Behavioral Objective Performance Conditions Criterion
Instructional Objectives: Mager
Write an Objective Containing Performance, Conditions and Criterion.
Taxonomy of Educational Objectives (Bloom)
Knowledge Comprehension Application Analysis Synthesis Evaluation
Instructional Objectives: Mager
Identify the Level of Bloom’s Taxonomy That Fits the Objective You Wrote.
Task Analysis
Identify Prerequisite Skills Identify Component Skills Plan How Component Skills will be
Assembled
Importance of Evaluation
Evaluation As Feedback For Students To Teachers
Evaluation As Information To Parents For Selection For Accountability
Importance of Evaluation
Evaluation As Incentive Motivation for Students Criteria to Increase Student
Effort Grade Frequently A+
Test Construction
Principles of Achievement Testing Correspond with Instructional Objectives Table of Specifications Tap Different Levels of Complexity (Bloom) Correspond with Instruction (Validity) Consistency of Tests (Reliability) Measures Past Performance Clarity of Questions – Next Slide
Test Construction
Writing Objective Test Items True-False Multiple Choice Fill-In-the-Blank Matching Items Essay Problem-Solving
Types of Standardized Tests
Aptitude Tests Grade Equivalent Tests Norm-Referenced Achievement Tests Criterion-Referenced Achievement
Tests Validity and Reliability
IQ 55 70 85 100 115 130 145