testing and evaluation copyright © 2013 georgia public safety training center
TRANSCRIPT
TESTING AND EVALUATION
COPYRIGHT © 2013 GEORGIA PUBLIC SAFETY TRAINING CENTER www.gpstc.org
2
Prepare for a test!
This is the “squares test”
3
How Many Squares Do You See?
Answer?
4
How Many Squares Do You See? (contd)
Answer?
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
5
Answer?2019
1817
How Many Squares Do You See? (contd)
6
Answer?
22
21
How Many Squares Do You See? (contd)
7
Answer?
2423
How Many Squares Do You See? (contd)
8
Answer?
25
How Many Squares Do You See? (contd)
9
Answer?
26
How Many Squares Do You See? (contd)
10
Answer?
27
How Many Squares Do You See? (contd)
11
Answer?
28
How Many Squares Do You See? (contd)
12
Answer?
29
How Many Squares Do You See? (contd)
13
Answer?
30
How Many Squares Do You See? (contd)
14
Terminal Performance Objective
For a chosen topic, the public safety training instructor will construct a variety of different types of written exam questions, in accordance with the American Society for Training and Development (ASTD) Learning System.
15
Enabling Objectives
• Define the term Evaluation.
• Explain how the instructor’s performance can be improved through evaluations.
• Explain the purpose of testing.
• Discuss the concept of performance testing.
16
Enabling Objectives (contd)• List the steps in administering and grading
written tests.
• List the characteristics of a good test.
• Compare and contrast the different types of written test questions.
• Construct written test questions for a total of five (5), three (3) different types.
17
To Test & Evaluate
• A jury WEIGHS evidence.• A teacher GRADES students.• An antique dealer APPRAISES an article.• A panel of experts JUDGES a beauty contest.• A realtor ASSESSES the value of real estate.
18
Accountability
A TWO WAY STREET• Students have a
responsibility to LEARN
• Instructors have an obligation to TEACH.
19
• Provides an estimate of achievement for some useful purpose.
• Appraising the adequacy of student performance.
• Determines how well both the instructor and student are progressing toward specific objectives.
• Continuous process of observing and measuring changes in behavior.
What is Evaluation?
20
Evaluation Triangle
JUDGMENT
CRITERIA EVIDENCE
21
Evaluating Your Own Performance
• Pre-test and Post-test
• Indicator of your performance
• Feedback for possible Lesson Plan revision
22
Purpose of Testing
• Why Test?– Improve Teaching/Learning Process– Aid in Instruction
• Gaps in Learning• Gaps in Instruction
– Reinforce Learning• Stimulate Thought• Encourages Learning• Improves Study Habits
23
Purpose of Testing (contd)
• Tests Provides– Incentives
• To Study• Sense of Competition
• Assign Grades– Valid– Comprehensive– Differentiating
Performance Testing
What is the best way to determine if students can perform a specific task?
Have them do it, or at least simulate the activity.
Require actions such as identification, simulation and work samples.
25
Performance Testing (contd)
• Psychomotor Skills– Measure specific skills that require action
• Report writing
• Handling tools
• Weapons
• CPR
• Approach to emergency scenes
26
Performance Testing (contd)
• Psychomotor Skills– Practical Exercise
• Practice skills and get feedback and coaching
– Performance Exam• Demonstrate proficiency under controlled
conditions
27
Performance Testing (contd)
• Advantages– Face Validity
– Job Related
– Reliable
– Observe Individual Differences
• Disadvantages– Not Comprehensive– Time Consuming– Tools, Equipment,
Material– Design Difficult– May be Unreliable
28
Performance Testing (contd)
• Construction and Use– Step One: Specify Performance
Objective to be measured– Step Two: Select Rating Factors (Use a
Form)– Step Three: Prepare directions– Step Four: Try out if new– Step Five: Use more than one rater– Step Six: Follow procedures– Step Seven: Give immediate feedback– Step Eight: Rotate teams and
members
29
Written Tests
Often limited to lower cognitive learning levels of recall and recognition
No set “correct” response. Can vary with each student’s solution to the problem.
OBJECTIVE
SUBJECTIVE
30
Written Tests (contd)
• Classified According to Purpose– Prescriptive
• Measuring readiness• Determining placement
– Progress• Measure improvement• Diagnose learning difficulty
– Comprehensive• Measure terminal performance
31
Written Tests (contd)
• Delivery and Use of Test– Instructions– Security– Administration
• Before: notify, tell when, what, how and what they should bring
• During: good environmental conditions, relieve stress, encourage to do own work
• After: give results, review and evaluate test
32
Characteristics of a Good Test• Measures the material taught
• Yields consistent results
• Scorer bias eliminated
• Liberal sampling of course materials
• Detects small differences in student achievement
• Effective/efficient administration
VALID
USABLE
OBJECTIVE
COMPREHENSIVE
DIFFERENTIATING
RELIABLE
33
Essay (Subjective)
• Advantages– Relatively easy to
construct
– Effectiveness in writing
– Offers opportunity to select, organize, and integrate facts
• Disadvantages– Low validity
– Reliability low
– Time consuming
34
Essay Example
Question: Explain the difference between hearing and listening. Include any key points or limitations of either process.
35
True/False (Objective)
• Disadvantages– 50/50
– Does not reflect how much they really know
– Hard to write
• Advantages– Test recall and
recognition
36
True/False Example
Question: You should always anticipate danger.
A) TrueB) False
37
Fill-in-the-blank (Objective or Subjective)
• Advantages– Demonstrates
knowledge
• Disadvantages– Hard to construct
38
Fill-in-the-blank (contd) Example
Question: You have a better chance of making the right decision if
you ______ before you act.
39
Listing (Objective or Subjective)
• Advantages– Demonstrate
knowledge
• Disadvantages– Subjectivity
– Grading
40
Listing Example
Question: List the three different heat-related medical emergencies in order from least severe to most severe.
41
Multiple Choice (Objective)
• Advantages– Test recall and
recognition
• Disadvantages– Hard to design
– Lengthy preparation time
42
Writing Multiple Choice Items
• Terminology– Stem
– Options
– Key
– Distractors
43
Multiple Choice Example
Question: The human heart has __ chambers.
a. 1b. 2c. 3d. 4
44
Pointers for Multiple Choice
• No questions answering each other• Logical answer• Avoid “none of the above” and “all of the
above”• Same length answers• Answers should be in ascending order• Only 1 correct answer with distractors• Highlight keywords: IS, NOT, EXCEPT
45
Matching (Objective)
• Advantages– Test recall and
recognition
• Disadvantages– Hard to construct
(distracters)
Matching Example
Question: Given a household fire extinguisher, match the picture symbol to the class fuel source it will mitigate.
B
A
C
47
Questions in General
• Minimize length of questions
• Questions do not answer themselves
• Answers to question not obvious
• No trick questions
• Questions MUST relate to your PERFORMANCE OBJECTIVES
48
Enabling Objectives• Define the term Evaluation.• Explain how the instructor’s performance can be
improved through evaluations.• Explain the purpose of testing.• Discuss the concept of performance testing.• List the steps in administering and grading written
tests.• List the characteristics of a good test.• Compare and contrast the different types of written
test questions.• Construct written test questions for a total of five
(5), three (3) different types.