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Module Six -- Published, Standardized & Norm-Referenced Assessments |
Learning Objectives
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Overview of Module 6 Notes
Purposes / Advantages of Achievement Tests Purposes / Advantages of Classroom Tests Separate Achievement Tests
Intelligence tests Cautions in Interpreting Test Scores Individually Administered tests
Administering the test During the test administration Improving test taking skills Purposes for testing Should NOT be used as the ONLY criteria for
Types of Test Scores Cautions in Interpreting Any Test Score
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![]() Your group is now ready to complete the table of specifications. The last and final column should be labeled, "weight". This will reflect the contribution of each objective to the assessment. Some guidelines --
2) The more important objectives are usually weighted more. What makes an objective more important? Objectives written at the higher levels of Bloom's Taxonomy or that require skills / knowledge acquired from mastery of other objectives on your table. 3) It is possible to simply count up your objectives and divide 100 by that number. This assigns equal weight to every objective. DO THIS ONLY AFTER REVIEWING YOUR OBJECTIVES AND DETERMINING IF THEY REALLY ARE OF EQUAL IMPORTANCE. Now you are ready to assign weights
to the objectives you will include on the assessment you create for this
course requirement. The column should sum to 100.
![]() ![]() Now it's time to create test items.
If your group has objectives that are best measured with an objective assessment,
you need to create the first version of test items for your test. If your
group has objectives that are best measured with a performance assessment,
you need to create a rubric.
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Readings
![]() Chapter 14, Achievement Tests Chapter 15, Aptitude Tests Chapter 16, Test Selection, Administration, and Use from Linn R.L. & Gronlund, N.E. (1995). Measurement and assessment in teaching. Englewood Cliffs, NJ: Merrill. |
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