EDU_510_Chapter_4 This is useful for how to educate students

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1. The Purpose of Testing

2. Testing, Accountability, and the Classroom Teacher   Tests represent an attempt to provide objective data that can be used to determine the growth of a student, i.e. whether they move to the next grade level, move to RTI Tier 2, or graduate. A combination of subjective (personal) judgments and objective data will result in more appropriate decisions. Test data is never 100% accurate.

3. Types of Educational Decisions Measurement data is incorporated into decisions at all levels of education. As a teacher, you will need a good understanding of testing and measurement so you can meet the requirements of IDEIA, NCLB, and RTI.

4. Instructional Decisions Most common and frequently made decisions made by the classroom teacher Examples: -Classroom daily routine and schedule -Add additional review before a test -When to use a trade book during instruction -Making a referral for Tier 3 instruction

5. Grading Decisions Made by classroom teachers but less frequently. Grades or marks and what letter grade is assigned on reports cards. Examples: -Omitting a test question if the majority of the class gets it incorrect. -Determining what factors make up a grade i.e. participation, group work

6. Diagnostic Decisions Are decisions made about a student’s strengths and weaknesses and the reasons why. Examples: -After reviewing a student’s homework it is obvious the student cannot borrow subtracting. Objective test data should always be used along with the teacher’s subjective judgment to make such important decisions.

7. Selection Decisions Involve test data used for accepting or rejecting applicants. Examples: -SAT, GRE, Testing for remedial programs.

8. Placement Decisions Are made after an individual has been accepted into program to find out where in the program the student is best suited. Examples: -English proficiency exam

9. Counseling and Guidance Decisions Involve the use of test data to help recommend programs of study. Examples: -Aptitude tests to determine positive career paths

10. Program Curriculum Decisions Usually made at the school district level after an evaluation study comparing two or more programs. Examples: -Change reading series

11. Administration Policy Decisions Made at the school, district, state, or national level and are based on measurement data. Examples: -Determine the amount of money to be channeled in a school. -Determine what districts need special funding.

12. Problems in Measurements of Testing Any time measurement procedures are somewhat subjective and lack specific direction, interpretive problems may arise. Much of what we measure or attempt to measure in the classroom is not clearly defined.

13. Solution? Only when both what to measure and how to measure have been considered, specified, and clearly defined can we hope to eliminate the problems involved in measuring an interpreting classroom information.

14. What to Measure How you measure must always match what you measure. Examples: -A word problem math test may test math skills with one group of students but test reading deficiencies in another group of students.

15. How to Measure There are alternatives to written tests and how we measure is often determined by what we measure. Examples: -Questionnaires -Oral Response -Observation -Projects/Group Work

16. Evaluating Measurements It is best to have two types of measurement whenever possible. Combine subjective measurements (personal judgment) with objective measurements (test results) to make an educated decision.

17. Additional Resources Authentic Assessment and Rubrics