EEA 622�EDUCATIONAL ASSESSMENT��Chapter 9 & 10�Video E� �

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Dr Kim Teng Siang

kskim2007@gmail.com

0124661131

Chapter 9�ANALYSIS & INTERPRETATION OF TEST SCORE AND REPORTING�

CHAPTER OVERVIEW

• 9.1 Why Use Statistics?
• 9.2 Describing Test Score
• 9.3 Standard Scores
• 9.4 The Normal Curve
• 9.5 Norms
• 9.6 “Pencils down” 
• 9.7 How is Student Results Used?
• 9.8 Who is the Audience
• 9.9 What Type of Information Should be Included?
• 9.10 What Should be the Format
• 9.11 How is Information Used?
• 9.12 Confidentiality

9.1 What is Statistics?

• it involves the assembling, classifying and tabulating of numbers but more important is how we analyse data for purposes of making decisions and generalisations.
• In short, statistics pertains to the analysis, Interpretation and presentation of data.
• Descriptive Statistics – to describe the data
• Inferential Statistics - to infer about the population based on your sample

9.2 WHY USE STATISTICS?

• To compare scores or test marks meaningfully

9.3 Describing Test Scores

• CENTRAL TENDENCY: - mean , mode, median

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• DISPERSION: - range, standard deviation
• Figure 9.3 Distribution of Scores with Varying Standard Deviations

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• Type of Distribution
• Normal Distribution- bell shape
• SKEW- one of its tails is longer than the other

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9.4 The Normal Curve

• a hypothetical curve (bell curve) that is supposed to represent all natural occurring phenomena

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• Figure 9.5 The Normal Distribution Curve
• - see the different : S.D values and S.D scores

9.5 Norms

• norm-referenced assessment, an individual’s performance is evaluated in relation to other people’s performances

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• Norms are the characteristics of a population accurately estimated from the characteristics of a representative subset of the population (called the sample or norm sample).

Percentile ranks

• Table 9.1 Norms for a Reading Ability Test, pg 13

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9.6 “Pencils Down”

• Phrase to mark the end of a testing session.

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• But the beginning of a comprehensive plan is devised to report the results of your assessment or testing programme

9.7 How is Student Assessment Results Used?

• the extent to which it has met all learning outcomes or objectives,
• the strengths and weaknesses of individual subject areas,
• the learning needs of students
• whether individual students should be promoted to the grade or level
• which part of the school’s curriculum that needs help.

9.8 Who is the Audience Addressed � in the Report?

• students
• teaching staff
• curriculum review committees
• school administrators
• school districts
• parents
• government authorities
• teachers
• associations or unions
• community
• accrediting bodies

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9.9 What Types of Information Should be Included in the Report?

• What did we do?
• Why did we do it?
• What did we find?
• How will we use it

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•  What students have learned and the school's effectiveness. In other words the proportion of students meeting learning outcomes or objectives.

- Percentages meeting expectations

* Demographic data that helps describe the school population and identify special problems or needs (e.g., mobility rate, proportion of students from low-income families).

• Other indicators of school effectiveness (e.g., attendance, dropout, and graduation rates; academic awards; satisfaction),
• Analyses showing the proportion of students in various groups (e.g., income level, minority groups, students with disabilities) who meet objectives/outcomes,

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9.10 What Should be the Format of the Report?

• Data is to presented as comparisons with standards and expectations or with results from previous years; or with state assessment or commercial norm-referenced tests 
• Statements regarding why some students are not meeting outcomes/objectives, and descriptions of efforts to improve student learning (future, current, or previous).
• Length of report - Avoid allowing reports to become so long that few people will read them 
• To facilitate reading organise and index reports so that readers can quickly locate information they need. Devices such as executive summaries with page or chapter number references and detailed tables of contents can be very effective.

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9.11 How is Information in the Reports Used?

• To inform the readers of the actual performance
• To help them to draw conclusion
• To provide multiple sources of information in order to make a better conclusion
• To plan further remedial or enrichment in the future

9.12 Confidentiality

• is extremely important
• Open reporting must avoid individual information – report at school level, aggregate the results etc

Assignment Part C

The purpose of Part C is to assess your ability to build a test and conduct item analysis on the items to determine its appropriateness.

INSTRUCTIONS:

1. Construct 10 multiple-choice questions (MCQ) in any subject area of your choice The test could be for learners in a primary or secondary school, learners in a college or university or participants in a training programme.

2. The test should be an Achievement Test for a particular subject such as Science, Mathematics, Statistics, History, Management, Language and so forth.

3. The questions should be constructed by you (i.e. original) and not taken from available sources. Attach the test.

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4. Each stem for an item or question should have 4 alternatives (A, B, C & D) with three distractors and one answer.

5. Administer the test to a group of at 15 students or more.

6. Mark the test and analyse the test scores:

Compute the mean & median

Compute the standard deviation

7. Conduct an item analysis of the items. (refer to Chapter 8: Item Analysis):

• Compute the Difficulty index for each item
• Compute the Discrimination index for each item
• Evaluate the Effectiveness of each option or alternative

8. Write a report on your findings.

9. Attach a copy of the test.

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Exam 2 Question 3

Chapter 10�Preparing for the Future: What Educational Assessment Must Do�

Future Educational Assessment Must Do

These 13 points

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The Gordon Commission on the Future of Assessment in Education — http://www.gordoncommission.org

• Randy Elliot Bennett 

Must Do for Future Educational Assessment