Assessment - University of California, Irvine
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Transcript Assessment - University of California, Irvine
Assessment
Foreign Language Pedagogy
EA 125
What is assessment for?
What do we want to assess?
How do teachers benefit from assessment?
How do students benefit from assessment?
How much assessment is necessary and
appropriate?
What is the relationship between
assessment results and student
motivation/self-efficacy?
Types of Testing (p. 391)
Achievement Test
Proficiency Test
The Purpose of the Assessment
(p. 392)
Administrative
• Placement/ Exemption
• Certification/ Promotion
Instructional
• Diagnosis/ Evidence of progress
• Evaluation of teaching/curriculum
Research
• Evaluation/ Experimentation
Teaching and Testing
Teach for the Test.
• Criticism for standardized tests.
• Is this really bad?
The test should reflect what students
have learned.
--Testing-Sampling principle of testing
Tests=small sample of large domains
Valuable inferences are about the
domains, not the samples
Scores are useful only if one can
generalize from them to mastery of the
domain
(from lecture ppt by Dr. Jimmy Kim)
Observed test score=true score + error
Some threats to test-based
inferences
Performance fluctuations (over time)
Scoring inconsistency
Inappropriate test preparations (and
cheating)
Biased items
Excessive difficulty or easiness
Idiosyncrasies of items used
(from lecture ppt by Dr. Jimmy Kim)
Core concept of validity
Validity characterizes the ‘inference’
based on test scores, not the test itself.
Validity is an evaluation of the
adequacy and appropriateness of the
‘interpretation and uses of assessment
results.’
(from lecture ppt by Dr. Jimmy Kim)
Grading
-Purposes of Grades 1. For administrative purpose
2. To give students feedback about
their progress and achievement
3. To provide guidance to students
about future course work
4. To provide guidance to teachers for
instructional planning
5. To motivate students.
(Marzano, 2000)
De-grading
-Argument by Kohn (1999) Primary reasons for de-grading
1. Grades tend to reduce students’ interest
in the learning itself.
2. Grades tend to reduce students’
preference for challenging tasks.
3. Grades tend to reduce the quality of
students’ thinking.
De-grading
-Argument by Kohn (1999)More reasons for de-grading
Grades aren’t valid, reliable, or objective.
Grades distort the curriculum.
Grades waste a lot of time that could be
spent on learning.
Grades encourage cheating.
Grades spoil teachers’ relationships with
students.
Grades spoil students’ relationships with
each other.
Why do we teach?
Good teachers tell.
Excellent teachers explain.
Superior teachers model.
Great teachers inspire.
(Author unknown)