Transcript Meital2004
חידושים במדידה חינוכית
Introduction
Assessment
Design
Item
Development
מיכל בלר
מנכ"לית ראמ"ה
[email protected]
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
יום עיון לכבוד יצחק פרידמן
23.5.2006
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 1
הקדמה
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
& Conclusions
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 2
תחום המדידה וההערכה בחינוך ,בארץ ובעולם ,נדרש לעמוד
בשנים האחרונות ברמת דרישות וציפיות הולכת וגדלה.
מדידה והערכה בחינוך ,אינה מטרה כשלעצמה ואינה פתרון
קסם לקשיים ,לבעיות ולאתגרים של העשייה החינוכית.
תהליכי המדידה וההערכה עצמם יידרשו לעמוד בסטנדרטים
ברורים של איכות ושל עלות-תועלת ובכללם :תקפות,
מהימנות ,זמינות ,תרומה ,ויעילות כלכלית.
צריך לעשות יותר ,יותר מהר ,יותר טוב ובפחות תקציב.
איך עושים זאת?
הרצאה זו תתמקד בסקירה של חלק מהחידושים בתחום בניית
המבחנים ,העברתם ,ציינונם ,והדיווח לגביהם.
חידושים אלה מחייבים שילוב מושכל בין היכרות טובה עם
תחום הדעת הנמדד ,תורת המבחנים ,מדעי הקוגניציה ,מדעי
המחשב ,והתפתחויות עכשוויות בשדה הטכנולוגיה.
Thanks
My Colleagues at ETS:
Henry Braun
Bob Mislevy
Introduction
Assessment
Design
Item
Development
Randy Bennett
Delivery
Isaac Bejar
Scoring
Pat Kyllonen
Dylan Wiliam
Et al.
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 3
Functions of assessment
For evaluating institutions
For describing individuals
For supporting learning
Monitoring learning
• Whether learning is taking place
Diagnosing (informing) learning
• What is not being learnt
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
Forming learning
• What to do about it
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 4
New Capabilities – New Challenges
Introduction
What sort of tests, in which setting,
contribute to learning?
New modes of learning – new modes of
assessment?
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
Scalability and sustainability
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 5
Roles of Technology in Assessment
Introduction
Improving efficiency and
Quality of existing
practices
Assessment
Design
Item
Development
Delivery
• Test Creation Assistant
• Computer delivery of
tests (CAT)
• Automated scoring of
complex items
(e-Rater)
• Simulated-based
assessment tasks
• Intelligent tutoring
systems
• Virtual reality
systems
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
Expanding the
domain of testing
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 #26
Improving Efficiency and Quality
Assessment Design
Introduction
Item Development
Assessment
Design
Item
Development
Assessment Delivery
Automated Scoring
Score Reporting
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 7
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Assessment Design
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 8
The Need for Assessment Design
• More ambitious goals and more constraints!
• More stakes are involved
• Beyond psychometrics – cognitive
sciences, content expertise
• Team work
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
A need for a disciplined approach
to assessment design
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 9
Assessment Design
Introduction
Assessment
Design
Item
Development
Delivery
From Art
To Science
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 10
What is Needed?
Establish a science of assessment design
and build the infrastructure to support it
Introduction
Assessment
Design
Item
Development
Strengthen the linkages between
assessment design and instructional design
in technology-rich environments
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Develop measurement models to better
assess learning in naturalistic settings over
extended time periods
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 11
Evidence-Centered Assessment Design (ECD)
Introduction
[R. Mislevy, L. Steinberg, R. Almond & Associates]
Assessment
Design
Item
Development
ECD uses general principles
of evidentiary reasoning
to create a framework that supports
a disciplined approach
to assessment design
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
http://www.education.umd.edu/EDMS/mislevy/papers/
רשות ארצית
למדידה
13
והערכה
בחינוך
© 2006 # 13
ECD is an attempt to obtain clear answers to
three basic assessment questions:
Introduction
Assessment
Design
What do you want to say about persons
taking the assessment?
What observations (behaviors or work
products) would provide the best evidence
for what you want to say?
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
What kinds of tasks allow you to make the
necessary observations or collect pertinent
evidence?
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 14
To apply the ECD framework in the design of
assessment tasks, a subject matter expert (e.g., a
teacher or test developer) begins by creating three
models:
Introduction
Assessment
Design
Item
Development
student model, defining the range and relationships
of the knowledge and skills to be measured;
evidence model, specifying the performance data
associated with this knowledge and these skills, for
varying levels of mastery; and
task model, spelling out the features of task
performance situations that will elicit relevant
evidence.
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 15
The Target Models
Introduction
Stat model
Evidence
Assessment
Design
rules
1. xxxxxxxx 2. xxxxxxxx
3. xxxxxxxx 4. xxxxxxxx
Item
Development
5. xxxxxxxx 6. xxxxxxxx
Student Model
Evidence Model(s)
7. xxxxxxxx 8. xxxxxxxx
Delivery
Task Model(s)
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 18
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Item Development
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 22
Item Development
Computer-assisted item creation:
Introduction
Fully automated real-time item generation
(with specified psychometric properties)
Intelligent text search for stimulus
Assessment
Design
Item
Development
Delivery
Scoring
Materials
Multimedia content
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 23
Item Models: Definitions
An item model is a set of specifications that
defines a class of items with respect to a set
of properties.
A class of items may share:
similar content (LaDuca, Staples, Templeton, &
Holzman, 1986)
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
similar psychometric properties (Bejar, 2002)
similar format.
Once an item model is defined, it can be
programmed into software that
automatically generates instances (Singley
& Bennett, 2002).
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
24
בחינוך
© 2006 # 24
Item Model Development Loop
Introduction
Design Model
Assessment
Design
Item
Development
Delivery
Scoring
Revise Model
Generate Instances
Reporting
New
Construct
Sample Instances
Assessment
for Learning
Conclusions &
Challenges
Finalize Model
Analyze Instances
Pretest Instances
ראמ"ה
רשות ארצית
למדידה
והערכה
25
בחינוך
© 2006 # 25
Roles of Technology in Assessment
Introduction
Improving efficiency of
existing practices
Assessment
Design
Item
Development
Delivery
• Test Creation Assistant
• Computer delivery of
tests (CAT)
• Automated scoring of
complex items
(e-Rater)
• Simulated-based
assessment tasks
• Intelligent tutoring
systems
• Virtual reality
systems
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
Expanding the domain of
testing
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 #226
Expanding the Domain
Framework content areas that can be better
measured with technology
Apply:
Simulations
Web searches
Video clips
Virtual reality
…
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 27
Simulation Based Assessment
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 28
The ICT construct
Introduction
Assessment
Design
Define
ICT
Literacy
Item
Development
Access
Delivery
Scoring
Manage
Cognitive
Integrate
Ethical
Evaluate
Technical
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
Create
ראמ"ה
Communicate
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 30
ECD Phase I: Defining the Claims
Domain analysis (What are we trying to
measure?)
Rationales (Why do we want to test it?)
Claims:
What do we want to assert about test takers at
different score levels?
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 31
Example of a claim
for the Higher Education ICT Literacy Assessment
Introduction
Assessment
Design
“The student uses ICT tools to
collect and/or retrieve information effectively and
efficiently,
identify likely information sources, and
extract the information from the sources.”
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 32
ECD Phase II: Defining the Evidence
What evidence would give us the
confidence to make our claims?
How much evidence is needed?
How many different kinds of evidence?
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
What would be authentic evidence in this
field, for the claims we want to make?
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 33
ECD Phase III:
Designing the Tasks and Blueprint
What tasks could be designed to gather the
needed evidence?
How to convert the evidence into scores?
What psychometric model?
What operational constraints must be
considered as tasks are designed?
What will be the overall design of the
assessment (“blueprint”)?
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 34
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Delivery
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 35
Modes of Delivery Online
Adaptive
Introduction
Linear
Intelligent Tutoring
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 36
Adaptive Computer Delivery of Tests
Computerized (Adaptive) Testing
Introduction
GRE
Assessment
Design
GMAT
Item
Development
CLEP
Delivery
Amiram (Israel)
Scoring
Main advantages:
Main disadvantages:
Administration and
scoring
Cost (due to security
issues)
Accuracy
Multimedia
integration
Time saving
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 #237
Adaptive Testing
1st Generation: Item-level adaptation
Introduction
Assessment
Design
High-stakes testing applications have proven
somewhat disappointing:
• Time savings modest
Item
Development
Delivery
Scoring
Reporting
• CBT delivery costs substantial
• Item library costs substantial
• Psychometric properties of scores for
certain groups problematic
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
38
בחינוך
© 2006 # 38
Adaptive Testing
2nd Generation: Stage-level adaptation
Introduction
Assessment
Design
Using “testlets” as building blocks
Item
Development
Delivery
Better control of item context and item
exposure
More economical in use of items
Particularly useful for low-stakes or
diagnostic testing
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
39
בחינוך
© 2006 # 39
Linear Administration
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
http://nces.ed.gov/nationsreportcard/pdf/studies/2005457_1.pdf
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 40
Intelligent Tutoring - ALEKS
http://www.highed.aleks.com/
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
• Adaptive assessment
• Directs the students an
appropriate class
• Developed by a multimillion NSF grant
• The theory behind
ALEKS is a specialized
field of mathematical
cognitive science
called "Knowledge
Spaces."
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 41
1
Online Test Delivery Lifecycle
Introduction
Online Test Delivery Lifecycle
Test Design
Item
Authoring
Test
Packaging
Scheduling
, Eligibility,
Registration
Assessment
Design
Item
Development
Test
Delivery
Scoring
Reporting &
Analysis
Delivery
Scoring
•
•
•
•
Item Models
Test Models
Test Layout
Test Behavior
• Item Creation
• Item Banking
&
Management
• Version
Control
• Test Creation
& Structure
• Content
Creation (i.e.
Online Help,
Instructions,
etc.)
•
•
•
•
Scheduling
Eligibility
Registration
Payment
Processing
• Test Delivery
• Item Display
• Results
Capture
• Automated
Scoring
• Interactive
Scoring
• Score
Reports
• Results
Analysis
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
TCS
TestPrep
iSER
iBT
eRater/OSN
Genasys
ראמ"ה
iBT is ETSs new Internet-based test delivery platform
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 42
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 43
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 44
OSN - Online Constructed Response Scoring Process
Introduction
Assessment
Design
Item
Development
Test
Delivery
Scoring
Scan MC responses
Prepare
samples/benchmarks
Train
scorers
Separate/scan essays
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
Score
Essays
Combine MC and essay
scores. Create Score Report
Receive Score
Report
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 45
Automated Scoring
General mathematical expressions
Introduction
Graphics
Short answer responses
Assessment
Design
Item
Development
Delivery
Essays
Speech
Professional practice (Architecture,
medicine, information technology)
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
46
בחינוך
© 2006 # 46
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 47
Automated Essay Scoring Capabilities
Introduction
e-rater®
Assessment
Design
Item
Development
CritiqueSM Writing Analysis Tools
Grammar, Usage, and Mechanics
Score
c-rater™
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Faster
Better
More Cost Effective
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 #148
CriterionSM Online Writing Evaluation Service
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 #149
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 50
c-rater
Measure performance: content and reasoning
Provide instant feedback
Identify missing or flawed elements of conceptual
understanding
Reduce costs
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 54
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 55
The Dual Challenge
Introduction
Assessment
Design
Item
Development
Delivery
High Quality
Assessments
Meaningful and
Interpretable
Results
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 56
Data Challenges
Too much data
Introduction
Not enough useful information
Decision support
Assessment
Design
Item
Development
Delivery
Turning data into action
….
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 57
NAEP Data Tools – Select Criteria
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 58
NAEP Data Tools – View Results
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 59
Score Reports
Richer, diagnostic information
Online, interactive delivery
Formats and content in plain language
targeted to specific audiences—teacher,
parent, student
Clear connections between results,
standards, tasks, and next steps
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 60
Introduction
Assessment
Design
Item
Development
Delivery
Challenges
Scoring
Reporting
New Constructs
Assessment for Learning
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 61
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
New Constructs
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 62
“New constructs”
Development of measures covering a broad range
of cognitive and non-cognitive characteristics,
such as:
learning ability
Introduction
Assessment
Design
Item
Development
critical reasoning in context
Delivery
creativity
Scoring
practical intelligence
Reporting
motivation
New
Construct
persistence
teamwork
Assessment
for Learning
Conclusions &
Challenges
self-concept
confidence
communication skills
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 63
Listening Communication Skills
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 64
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 65
MOR
Constructs measured:
Introduction
Interpersonal communication
Ability to cope with pressure
Assessment
Design
Item
Development
Delivery
Initiative and leadership
Conscientiousness and ethical attitude
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 66
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Assessment for Learning
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 68
In analyses of the role of national educational assessment,
insufficient attention has been paid to the central place of
the classroom. Rather than encouraging a two-way flow of
information, today's "standards-based" frameworks tend to
direct the flow of accountability from the outside into the
classroom.
Introduction
Assessment
Design
Item
Development
Delivery
The authors of this volume emphasize that assessment, as
it exists in schools today, consists mainly of the
measurements that teachers themselves design, evaluate,
and act upon every day. Improving the usefulness of
assessment in schools primarily requires assisting and
harnessing this flood of assessment information, both as a
means of learning within the classroom and as the source
of crucial information flowing out of classrooms.
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
This volume aims to encourage debate and reflection
among educational researchers, professionals, and
policymakers. Five source chapters describe successful
classroom assessment models developed in partnership
with teachers, while additional commentaries give a range
of perspectives on the issues of classroom assessment,
standardized testing, and accountability.
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 69
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 70
ניתוח תשובות מיצ"ב כיתה ה' תשס"ו
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
ידי תמי גירון וצוותה-מתוך חוברת שהוכנה על
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 71
NGfL
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 72
מסקנות עיקריות
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
ההשפעה של טכנולוגיות על מדידה ומבחנים היא
משמעותית ונמשכת
שימוש מושכל בטכנולוגיות יכול לשנות את נקודת
האיזון בין תוקף לבין יעילות
לשיטות מדידה חדשות יכולות להיות השלכות
חשובות על תועלת ושוויון
Reporting
New
Construct
Assessment
for Learning
& Conclusions
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 73
תהליכי המדידה וההערכה עצמם צריכים לעמוד
בסטנדרטים ברורים של איכות ושל עלות-תועלת
ובכללם :תקפות ,מהימנות ,זמינות ,תרומה ,ויעילות
כלכלית
מדידה והערכה בחינוך ,אינה מטרה כשלעצמה ואינה
פתרון קסם לקשיים ,לבעיות ולאתגרים של העשייה
החינוכית
אתגרים
Introduction
Assessment
Design
Item
Development
Delivery
Scoring
Reporting
New
Construct
Assessment
for Learning
& Conclusions
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 74
מהם האתגרים המרכזיים העומדים בפני הקהיליה של
מדידה והערכה?
אינטגרציה של מחקר אודות מדידה – מעיצוב המבחן
ועד לתהליך ההעברה שלו
צפי של ההשלכות של טכנולוגיות על "העולם
האמיתי" ועל עולם החינוך.
יתר מעורבות בתפקידה של מדידה והערכה בקביעת
מדיניות חינוך
Introduction
Assessment
Design
Item
Development
תודה
Delivery
Scoring
Reporting
?שאלות? הערות
New
Construct
Assessment
for Learning
Conclusions &
Challenges
ראמ"ה
רשות ארצית
למדידה
והערכה
בחינוך
© 2006 # 75