Transcript Tests - Valdosta
Tests and Measurements
Educational Research
Educational Measurement
technique used to measure data
Classifications
Cognitive versus Noncognitive
Commercial versus Teacher-made
Self-reporting versus Observation
Cognitive Vs Noncognitive
Noncognitive
examines personality, attitudes, values
Cognitive
measures what a person knows or is able to do mentally
Commercial or Standardized
Disadvantages
costs of using/ scoring
may not match objectives or needs
norms may not reflect local pop
Advantages
comparative norms
already put together
results compared to others in norms
known reliabilities and validities
Teacher-made
disadvantages
time involvement
unknown reliabilities and validities
advantages
use when inappropriate to use standardized test
can more closely relate to objectives
inexpensive costs
Self-reporting Versus Observation
Self-reporting
best way to obtain lots of information quickly
NOT always honest
do NOT always know
Observation
Important Terms
Raw score
# of (in)correct responses
amount of time
Standard score
raw scores transformed to normalized score (z scores, t scores, GREs)
Grade equivalents
norm-referenced grade level performance
not interpreted well; limited meaning
Percentile ranks
describes how well an individual did on a test compared to a particular group
not interpreted well, esp. at extremes
Reliability
degree of consistency/dependability of a measuring instrument
increase # items on test
range from 0 to +1.0
Validity
credibility of measuring instrument
does instrument measure what it claims to measure?
Referenced-based Measurement Interpretation
Norm-referenced
compare one to the many
performance reported in %iles, standard scores, etc.
items produce wide range of scores
norms refer to typical/avg performance of a group of people
Criterion-referenced
what the student CAN do without reference to others
in reference to a prespecified standard of performance
concerned with mastery
items selected to match instructional objectives
Types of Tests
Standard questions of cognitive knowledge or skills
Achievement Tests
Intelligence Tests
Aptitude Tests
Performance Assessment
Achievement Tests
measures mastery in different areas of knowledge
most common form of measurement in educational research
Intelligence Tests
look at performance in a specific area
NOT measures of innate or pure intelligence
dependent on background and schooling (more measures of scholastic aptitude
used to predict school/academic success; IVs
Important persons and tests:
Army Alpha and Army Beta
first group IQ tests
Stanford-Binet
first individual IQ test
David Wechsler
Wechsler intelligence scales
most popular in use today
Aptitude Tests
aimed at measuring a person’s future performance in a specific skill or area of achievement
very close to intelligence
Performance Assessment
authentic assessment/alternative assessment
approach to evaluating students by directly examining performance on tasks with intrinsic value
Measures of Personality
Assess individual differences in aspects of personality such as traits, needs, psychological disorders, values, and attitudes.
Often self-reporting.
Types
Inventories
Projective Techniques
association completion
role playing creative/construction
Attitude Scales/Opinionnaires
Likert scales Thurstone Scale
Semantic Differential Technique
Inventories
attempt to yield a measure of the types of activities an individual likes or has a tendency to choose.
Projective Techniques
persons project thoughts, feelings, attitudes, needs onto vague stimulus
Rorschach Ink Blot
Thematic Apperception Test
Association Role Playing Completion Creative/Construction
Attitude Scales/Opinionnaires
measures degree to which person possesses characteristic of interest
do NOT reflect success/failure or strengths/weaknesses
Likert Scale
Thurstone Scale
Semantic Differential Technique
Likert Scale
R. Likert
collection of statements about a given topic
half are positively stated and half are negatively stated
arranged in random order
measured on a scale of 1 - 5
(SA A U D SD)
Semantic Differential Scale
Circle one of the #s between each pair of adjectives to best indicate how closely one of the adjectives describes your attitude toward essay questions.
Good 1 2 3 4 5 6 7 Bad
Pleasant 1 2 3 4 5 6 7 Unpleasant
Fair 1 2 3 4 5 6 7 Unfair
Positive 1 2 3 4 5 6 7 Negative
Rating Scales
widely used measuring instrument
involves assessment by one person of another’s behavior/performance
Four types
Graphic Scale
uses a continuum
place a checkmark at the area to describe the performance/behavior
numerical values may be assigned to descriptive points
Numerical Scale
involves assignment of numbers to points on graphic scales
Categorical Scale
categories arranged in ordered series
rater selects category of person being rated
Comparative Rating Scale
make judgments compared to others
sometimes school systems use this method for references
Rating Errors
Halo Effect
generalized impression of person that slants the perception
(good manners, bad boy)
Generosity Error
giving subjects benefit of the doubt
Rating Errors
Error of Severity
tendency to rate all persons too low on all characteristics
Error of Central Tendency
avoiding the extremes of the scale, rate persons in middle
How to Reduce Errors
Thorough training of raters BEFORE making ratings
Sociometric Techniques
SOCIOGRAM
used to study social relationships present among various group members
study of choices made by each person in a group
Procedure
each member of group indicates other members with whom s/he would MOST like to engage in activity such as recess, lunch, or work time
choices will vary, depending upon the activity
choices are plotted
Sociogram Legend
boys=triangles
girls=circles
arrows show direction of selection
Sociogram Interpretation
star(s)
most frequently chosen member(s)
clique(s)
small subgroups of persons (3 or more) who mutually select each other
isolate
member(s) who receives no choices
Examples
Students asked to indicate two other children with whom they would MOST like to play:
Maria--Juan, Pat
Pat--Maria, Juan
Tony--Sue, Marco
Jackson--Tony, Marco Juan--Maria, Pat Sue--Tony, Marco Laura--Sue, Marco Marco-Laura,Tony
Examples
Students in an RSCH 7100 class were asked to specify the names of two other students with whom they would most like to work with on the midterm exam. Of the six students asked, the following are their selections.
Choices of students w/whom to work, on midterm exam
Herbert ---
John ---
Sam --
Fred --
Julie --
Cynthia - Sam, Julie Fred, Julie Julie, Herbert Cynthia, Julie Sam, Herbert Fred, Julie
Number of times selected
Herbert
John
Sam Twice (Julie, Sam) None (isolate) Twice (Herbert, Julie)
Fred
Julie Twice (John, Cynthia) 5X (all persons--star)
Cynthia Once (Fred)
Clique: Herbert, Julie, and Sam mutually selected only each other
Observations
Purpose: determine extent to which a particular behavior(s) is present
used to study classroom behaviors; natural or contrived settings; with infants, preschool, and elementary school children
in quantitative and qualitative research
Observations
Disadvantages
expensive to use in terms of time and resources
presence of observer may alter behavior
observer bias
Advantages
observe persons’ behaviors in natural surroundings
may use w/those who cannot communicate through language
Interviews
form of data collection in which questions asked orally and participant’s responses are recorded
WE ARE
DONE