Upgrading High-Stakes Assessments

Oosterhof, Albert

doi:10.4135/9781483365633.n9

Cited by 6 publications

(7 citation statements)

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“…Prior to the study, participants were accustomed to daily reading of AR books and responding to the multiple-choice format used in AR quizzes. Multiple-choice questions assess recognition, not retrieval; the latter would require a short-answer quiz (Oosterhof, 2003). Therefore, quiz questions in this study were not presented in a multiple-choice format, but were read to the participants who were required to orally “fill in the blank,” for a more independent response than the typical AR quizzes.…”

Section: Methodsmentioning

confidence: 99%

Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism

Stringfield

Luscre

Gast

2011

Focus Autism Other Dev Disabl

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In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms.

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Section: Methodsmentioning

confidence: 99%

Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism

Stringfield

Luscre

Gast

2011

Focus Autism Other Dev Disabl

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“…Content Validity: Darr (2005a) states that "the content of our assessments as part of a validity argument involves evaluating how well our assessment tasks represent or sample the learning domain in question" (p. 55). In most cases this involves the use of tables of specifications to determine whether the content of a test measures the breadth of content targeted (Taylor & Nolen, 1996;Oosterhof, 1996;Linn & Gronlund, 1995).…”

Section: Criteria For Good Assessment Items: the Assessment Reliabili...mentioning

confidence: 99%

Construction and Analysis of Items for Assessing Learning Outcomes: Concise Models for Ensuring Validity

Bekoe¹

2023

IRE

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How can we effectively tell whether learners have acquired, and can exhibit outcomes that were initially established for them, and instructions tailored to? This question leads to assessment of learning outcomes or instructional results. It is for instance held that an outcomes-based approach to this requires assessment, in authentic ways, of what is considered to be most important of students’ attainments. Unfortunately, the use of inappropriate assessment/test items/instruments is a widespread phenomenon and has become a practice/malpractice most urgently in need of improvement. To ensure such improvement is to satisfy the most important criteria in assessment/test administration; validity. The prevailing assessment culture is however still steeped in the pre-occupation with reliability. This is due to the notion that for an assessment to be reliable it must first be valid, and the subsequent assumption that the reliability of an assessment invariably ensures its validity, as there is no structured/formulaic way of determining validity. It is however known that an assessment can be reliable without necessarily being valid. This paper therefore attempts to fill this validity void, by presenting two well-structured models/flowcharts; one, for verifying the validity or usefulness/appropriateness of assessment items and the other for the construction/writing of valid/appropriate assessment items.

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“…However, traditional assessment approaches applied in the learning environment are insufficient in measuring the mentioned characteristics. This new understanding necessitates establishing a connection between learning and assessment processes, which heightens the use of alternative assessment in education (Oosterhof, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies made several suggestions in order to reduce rater-related errors, including training raters (Hauenstein & McCusker, 2017;Knoch et al, 2007), involving more than one rater in the process (Kubiszyn & Borich, 2013), using rubrics (Andrade, 2005;Oosterhof, 2003), and adding such methods in the classroom more often (Bushell, 2006;Topping, 2003). As such, there can be less concern about the reliability of the scores.…”

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confidence: 99%

Examining The Rater Drift in The Assessment of Presentation Skills in Secondary School Context

Aslanoğlu

Şata

2023

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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Among the sub-categories of assessment types, alternative assessment including peer-assessment helps students develop metacognition. The reliability and validity issues are the most significant problem in peer-assessment. Furthermore, the studies focusing on rater bias in peer review are limited. This study investigated the rater severity drift, which is one of the rater effects, in peer-assessment. The performance of 8 oral presentations based on group work in Science and Technology course was scored by 7th grade students (N=28) by using the rubric that researchers developed. The presentations lasted for four days with two presentations in each day. While examining the time-dependent drift in rater severity in peer-assessment, the many-Facet Rasch Measurement model was used. Two indexes (interaction term and standardized differences) were calculated with many-Facet Rasch Measurement with an aim to determine whether the raters made rater severity drift on a group or an individual basis. The analysis examined the variance of scores in following days in comparison with the scores of the 1st day. Accordingly, the two methods used to determine rater severity shift gave similar results, and some raters at the individual level tended to be more strict or lenient over time although there was no significant rater drift at the group level, showing that drifts had no specific models.

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Upgrading High-Stakes Assessments

Cited by 6 publications

References 0 publications

Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism

Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism

Construction and Analysis of Items for Assessing Learning Outcomes: Concise Models for Ensuring Validity

Examining The Rater Drift in The Assessment of Presentation Skills in Secondary School Context

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