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1. Classroom Assessment and Grading to Assure Mastery (EJ823942)
Author(s):
Lalley, James P.; Gentile, J. Ronald
Source:
Theory Into Practice, v48 n1 p28-35 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Educational Philosophy; Mastery Learning; Educational Practices; Grading; Academic Standards; Educational Assessment; Evaluation Methods; Criterion Referenced Tests; Program Design; Educational Principles; Formative Evaluation; Feedback (Response); Student Evaluation; Educational Objectives
Abstract: Achieving learning standards is at the forefront of current educational philosophy, and is the goal of sound educational practice. That "all children can learn" and there will be "no child left behind" presume that teaching and assessment practices must benefit all children. Agreement in principle is nearly universal. Practical implementation, however, is another matter. One philosophy of learning and instruction that has a long history of targeting instruction and achievement for all students is mastery learning. This article examines (a) fundamental tenets that mastery learning is built upon, (b) the clear connection between learning standards and mastery learning, and (c) how mastery is often erroneously implemented. It then outlines the defining features of mastery and how to implement them. These defining features include developing clear objectives, setting a mastery standard, using criterion-referenced assessments, and grading incentives for students to learn beyond initial mastery. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Descriptive and Criterion-Referenced Self-Assessment with L2 Readers (EJ804978)
Brantmeier, Cindy; Vanderplank, Robert
System: An International Journal of Educational Technology and Applied Linguistics, v36 n3 p456-477 Sep 2008
2008-09-00
Journal Articles; Reports - Research
Descriptors: Reading Comprehension; Student Placement; Reading Achievement; Familiarity; Testing; Questionnaires; Reading Ability; Second Language Learning; Computer Assisted Testing; Advanced Students; College Students; Criterion Referenced Tests; Self Evaluation (Individuals); Predictor Variables; Test Construction
Abstract: Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer-based testing, and subsequent performance." 'System 34" (1), 15-35] found that self-assessment (SA) of second language (L2) reading ability is not an accurate predictor for computer-based testing or subsequent classroom performance. With 359 advanced L2 university-level learners, the present study attempts to provide new empirical evidence concerning the use of SA, when measured via criterion-referenced items, as a predictor of reading scores on a computer-based placement test and subsequent reading achievement. Before reading, participants completed a contextualized, criterion-referenced instrument for SA that was created from the European Language Portfolio. A four-item contextualized SA questionnaire was also completed after reading. Participants completed the following: self-assessment questionnaire taken prior to computer-based test, computer-based test of 8 readings, 2 in-class readings, written recall, multiple-choice, topic familiarity questionnaire, and post-reading SA questionnaire. Findings indicated that a descriptive and criterion-referenced questionnaire for SA may be a reliable predictor of both reading scores on a computer-based test and subsequent classroom performance when comprehension is measured via sentence completion and multiple choice items. The criterion-referenced questionnaire did not prove to be a reliable predictor of reading comprehension with the written recall task for the short story. The post-reading SA instrument proved reliable for all three comprehension tasks. Results hold important implications for both language placement directors and test constructors. (Contains 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Dangers and Opportunities: A Conceptual Map of Information Literacy Assessment Approaches (EJ803340)
Oakleaf, Megan
Portal: Libraries and the Academy, v8 n3 p233-253 Jul 2008
2008-07-00
Descriptors: Information Literacy; Librarians; Teaching Methods; Higher Education; Educational Improvement; Academic Achievement; Academic Libraries; College Students; Outcomes of Education; Standardized Tests; Scoring Rubrics; Student Motivation; Criterion Referenced Tests; Norm Referenced Tests
Abstract: The culture of assessment in higher education requires academic librarians to demonstrate the impact of information literacy instruction on student learning. As a result, many librarians seek to gain knowledge about the information literacy assessment approaches available to them. This article identifies three major assessment approaches: (1) fixed-choice tests, (2) performance assessments, and (3) rubrics. It maps the theoretical and educational assumptions on which these options are grounded and charts the dangers and opportunities of each assessment approach. (Contains 3 tables, 1 figure and 146 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Assessor Training: Its Effects on Criterion-Based Assessment in a Medical Context (EJ799118)
Pell, Godfrey; Homer, Matthew S.; Roberts, Trudie E.
International Journal of Research & Method in Education, v31 n2 p143-154 Jul 2008
No
Descriptors: Medical Education; Standardized Tests; Clinical Experience; Criterion Referenced Tests; Robustness (Statistics); Student Evaluation; Test Reliability; Grading; Gender Differences; Interrater Reliability; Test Validity; Comparative Testing; Foreign Countries
Abstract: Increasingly, academic institutions are being required to improve the validity of the assessment process; unfortunately, often this is at the expense of reliability. In medical schools (such as Leeds), standardized tests of clinical skills, such as "Objective Structured Clinical Examinations" (OSCEs) are widely used to assess clinical competence, both at the undergraduate and postgraduate levels. However, the issue of setting the pass marks or passing standard for such examinations remains contentious. The arrangements for particular OSCE assessment activities usually involve many different assessors, and have practical aspects that cannot be exactly duplicated across the cohort. These complexities therefore raise issues with respect to the robustness of the comparative student grading mechanism. This article addresses one aspect affecting the reliability of assessment, namely the effects of assessor training on the awarding of student marks. The article also investigates the interaction of gender between assessors, trained and untrained, and students. The findings, which are based on a detailed analysis of final year OSCE marks, indicate that untrained assessors award higher marks than trained assessors, and that a gender interaction exists; more specifically, that the use of untrained assessors tends to benefit female students over male students. The tension between reliability and validity has been particularly important in the field of medical education for a number of years--with medical students in the latter stages of their courses often being required to demonstrate competence in a variety of different simulated clinical activities with different patients, in front of different assessors in different hospitals and on different days. The complex nature of the OSCE arrangements raises serious questions as to the robustness of the setting the pass/fail boundary and, to a lesser extent, the honours boundaries. (Contains 2 figures, 4 tables, and 15 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Status of Large-Scale Assessment in the Pacific Region. REL Technical Brief. REL 2008-No. 003 (ED502275)
Ryan, Jennifer; Keir, Scott
Regional Educational Laboratory Pacific
Reports - Evaluative
Descriptors: Measurement; Educational Assessment; Norm Referenced Tests; Criterion Referenced Tests; Testing; Profiles; Elementary Secondary Education
Abstract: This technical brief describes the large-scale assessment measures and practices used in the jurisdictions served by the Pacific Regional Educational Laboratory. The need for effective large-scale assessment was identified as a major priority for improving student achievement in the Pacific Region jurisdictions: American Samoa, Guam, Hawaii, the Republic of the Marshall Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), the Commonwealth of the Northern Mariana Islands, and the Republic of Palau (National Education Association 2007; Pacific Regional Advisory Committee 2005; South Pacific Board for Educational Assessment 2008). These needs assessment efforts made it clear that educators want information related to the adoption, development, and revision of large-scale assessments for use with the culturally and linguistically diverse students in the Pacific Region jurisdictions. To provide timely information about large-scale assessment across the Pacific Region, the study identifies for each jurisdiction: (1) currently used large-scale assessment measures; (2) whether the measures are norm- or criterion-referenced; (3) content areas assessed; (4) languages used in the assessments; (5) grade levels at which tests are administered; (6) frequency of test administration; and (7) when the tests are administered during the school year. Analyses indicate that all the jurisdictions implement large-scale assessments, using a variety of assessment measures and practices. The majority of the large-scale assessments are specific to the jurisdiction in which they are implemented, criterion-referenced, in English, and administered annually. (Contains 10 tables and 1 note.) [This REL Technical Brief was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Pacific administered by Pacific Resources for Education and Learning.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (290K)
6. Comparability of GCSE Examinations in Different Subjects: An Application of the Rasch Model (EJ810520)
Coe, Robert
Oxford Review of Education, v34 n5 p609-636 Oct 2008
2008-10-00
Journal Articles; Reports - Evaluative
Descriptors: Test Items; Grades (Scholastic); Foreign Countries; Test Bias; Exit Examinations; Comparative Testing; Criterion Referenced Tests; Statistical Studies; Statistical Surveys; Secondary School Students; Data Interpretation; Fused Curriculum
Abstract: The comparability of examinations in different subjects has been a controversial topic for many years and a number of criticisms have been made of statistical approaches to estimating the "difficulties" of achieving particular grades in different subjects. This paper argues that if comparability is understood in terms of a linking construct then many of these problems are resolved. The Rasch model was applied to an analysis of data from over 600,000 candidates who took the General Certificate of Secondary Education (GCSE) examinations in England in 2004. Thirty-four GCSE subjects were included in the final model, which estimated the relative difficulty of each grade in each subject. Other subjects failed to fit, as did the fail grade, U. Significant overall differences were found, with some subjects more than a grade harder than others, though the difficulty of a subject varied appreciably for different grades. The gaps between the highest grades were on average twice as big as those between the bottom grades. Differential item functioning (DIF) was found for male and female candidates in some subjects, though it was small in relation to variation across subjects. Implications of these findings for various uses of examination grades are discussed. (Contains 3 tables, 2 figures and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Practical Guidelines for Valid and Reliable Youth Fitness Testing (EJ811709)
Mahar, Matthew T.; Rowe, David A.
Measurement in Physical Education and Exercise Science, v12 n3 p126-145 Jul 2008
Descriptors: Test Reliability; Test Validity; Guidelines; Physical Education Teachers; Test Construction; Physical Fitness; Student Evaluation; Evaluation Methods; Tests; Norms; Testing; Criterion Referenced Tests
Abstract: Accurate measures of youth fitness are needed by researchers and practitioners. Evidence of validity and reliability are essential before results of youth fitness tests can be used to make sound decisions. This article describes a three-stage paradigm for validation research and provides guidance for conducting and understanding norm-referenced and criterion-referenced validity and reliability research. Advice is provided on how to administer fitness tests and how to use fitness test results in ways that promote reliability and validity in practice. Users of fitness tests are cautioned that interpretation and use of fitness tests involve important educational, pedagogical, and psychological consequences. Confidence in youth fitness test results and the decisions that are made based on these scores depend upon careful test design and administration that incorporate a sound understanding of the principles of validity and reliability. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Measuring Knowledge of Natural Selection: A Comparison of the CINS, an Open-Response Instrument, and an Oral Interview (EJ818215)
Nehm, Ross H.; Schonfeld, Irvin Sam
Journal of Research in Science Teaching, v45 n10 p1131-1160 Dec 2008
2008-12-00
Descriptors: Evolution; Science Education; Interviews; Measures (Individuals); Majors (Students); Biology; Difficulty Level; Test Items; Correlation; Comprehension; Test Validity; Comparative Analysis; Criterion Referenced Tests; Test Format
Abstract: Growing recognition of the central importance of fostering an in-depth understanding of natural selection has, surprisingly, failed to stimulate work on the development and rigorous evaluation of instruments that measure knowledge of it. We used three different methodological tools, the Conceptual Inventory of Natural Selection (CINS), a modified version of Bishop and Anderson's (Bishop and Anderson [1990] Journal of Research in Science Teaching 27: 415-427) open-response test that we call the Open Response Instrument (ORI), and an oral interview derived from both instruments, to measure biology majors' understanding of and alternative conceptions about natural selection. We explored how these instruments differentially inform science educators about the knowledge and alternative conceptions their students harbor. Overall, both the CINS and ORI provided excellent replacements for the time-consuming process of oral interviews and produced comparable measures of key concept diversity and, to a lesser extent, key concept frequency. In contrast, the ORI and CINS produced significantly different measures of both alternative conception diversity and frequency, with the ORI results completely concordant with oral interview results. Our study indicated that revisions of both the CINS and ORI are necessary because of numerous instrument items characterized by low discriminability, high and/or overlapping difficulty, and mismatches with the sample. While our results revealed that both instruments are valid and generally reliable measures of knowledge and alternative conceptions about natural selection, a test combining particular components of both instruments--a modified version of the CINS to test for key concepts, and a modified version of the ORI to assess student alternative conceptions--should be used until a more appropriate instrument is developed and rigorously evaluated. (Contains 10 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Advocating the Implementation of Mastery Learning in Higher Education to Increase Student Learning and Retention (ED503410)
Klecker, Beverly M.; Chapman, Ann
Online Submission, Paper presented at the Meeting of the Mid-South Educational Research Association (Annual, Knoxville, TN, Nov 6, 2008.)
2008-11-06
Reports - Evaluative; Speeches/Meeting Papers
N/A
Descriptors: Feedback (Response); Higher Education; Heuristics; Mastery Learning; School Holding Power; Criterion Referenced Tests; Teacher Effectiveness; Teacher Characteristics; Scores; Effect Size; Academic Achievement; Mathematics Instruction
Abstract: The purpose of this paper was three-fold: (1) to review mastery learning and criterion-based assessment; (2) to advocate extending these concepts to higher education; and (3) to invite MSERA members to join in research projects examining mastery learning in higher education. The authors used Guskey's (2001) definition of mastery learning from his paper on the educational contributions of Benjamin Bloom. The essential elements were the feedback, corrective, and enrichment process; and congruence among instructional components. The theoretical framework for this paper is presented as an annotated bibliography of mastery learning. The authors advocated extending the principles of mastery learning and criterion-referenced assessment to higher education to increase both student learning and student retention. A heuristic for creating a congruent classroom assessment with objectives and questions matching in content and cognitive level is presented in the Appendix. Appended are: (1) Heuristic for creating a classroom assessment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (54K)
10. Assessing Language, Literacy, and Mathematics Skills with "Work Sampling for Head Start" (EJ821660)
Meisels, Samuel J.; Xue, Yange; Shamblott, Melissa
Early Education and Development, v19 n6 p963-981 Nov 2008
2008-11-00
Descriptors: Preschool Children; Preschool Education; Early Intervention; Criterion Referenced Tests; Observation; Norm Referenced Tests; High Stakes Tests; Mathematics Tests; Reading Tests; Language Tests; Test Validity; Test Reliability; Urban Schools
Abstract: Research Findings: We examined the reliability and validity of the language, literacy, and mathematics domains of "Work Sampling for Head Start" (WSHS), an observational assessment designed for 3- and 4-year-olds. Participants included 112 children who were enrolled over a two-year period in Head Start and a number of other programs sponsored by community-based organizations affiliated with a local school district. Teachers were trained to administer the WSHS checklist and to collect observational data about their children over the course of the children's year of enrollment. Outcome data were individually administered tests of early reading and early mathematics. Cronbach's alphas, correlations, regressions, and receiver operating characteristic curves were computed. Results indicated very high reliability of WSHS subscales. Findings also demonstrated moderate correlations between WSHS and the outcomes and unique contributions to the assessments of reading and mathematics by WSHS over and above demographic variables. The receiver operating characteristic curves showed that WSHS can be used accurately by teachers to predict children's early mathematics and reading performance. Practice and Policy: Discussion includes the role of observational versus norm-referenced tests in early childhood classrooms. Also discussed are such issues as variance in methods of assessment and the impact of high-stakes tests on young children. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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