1 / 47

Tests and Measurements

Tests and Measurements. Educational Research. Educational Measurement. technique used to measure data. Classifications. Cognitive versus Noncognitive Commercial versus Teacher-made Self-reporting versus Observation. Noncognitive examines personality, attitudes, values. Cognitive

jaunie
Download Presentation

Tests and Measurements

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Tests and Measurements Educational Research

  2. Educational Measurement • technique used to measure data

  3. Classifications • Cognitive versus Noncognitive • Commercial versus Teacher-made • Self-reporting versus Observation

  4. Noncognitive examines personality, attitudes, values Cognitive measures what a person knows or is able to do mentally Cognitive Vs Noncognitive

  5. 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 Commercial or Standardized

  6. disadvantages time involvement unknown reliabilities and validities advantages use when inappropriate to use standardized test can more closely relate to objectives inexpensive costs Teacher-made

  7. Self-reporting best way to obtain lots of information quickly NOT always honest do NOT always know Observation Self-reporting Versus Observation

  8. Important Terms • Raw score • # of (in)correct responses • amount of time • Standard score • raw scores transformed to normalized score (z scores, t scores, GREs)

  9. 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

  10. 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?

  11. 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

  12. 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

  13. Types of Tests • Standard questions of cognitive knowledge or skills • Achievement Tests • Intelligence Tests • Aptitude Tests • Performance Assessment

  14. Achievement Tests • measures mastery in different areas of knowledge • most common form of measurement in educational research

  15. 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

  16. 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

  17. Aptitude Tests • aimed at measuring a person’s future performance in a specific skill or area of achievement • very close to intelligence

  18. Performance Assessment • authentic assessment/alternative assessment • approach to evaluating students by directly examining performance on tasks with intrinsic value

  19. Measures of Personality • Assess individual differences in aspects of personality such as traits, needs, psychological disorders, values, and attitudes. • Often self-reporting.

  20. Types • Inventories • Projective Techniques • association completion • role playing creative/construction • Attitude Scales/Opinionnaires • Likert scales Thurstone Scale • Semantic Differential Technique

  21. Inventories • attempt to yield a measure of the types of activities an individual likes or has a tendency to choose.

  22. Projective Techniques • persons project thoughts, feelings, attitudes, needs onto vague stimulus • Rorschach Ink Blot • Thematic Apperception Test • Association Completion • Role Playing Creative/Construction

  23. 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

  24. 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)

  25. 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

  26. Rating Scales • widely used measuring instrument • involves assessment by one person of another’s behavior/performance • Four types

  27. Graphic Scale • uses a continuum • place a checkmark at the area to describe the performance/behavior • numerical values may be assigned to descriptive points

  28. Numerical Scale • involves assignment of numbers to points on graphic scales

  29. Categorical Scale • categories arranged in ordered series • rater selects category of person being rated

  30. Comparative Rating Scale • make judgments compared to others • sometimes school systems use this method for references

  31. Rating Errors • Halo Effect • generalized impression of person that slants the perception • (good manners, bad boy) • Generosity Error • giving subjects benefit of the doubt

  32. 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

  33. How to Reduce Errors • Thorough training of raters • BEFORE • making ratings

  34. Sociometric Techniques • SOCIOGRAM • used to study social relationships present among various group members • study of choices made by each person in a group

  35. 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

  36. Sociogram Legend • boys=triangles • girls=circles • arrows show direction of selection

  37. 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

  38. Examples • Students asked to indicate two other children with whom they would MOST like to play: • Maria--Juan, Pat Juan--Maria, Pat • Pat--Maria, Juan Sue--Tony, Marco • Tony--Sue, Marco Laura--Sue, Marco • Jackson--Tony, Marco Marco-Laura,Tony

  39. 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.

  40. Choices of students w/whom to work, on midterm exam • Herbert --- Sam, Julie • John --- Fred, Julie • Sam -- Julie, Herbert • Fred -- Cynthia, Julie • Julie -- Sam, Herbert • Cynthia -- Fred, Julie

  41. Number of times selected • Herbert Twice (Julie, Sam) • John None (isolate) • Sam Twice (Herbert, Julie) • Fred Twice (John, Cynthia) • Julie 5X (all persons--star) • Cynthia Once (Fred) • Clique: Herbert, Julie, and Sam mutually selected only each other

  42. 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

  43. 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 Observations

  44. Interviews • form of data collection in which questions asked orally and participant’s responses are recorded

  45. WE ARE DONE

More Related