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Efficacy of Pretest/Posttest Instruments

Efficacy of Pretest/Posttest Instruments. Technology Instructional Assessment Beth Teuteberg Weed. DEFINITIONS. Formative Assessment In The Classroom. Teacher Formal Curriculum provided assessments Teacher provided assessments. Informal Observations  Science Notebooks

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Efficacy of Pretest/Posttest Instruments

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  1. Efficacy of Pretest/Posttest Instruments Technology Instructional Assessment Beth Teuteberg Weed

  2. DEFINITIONS

  3. Formative Assessment In The Classroom • Teacher • Formal • Curriculum provided assessments • Teacher provided assessments • Informal • Observations Science Notebooks • Group talk Interviews • Assessment Conversations  • Self and Peer (Clear goals essential) • Review/grade each other’s work • Reflect on learning • ****Research slide from Richard J. Shavelson

  4. Pretest Posttest Research Studies • Clinical Settings • Pretest given to establish baseline • Intervention administered (control group/test group) • Post test administered • Compare results • Educational Settings using Pretest Posttest • Pretest given • Instruction • Post test given after instruction • Compare results

  5. RESEARCH CASE ONE

  6. Results Implications • In this case, the pretest/posttest was used as a summative assessment • Students saw the materials as not relevant to “the exam” • Teachers wasted time on creating unused materials • On the post-test all groups of students made gains • No significant difference between those with access to study materials and not • The majority of students didn’t use pretest or materials

  7. RESEARCH CASE TWO

  8. Results Implications • In this case, the pretest/posttest was used as a summative assessment • There was no link between pretest information and teachers, students, and learners • Missed opportunity • No pre-test affect • No statistical difference between the students who took pretest and those who didn’t • Consistent with other research • Students with more prior knowledge did better on posttest

  9. RESEARCH CASE THREE

  10. Results Questions • Who created the test? • Did instructor see pretest results? • Were results made available to students? • Were pretests used as a teaching tool? • On the post-tests all students made gains • On following pretests/posttests retention of previous coursework was evident

  11. RESEARCH SUMMARY ANSWER Yes, the pretest/posttest tool can be used as an effective summative assessment tool as the research reveals. • QUESTION • Can pretest/posttest be used as a valid assessment tool to measure knowledge or learning?

  12. We can do better than that! Inside the Black Box: Raising Standards Through Classroom Assessment-1998 Working Inside the Black Box: Assessment for Learning-2004 Pretest information used as Formative assessment tool! According to Black and William “Improving formative assessment can raise standards”

  13. Pretest Forms (Formative) • You do not need to use a posttest • Pretests can have a wide or narrow focus • Wide focus(over the course of a unit) • Can be a drawing at the beginning of class to demonstrate a concept • Can be a mini-test of 3 questions reviewing previous lesson • Can be an entry in a science notebook or journal

  14. Designing Pretest (Formative) • Start with the end in mind (objectives) • Question for depth of knowledge and applications, not just vocabulary • Include 1 or 2 essay or drawings so students can demonstrate either depth of prior knowledge or to show gains in posttest • Add a self-assessment tool Students can relate confidence- level of their responses

  15. Assessing Pretests(Formative) • Document results. Note high areas of prior knowledge • Note weak areas, and note misconceptions • Note confidence indicated in student responses • Match instruction to meet needs of group as a whole and for individuals.

  16. Pretest to ImproveLearning (Formative) • Review the pretest as a class---Use it as an overview of upcoming learning • Encourage the students to think about what they know and don’t understand throughout the unit—demonstrate it! • METACOGNITION • Encourage working in groups or pairs “talk out” their thinking • During instruction and discussion ask open ended questions “Why do you think that?” Encourage multiple responses and respectful disagreements that use credible support

  17. CHECKLIST ASSESSMENT TOOLChecklist Good for younger children Can be used for drawings or models Encourages students to focus on elements of importance

  18. Project Summative Assessment (given/explained before assignment)

  19. Did you learn anything? No! I’m lost! I need help to improve Yes! I’m confident

  20. Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2):139-148. • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working Inside the Black Box: Assessment for Learning in the Classroom.Phi Delta Kappan, 86, 1. p.8.  • Shavelson, R. (2005). On Science Inquiry and Formative Assessment • Keynote Address NSTA Science Assessment Conference • Research & Practical Approaches for Classroom Teachers, School Administrators, & School Districts. RESOURCES

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