1. Types of Test
1.1. Formative
1.1.1. Monitor student learning
1.1.1.1. Observations
1.1.1.2. exit tickets
1.1.1.3. Qiizzes
1.2. Diagnostic
1.2.1. Identify students' strength s and weaknesses before instruction.
1.2.1.1. Pre-tests
1.3. Summarative
1.3.1. Evaluate student learning at the end of an intructional period.
1.3.1.1. Final Exams
2. Reasons for Testing
2.1. Acountablity
2.1.1. Holds schools and educators responsible for student outcomes
2.1.2. Linked to school funding and policies
2.2. Instructional Improvement
2.2.1. Informs teaching strategies and instructional practices
2.3. Student Learning
2.3.1. Provides insights into students’ understanding and mastery of content
2.4. School Improvement
2.4.1. Data used to identify areas needing support or intervention
2.4.2. Development of school-wide initiatives and programs
3. Validity, Reliability, Fairness, and Equity
3.1. Validity
3.1.1. Does the assessment measure what it is intended to measure?
3.1.2. Content Validity, Construct Validity
3.2. Equity
3.2.1. Addressing the diverse needs of students in assessments
3.2.2. Reducing disparities in educational outcomes through fair assessment practices
3.3. Fairness
3.3.1. Ensuring assessments are free from bias
3.3.2. Accommodations for diverse learners
3.4. Reliability
3.4.1. Consistency of assessment results across time and different populations
4. Use of Assessment Data
4.1. Improving Curriculum
4.1.1. Data used to identify curriculum gaps
4.1.2. Informs future curriculum development
4.2. Enhancing Instruction
4.2.1. Tailoring instruction based on assessment data
4.2.2. Differentiated instruction
4.3. Continuous Improvement
4.3.1. Use of data for ongoing professional development
4.3.2. Reflection on teaching practices and assessment effectivenes
5. Purpose for Testing
5.1. Provide Feedback
5.1.1. Students: identify areas for improvement and ares of strength
5.1.2. Teachers: gides intructional planning and curriculum adjustments
5.2. Student Performance
5.2.1. measures progress toward learning goals
5.2.2. identify achievment gaps
5.3. Guide Educational Decisions
5.3.1. placement decisions
5.3.2. curriculum developemnt
5.3.3. resource allocation
6. Concepts from Reading
6.1. Historical Evolution
6.1.1. how educational assessments have developed over time
6.2. Standardized Testing Criteria
6.2.1. Validity, Reliability, Fairness
6.3. Testing for Learning
6.3.1. Assessment as a tool to enhance and not just measure learning
6.3.2. Alternative assessments like portfolios and performance tasks
7. Personal Beliefs
7.1. Testing as a tool
7.1.1. Views on the role of assessments in education
7.1.2. formative and summative assessments for optimal learning
7.2. Balance in Testing
7.2.1. assessments do not overburden students or teachers
7.2.2. role of formative assessments in reducing stress from summative assessments
7.3. Impact of High-Stakes Testing
7.3.1. Effects on teaching to the test
7.3.2. Consequences for students, teachers, and schools
8. Theoretical Foundations of Learnig and Assessment
8.1. Assessment Models and Theories
8.1.1. Constructive Alignment, Bloom’s Taxonomy
8.1.2. Impact on curriculum design and instructional strategies
8.2. Cultural Considerations
8.2.1. Equity and Diversity in Assessment
8.2.2. Culturally responsive assessment practices
9. Grading and Impact on Learning
9.1. Traditional Grading Practices
9.1.1. Issues: Subjectivity, Bias, Lack of consistency
9.2. Reform Approaches
9.2.1. Standards-Based Grading
9.2.2. Mastery Learning
9.3. Impact on Student Motivation and Learning
9.3.1. Influence on student attitudes toward learning
9.3.2. Relationship between grades and feedback