Measurement and Assessment in Teaching
Door Ashley Wahlgren
1. Measures of aptitudes, achievement and personal development
1.1. Teacher constructed tests
1.1.1. periodic quizzes
1.1.2. oral questioning
1.2. scholastic aptitude tests
1.3. remedial programs
1.4. diagnostic tests
1.5. Measures of ability
1.6. Ratings of performances or projects
2. Identify Instructional Goals
2.1. Assess Intended Outcomes
2.2. Provide Relevant Instruction
2.2.1. Monitor learning progress
2.2.2. Diagnose learning difficulties
2.3. Academic and Performance Improvements
2.4. Pre-assess Learners' Needs
2.5. Marking and Reporting to Parents
2.6. Use of results for other school-related purposes
3. Types of Test Formats
3.1. Individual vs. Group tests
3.2. Mastery vs. Survey
3.3. Types of Assessment
3.3.1. Maximum performance
3.3.1.1. measures of ability
3.3.2. Typical performance
3.3.2.1. measures of ability
3.3.3. reliability
3.3.3.1. validity
3.3.3.1.1. usability
3.3.4. test standards
3.3.4.1. fairness
3.4. Informal vs. Standardized
3.4.1. Fixed-choice tests vs. Complex-performance assessments
3.5. Supply vs. Fixed Response
3.6. Speed vs. Power
3.7. Objective vs. Subjective
4. Assessment Reliability
4.1. correlation coefficient
4.2. validity coefficient
4.3. reliability coefficient
4.4. test-retest
4.5. split-half
4.6. equivalent forms
4.7. interrater
4.8. stability
5. Assessment in the classroom
5.1. placement assessment
5.2. formative assessment
5.3. Diagnostic assessment
5.4. summative assessment
6. Interpretation of assessments
6.1. norm-referenced
6.1.1. Results measured in terms of one's standing in a group
6.1.2. percentile score
6.2. Criterion-referenced measurement
6.2.1. standards-based assessments
6.2.2. percentage-correct score
7. Assessment Validation
7.1. content
7.1.1. classroom instruction
7.1.2. achievement domain
7.1.3. Instructional and assessment priorities
7.1.4. achievement assessment
7.2. construct
7.3. assessment-criterion relationship
7.3.1. predictive validation study
7.3.2. concurrent validation study