Wiki+Project+-Tests

What about these tests? Are tests that require learners to select the correct response by deciding between two provided alternatives. The most common is the true-false test. Others include yes-no, agree-disagree, supported-unsupported, cause-effect, and fact-opinion exams. || || These tests are easy to construct. They can include a large number of items on a test. Therefore, tests of this type permit you to sample a broad range of content, which makes for a more valid measurement. || || The most widely used type of test item. The test taker is required to select an answer from among three or more alternatives. Test questions include a stem that is often the form of a question and three or more answer choices. One option is correct or best choice, the others are called distractors. || || Preparation of good items for a multiple-choice test is time-consuming and difficult. You may say time scoring multiple-choice tests but that time is counterbalanced by the time it takes to actually construct good items. Also this type of tests does provide some opportunity for guessing. || || A variety of multiple-choice tests that has several special features. Individuals relate it to one topic. The lists usually consist as all distracters. There are two lists used; one with stimuli/questions and the other with possible responses. There are two ways to format; drawing a line to connect the stimulus item with the correct one, or placing numbers/letters for items next to stimulus. || || Have the potential of assessing a broad range of thinking. Allows the students to apply their knowledge to a given a situation. Answers are supplied out of the students sore of knowledge rather than the test item. || || Time consuming for correctors Handwriting, Writing skills such as grammer and spelling may hurt. The mood of the Corrector may influence grade. May be confusion in the question it self which may cause answers to not be what was being looked for. || || A type of learning assessment that uses the performance of an individual on a task that is as close as possible to real-world conditions. || || This type of assessment provides many advantage like the chance for an individual to show their knowledge of an area in an authentic or real situation. This gives the evaluator a chance to view the evaluatee's "typical" performance. Also, for student's that do not do well on paper test this provides an oppurtunity for them to show that they have learned. Provides well-rounded measurements. || || Performance Assessments are subjective and time consuming. The measurement of how well they performed a task is often a subjective one. It takes a longer amount of time to plan for and carry out a performance assessment. || || Teachers who have experience with portfolio assessment report that it complements such developmentally appropriate curriculum and instruction as whole language, hands-on approaches, and process mathematics. It also allows them to assess children's individual learning styles, enhances their ability to communicate with parents about children's learning, and helps to fulfill professional requirements of school and community accountability (Polakowski, 1993). Implemented well, portfolios can ensure that the focus and content of assessment are aligned with important learning goals. || || The learner portfolio may be trivial and inferences vmade on their content could be suspect. They can also become only a collection of items bearning little relationship to important learning outcomes. || ||
 * Bingaman, Tracy A. || **Two-Response Test item:**
 * Ericsson, Kristen K. || **Advantages-**
 * Evelsizer, Ross J. || **Disadvantages-** If you prepare a true–false test in a hurry, the result may be a set of questions that focuses on trivial material with little connection to your priority learning outcomes. A disadvantage of two-response items is that they emphasize absolutes. For example, true–false responses indicate that something is always true or always false. This makes it more difficult to construct good items, can confuse learners, and can result in some heated arguments concerning correct responses. || [[image:imagesCATP302C.jpg]] ||
 * Geistfeld, Matthew J. || **Multiple Choice Test items:**
 * Gloede, Gina A. || **Advantages-**Easy to score, less susceptible to guessing than two response items, can measure a broad range of content in a short period of time, and you can get good information about the nature of particular students' misconceptions. || [[image:mult_choice.jpg width="126" height="160"]] ||
 * Ihler, Michael D. || **Disadvantages-**
 * Medill, Amber L. || **Matching Test items:**
 * Michel, Casey R. || **Advantages-** Matching items are easy to score, so a large number can be used on a single test. When used properly by making all items related to the same theme or class item they can be an effective way to measure student knowledge and understanding. || [[image:Matching.png width="251" height="125"]] ||
 * Miller, Ashley M. || **Disadvantages -** Tend to focus on relationships, this restricts the range of content they can asses. In addition, matching tests are not well suited to assessing learners abilities to perform tasks requiring the use of higher-level thinking. || [[image:http://www.fast-consulting.com/images/match_test.png width="155" height="144"]] ||
 * Neiman, Leslie E. || **Free Response Test Items:** Requires learners to generate responses of their own rather than to select responses from a list of provided alternatives... essays, short-answer, and fill in the blank. || [[image:http://www.ccboe.net/Teachers/medlin_jeremy/images/94D5A6D5E6A94EBBB57B5E155F00BACE.GIF width="202" height="177"]] ||
 * Reiss, Anthony J. || **Advantages**
 * Roeder, Joseph D. || **Disadvantages**
 * Shull, Mary-Lyn || **Performance Assessment:**
 * Stricherz, Abby R. || **Advantages:**
 * Tvedt, Ryan W. || **Disadvantages-**
 * Van Stedum, Ann || **Learner Portfolios:** A purposeful collection of artifacts and performances related to a learner's effort, progress, or achievement. These artifacts and performances are gathered over time and are usually related to specific guidelines concerning the types of items to include. Learner portfolio may include results of performances on traditional selected-response and free-response tests and also photos, sketches, visual displays, self-assessments, work samples, reflections on discussions, and other relevant materials. ||  ||
 * VanKekerix, Erin M. || **Advantages:**
 * Wald, Timothy J. || **Disadvantages:**
 * Whitney, Megan P. || **Norm Referenced test:** An individual’s scores are compared to the scores of the appropriate reference group. A common way of establishing these norms is by reference to scores that are distributed along a bell-shaped curve (mean or average) Standardized tests are usually Norm//-//Referenced evaluations. || [[image:IQ.jpg width="156" height="103"]] ||
 * Wilson, Vanessa R. || **Advantages:** By comparing each individual to the scores of the group it may help identify learners who are gifted or in need of additional assistance. As an educator it can also help you determine if your methods are successful dependent on the success level of the majority of the group. || [[image:http://www.paulabecker.com/blog/images/cp_kids_72.jpg width="156" height="156"]] ||
 * Wilts, Ashley J. || **Disadvantages:** Because when comparing to the bell-shaped curve a norming group of chosen (the group whose scores are used to establish expected scores for individuals who take standardized test), if that groups scores vary markedly from those of the tested group, the conclusions or the evaluation of performance will be flawed. || [[image:understand-referenced-criterion-referenced-tests-800X800.jpg width="126" height="84" align="center"]] ||