This preview shows page 1. Sign up to view the full content.
Unformatted text preview: TESTING ISSUES
TESTING CHAPTER 4 Validity
DOES THE TEST MEASURE WHAT YOU WANT
IT TO MEASURE?
IT Does the test LOOK LIKE it is measuring what
you want it to measure??
Does the test cover the objectives that you
Can the test adequately predict who will be best
at the skill in the future??
Concerned with the CONSISTENCY of the test:
If you gave the test again soon (without any
further instruction or practice), would the results
be mostly the same???
If another person administered the test, would
results be mostly the same??
Do the last people to test score similarly to the
first people that took the test (all things being
Y Deals with eliminating BIAS
•Pick tests with a low degree of subjectivity
•Use a criterion measure (ex:rubric or pt scale)
•Train testers to be consistent
•As the tester, do not influence testee
•Use calibrated instruments. TESTING CONCERNS
Objectives should be based on
Assessments should be linked to
Most testing should be formative, not
summative TESTING CONCERNS,
Financial resources; cost of test & training
No more than 10% of total instructional
Decrease student anxiety;
Comfort, privacy, challenging TESTING CONCERNS,
Test should discriminate between poor and
Zero scores or perfect scores should be
Measure different things
Strength and speed tests -- age-related TESTING CONCERNS,
cont. RELIANCE ON ANOTHER’S PERFORMANCE
Ex: catching a thrown ball
Screening & medical clearance (ex: mile
Clutter-free, safe environment TESTING
CONCERNS, TESTING LARGE GROUPS
Keep everyone occupied PLANNING TEST
ADMINSTRATION EQUIPMENT AND SUPPLIES
KNOWLEDGE OF THE TEST
View Full Document
This note was uploaded on 09/25/2011 for the course PHED 3702 taught by Professor Staff during the Fall '11 term at Arkansas.
- Fall '11