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| Introduction to Educational Assessment | |
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| Introduction | |
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| The Language of Assessment | |
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| Tests, Measurement, & Assessment | |
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| Types of Tests | |
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| Types of Scores Interpretations | |
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| Assumptions of Educational Assessment | |
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| Psychological and educational constructs exist | |
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| Psychological and educational constructs can be measured | |
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| While we can measure constructs, our measurement is not perfect | |
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| There are different ways to measure any given construct | |
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| All assessment procedures have strengths and limitations | |
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| Multiple sources of information should be part of the assessment process | |
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| Performance on tests can be generalized to non-test behaviors | |
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| Assessment can provide information that helps educators make better educational decisions | |
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| Assessments can be conducted in a fair manner | |
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| Testing and assessment can benefit our educational institutions and society as a whole | |
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| Participants in the Assessment Process | |
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| People who develop tests | |
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| People who use tests | |
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| People who take tests | |
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| Other people involved in the assessment process | |
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| Common Application of Educational Assessments | |
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| Student Evaluation | |
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| Instructional Decisions | |
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| Selection, Placement, and Classification Decisions | |
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| Policy Decisions | |
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| Counseling and Guidance Decisions | |
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| What Teachers Need to Know About Assessment | |
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| Teachers should be proficient in selecting professionally developed assessment procedures that are appropriate for making instructional decisions | |
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| Teachers should be proficient in developing assessment procedures that areappropriate for making instructional decisions | |
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| Teachers should be proficient in administering, scoring, and interpretingprofessionally developed and teacher-made assessment procedures | |
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| Teachers should be proficient in using assessment results when makingeducational decisions | |
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| Teachers should be proficient in developing valid grading procedures thatincorporate assessment information | |
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| Teachers should be proficient in communicating assessment results | |
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| Teachers should be proficient in recognizing unethical, illegal, and otherinappropriate uses of assessment procedures or information | |
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| Educational Assessment in the 21st Century | |
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| Computerized Adaptive Testing (CAT) and Other Technological Advances | |
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| Authentic Assessments | |
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| Educational Accountability and High-Stakes Assessment | |
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| Trends in the Assessment of Students with Disabilities | |
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| Summary | |