Meas statistic for teachers by Malcolm L. Van Blerkom

By Malcolm L. Van Blerkom

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We will discuss how these standards are turned into goals and objectives. Finally, we will describe several approaches to developing and using instructional objectives, especially as they apply to classroom testing. I should point out that the terms that I am using in this chapter are not always used in a standardized way. Different authors sometimes use these terms in different ways. For example, Impara (2007) points out that what we used to refer to as goals and objectives are now frequently called content standards.

With many students, ability tests will underestimate a student’s ability. There is an additional problem with the ability-referenced approach. Many skills we teach in school are dependent on several different abilities. There is no single ability involved in performing well in social studies. We do not really know all of the skills involved with effective learning in social studies and many other areas. Therefore, we have no real way to estimate how a student should perform in most subject-matter areas.

We assume that a student who scored 37 points more on the second test than the first test learned more than the student whose score only improved by 22 points. This appears very logical and sounds like a reasonable way to interpret test scores. Definition With growth-referenced interpretations we compare the student’s test score after instruction with the score of a similar test given prior to instruction. In reality, however, there are several serious problems with this approach. The first problem arises because difference scores are notoriously unreliable.

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