Test Analysis : An Item Analysis

I am a strong believer that one test defines a students. Therefore, variety is key when assessing students. When using formative assessment I use student reflections, journal entries, exit cards in addition to non verbal communication such as thumbs up or down. I also make anadotal notes on students to help assess the overall learning journey of the student. When using summative assessments, I use district assessments, state assessments, portfolios, short answer, multiple choice, and student based projects. In all forms of assessments, students are provided the appropriate accommodations. My learning goal for assessing students is to have a valid assessment that demonstrate the student’s understanding of the specific skill. It is crucial that I understand the purpose of the assessments and the content that is being taught, therefore, I often start instruction with the assessment piece in

Even though these tests are time consuming they judge the education of students'. Standardized tests should not be used to judge the education of a student. The students’ scores on

From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Evaluation of Norm Sample for KeyMath-3 DA The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving).

However, the questions were very straight and addressed directly. There was no calculation in the test that would make a person think. Even a layman can take the test because it just contains some questions and one has to click the right checkbox according to his preferences.

This is achieved by ensuring that gender, disability, language and socio-economical differences are not discriminated against (SCSA, 2014). Furthermore, ensuring that assessments provide an in-depth indication of students’ knowledge, understanding and skill based on a large range of evidence provides educator with a fair assessment of a student’s abilities (SCSA, 2014).

The numbers in the bracket after each question relate to the assessment criteria in the standards UNIT 4222-201

standardized tests is that they lack a level of comprehension and are incapable of succeeding in the educational system. This belief is especially prevalent in regards to high stakes tests such as college entrance and high school graduation exams because the focus is on the test score. The perception is that these scores are the sole indicator of the student’s knowledge of a subject and their ability to succeed at a higher level of education. Therefore,

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

Albert Einstein once stated, “not everything that counts can be counted and not everything that can be counted counts.” High-stakes testing attempts to determine the knowledge a person has obtained throughout grades K-12. These standardized tests are being used to judge a person’s ability to graduate from high school and also judge if a child has enough knowledge to proceed to the next grade level. Throughout this paper, I will be discussing how these tests do not accurately portray one’s intelligence, how they have increased drop out rates, and also show the damaging psychological affects they have had.

Standardized, merit-based assessment also disadvantages minority and low socioeconomic status students because of its presentation as a measure of ability. The performance of both black and low socioeconomic status students depends upon the context in which the test is administered. If tests are presented as measures of ability, these students tend to perform lower than their more advantaged peers; if tests are presented as general non-diagnostic studies, they perform equally. As one of over 100 examples, when administered questions from the Graduate Record Examination under normal testing circumstances, low socioeconomic status students answered an average of 8.90 correctly, compared with 12.30 for their high socioeconomic status peers. When presented as a general laboratory study, the scores were 11.46 and 10.89, respectively (Croizet, 2008). Such differences arise due to social anxiety and stereotype threat, the fear of confirming the supposed inferiority of a social group (Croizet, 2008).

Tests are a core part of school life. They act as benchmarks for students, allowing them to understand how much of the course

First of all, I had initially deemed question six to be a bad question, when I assessed my pretest because only two of my students answered it correctly. However on the post test, this category saw significant growth moving from two correct answers to eight, and the girls went from a average score of one out of six to a three out of six, and the boys went from an average score of zero out of six to two out of six. Even though I was not able to teach this topic successfully the way I had anticipated, it showed me that I was still successful to a small handful of students.

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.