Distinguish between evaluation, measurement and evaluation and their respective roles.
Distinguish between quota reference evaluation and standard reference evaluation.
Know how to understand and judge the reliability, validity and fairness of the evaluation process.
Describe two traditional classroom tests and how to use authenticity assessment as a supplement to traditional tests.
Describe the influence of scores on students and the strategies for teachers to communicate students' scores with their parents.
Explain some common standard test scores, such as percentage grade, standard nine, grade equivalence and scale score.
Understand the problems existing in the current standard test.
Section 1 The Basic Meaning of Teaching Evaluation
Standardized exams are because they are managed, graded and interpreted in a standard way-the same goals, test time limit and grading all students. There are many different forms of classroom evaluation-unit test, paper, portfolio, project completion, hands-on operation, oral report, etc.
I. Measurement and evaluation
Measurement is quantitative-a digital description of an event or feature. Measurement does play a very important role in many classroom decisions. If used properly, measurement can provide unbiased data for decision-making.
The concept of evaluation is broader than that of test or measurement, because evaluation includes all methods of sampling and observing students' knowledge, skills and abilities.
Formation star evaluation takes place before or during teaching. The purpose of formative assessment is to guide teachers to plan and improve teaching, and also to help students improve their learning. Pre-test can help teachers understand what students already know.
Summative assessment takes place after teaching, and its purpose is to let teachers and students know the level of task completion.
In the norm reference test, the difference in scores of all the people who have participated in the test has become a normal state, and the meaning of a single score is determined accordingly. Norm group or comparison group-class (internal), school district or national sample.
Comparing the test results with a given standard or standard behavior is a standard reference test. The standard reference test measures the mastery of certain specific goals. When teaching basic skills, many examples show that it is more important to compare one's achievements with certain standards established in advance than to compare with others.
Each type of test is valuable in a specific situation, but each test has its own limitations.
Second, reliability and validity.
In fact, no test can provide a completely correct description of individual ability, and the test only measures a small number of behavior samples.
Measurement reliability means stability or retest reliability. All the reliability values are between 0.0- 1.0, just like the correlation coefficient. If it exceeds 0.9, the test is considered to be very reliable; If it is between 0.8 and 0.9, it is good; If it is lower than 0.8, it is not good for some standardized tests. Tests with more questions are more reliable than those with fewer questions.
It is very important to remember standard errors when choosing students to participate in some special projects.
Validity is related to a specific use or purpose. A particular test may be valid for one purpose, but may not be valid for another.
Evaluation bias includes two forms: unfairness and aggression.
Section 2 classroom test evaluation
First, use the test in the textbook.
If the textbook tests are of high quality and meet your test plan and your teaching objectives, then using these tests is a good choice.
Second, objective questions
Multiple choice questions, connection questions, true and false questions] Short answer questions and fill-in-the-blank questions are objective questions. The diversity of objective tests can reduce students' anxiety level, because the test scores do not depend on one type of questions, and some students may find it difficult.
All test questions need ingenious ideas, but it is really a challenge to write a good multiple-choice question. The stem is the part of the multiple-choice question that is asked again. The following options are called option errors, and the options are called interference items, because their purpose is to interfere with students who have little knowledge of the material.
Third, the essay questions
The theme of the paper provides students with a clear task and points out the elements that should be included in the answer. It is better to increase the frequency of composition exams than to write many compositions in one exam.
There are several marking strategies for composition questions: first, it is best to establish a marking standard or marking instructions and share them with students; Then, decide what information each answer should contain.
Well-designed traditional tests can effectively evaluate students' knowledge. In order to teach more content, teachers need to decide how much content students have mastered, and traditional tests can provide effective information about content learning. Testing is also valuable for motivating and guiding students' learning.
Section 3 Real Classroom Assessment
I. Authenticity and Performance Evaluation
Authenticity assessment requires students to apply skills and abilities in real life. Performance evaluation is to show the learning effect and ask students to carry out an activity or make an object. Attention to authenticity evaluation promotes the development of various measurement methods based on situational performance goals. Students are not required to seek answers to "factual" questions in hypothetical situations, but to solve real-world problems.
Second, the portfolio and achievement display
Portfolio and performance presentation are two evaluation methods that require students to perform in certain situations. Portfolio is a system for collecting works, which usually includes works showing work progress and revision, as well as students' self-analysis and reflection on what they have learned.
Performance display is a kind of performance evaluation, which has two additional characteristics. First of all, it is open, so students need to consider the factors of the audience in the preparation process, and communication and understanding are crucial. Secondly, the exhibition takes a long time to prepare, because it is the final experience of the whole learning project.
Third, evaluate the portfolio and behavior.
Because the evaluation of behavior performance, portfolio and performance display are a standard reference, but not a standard reference.
Performance evaluation requires teachers to make careful judgments and communicate with students what is good behavior and what needs to be improved.
It is very helpful for students to participate in the formulation of grading grades and grading standards.
Because teachers' personal judgment plays an important role in evaluating students' behavior, the problems about reliability, validity and universality are the key factors to be considered.
As far as validity is concerned, there is evidence that students who are rated as "excellent writers" through portfolio evaluation do not perform so well in the standard collaborative test.
Fairness is a problem that all evaluation methods need to consider, as well as behavioral performance evaluation and combination evaluation.
Four. Informal evaluation
Informal evaluation is to collect information from various channels to help teachers make decisions without giving grades.
Diary is a flexible and widely used way in informal evaluation.
Let students participate in the evaluation process, on the one hand, it can link the teaching and evaluation process, on the other hand, it can track and evaluate their own progress, which is also an important way to improve students' sense of efficacy.
Finally, it should be reminded that on the basis of organizing test questions according to specific learning objectives, teachers can prepare an examination analysis chart for students, which should include three parts: "my advantage", "quick review" and "future study".
Score in the fourth quarter
I. Quota reference points and standard reference points
In the norm reference score, the score is mainly influenced by the performance of other students who take part in the course. In the standard reference score, the score represents a series of achievements. If a clear goal is set for the course, the score represents the number of goals achieved.
Second, the influence of scores on students.
A certain degree of failure is beneficial to most students when teachers help students find the connection between hard work and improvement of their grades.
It is found that most of the students who repeat grades are boys, and most of them come from disadvantaged groups or poor families, and they are younger.
Third, scores and learning motivation.
As a teacher, you can use grades to motivate students to learn. Most importantly, low grades generally do not encourage students to really participate in learning. Students with low grades will become more timid, blame others, think that learning is meaningless, or feel responsible for low grades, but they can't make changes.
Fourth, communicate with parents.
In fact, the communication between teachers and parents is by no means simply telling parents about their children's scores. Parent-teacher conference is an important way for primary and secondary school teachers to communicate with their parents. Obviously, the higher the communication ability of teachers, the more effective the communication with parents at parent-teacher conferences.
Generally speaking, parents are also interested in students' standardized test scores.
Section 5? Standardized xi test
First, the type of test scores
Standard deviation measures the degree to which a score deviates from the average. The greater the standard deviation, the wider the distribution range of scores; The smaller the standard deviation, the more marks around the average.
Normal distribution is a bell-shaped curve, because it describes many natural physical or social phenomena, so it is a famous frequency distribution. Many scores fall in the middle of this curve, making this curve bell-shaped.
When reporting standardized test scores, percentage score is a very useful score, and the basis of percentage score is grade.
The grade equivalent is generally obtained from the independent model clock of each grade. Because grade equivalence is misleading and often misinterpreted by parents, many educators and psychologists strongly advocate not to use this score.
The standard score is based on the standard deviation, and the most common standard score is called Z score.
Standard Nine provides a way to measure students' grades, because each score in Standard Nine represents a specific percentage range in the normal distribution.
Second, explain the standardized test report
What specific information can teachers get from a performance test report? Examination publishers usually provide each student with a personal score file, indicating the individual's score in each specific examination.
Third, the responsibility and seriousness of testing.
The result of high-level examination is to make teachers, schools and administrators responsible for students' behavior. The action research of advanced test found some disturbing results, and the test made the course very narrow.
An ideal test should meet the following criteria:
(1) meets the school district's content standards-this is a key part of effectiveness.
(2) Become a part of the large-scale evaluation plan. No exam can provide all the information about students' grades. Schools should try to avoid making decisions based on a single test result.
(3) Test complex thinking ability, not just skills or factual knowledge.
(4) Provide other testing methods for some students with learning disabilities.
(5) If it is too serious, provide the opportunity to repeat the test.
(6) Let all students take the test, but at the same time provide a report containing enough information for the test results.
If students fail in the exam, they need to provide appropriate remedial measures.
(8) Ensure that all students taking the exam have appropriate opportunities to learn materials before the exam.
(9) Consider students' language proficiency.
(10) The use of test scores should be beneficial to the development of students, not the other way around.
Fifth, the enlightenment of quantitative evaluation to teachers.
The quality of teaching and testing mainly depends on whether teachers can (1) realize and deal with students' differences, (2) make clear learning results, (3) monitor students' progress by using front-end and formative evaluation, (4) adopt diversified teaching methods to ensure that every student can make progress, (5) ensure that students know the criteria for the success of summative tests and that these tests are related to established learning goals, (6)