Discipline-Based Education Research Group Speaker Series
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Date of this Version
3-2015
Document Type
Presentation
Citation
Presented at DBER Group Discussion March 2015.
Abstract
1. Test design 1. Construct – the unobservable trait or attribute we want to measure; 2. Operationalizing – translating the construct into something observable; 3. Measurement – using scores to represent amounts of the construct via operations; 4. Scale – a set of operations (items) used to create composite scores; 5. Inference – assuming our scores describe some change in the construct; 6. Reliability – extent to which inferences are consistent; 7. Validity – extent to which inferences are accurate; 8. Purpose – the who, what, and why
2. Item writing — Standards or learning objectives – define what students should know or be able to do
3. Scale development: Difficulty indexes average performance; Discrimination indexes relationship between single item and total score; Internal consistency indexes the shared relationship among all items; Bias tells us that performance differs for student with certain demographic or background characteristics
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons
Comments
Copyright (c) 201 Tony Albano