...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
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...Education November 2014 All rights reserved. Assessment Guide Assessment Guide Georgia Milestones Grade 5 EOG Assessment Guide THE GEORGIA MILESTONES ASSESSMENT SYSTEM GEORGIA MILESTONES END-OF-GRADE (EOG) ASSESSMENTS ASSESSMENT GUIDE 2 3 3 TESTING SCHEDULE 4 DEPTH OF KNOWLEDGE DESCRIPTORS DEPTH OF KNOWLEDGE SKILLS AND QUESTION CUES 4 6 SCORES 7 ENGLISH LANGUAGE ARTS (ELA) DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 ENGLISH LANGUAGE ARTS (ELA): DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES ENGLISH LANGUAGE ARTS (ELA) EXAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEM KEYS ENGLISH LANGUAGE ARTS (ELA) EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS 8 8 9 10 11 11 21 34 36 40 MATHEMATICS DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 MATHEMATICS: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES MATHEMATICS EXAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEM KEYS MATHEMATICS EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES 46 46 47 48 49 49 53 61 63 SCIENCE DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 SCIENCE: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES SCIENCE EXAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEM KEYS 66 66 67 68 69 69 75 81 ...
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...Comparison of Assessment Tools Julia Ray Capella University Abstract Julia selected substance abuse assessment tools for this report. She will be comparing two of the eight substance abuse assessment tools used in the mental health counseling field, the Substance Abuse Subtle Screening Inventory - Adolescent Version and the Adolescent Drinking Index. The comparison will compare the tools based on key test measurement concepts of reliability and validity. There will be a description of the results interpreted concerning both test based on standard statistical methods and procedures including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations as they apply to each assessment tool. Finally, there will be a discussion on which assessment tool is the stronger assessment instrument using measurement concepts based upon the literature gathered. Comparison of Assessment Tools Substance abuse assessment tests are an important tool in the counseling field since many psychological issues occur as the result of drugs and or alcohol. Drugs and alcohol are often used by the client to self-medicate which in turn compounds their psychological issues. Substance abuse assessments can be subjective or objective, meaning they may or may not result in a standardized score. Drug and alcohol addiction is a touchy subject for most; therefore, it is beneficial to build a rapport with the client prior to testing to ensure...
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...Multiphasic Personality Inventory (MMPI), MMPI-2, and MMPI-2RF are the most widely used self-report measures of psychopathology. The history of the MMPI dates back to the early history of self-report personality inventories. Personality assessments had its first major stimulus during World War I when assessment procedures were needed to screen a large population. Woodworth and Poffenberger responded by developing the Woodworth Personal Data Sheet, which was designed to detect mental instability. This inventory, however, had no theoretical perspective or a systematic method for the selection the questions. Even so, the inventory did identify WWI recruits that would need to be further interviewed for sufficient mental stability to enlist for the army. Another early, well-known personality inventory similar to the Woodworth Personal Data Sheet is the Bernreuter Personality Inventory (Greene, 2011). This inventory started a trend to measure multiple dimensions of personality. Although heading in the right direction, the scale was critiqued and shown to be an invalid measure of personality. Most early personality inventories were generally unsuccessful due to the lack of empirical data and lack of validation. In the 1930s, Starke Hathaway and J. C. McKinley sought to develop a multifaceted inventory, now known as the MMPI, which would improve on the shortcomings of previous tests (Greene, 2011). Hathaway and McKinley created more than 1,000 items based on textbooks, previous personality...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...ASSIGNMENT/ASSESSMENT ITEM COVER SHEET Student Name: FIRST NAME Family / last NAME Student Number: Email: Course Code Course Title (Example) (Example) Intro to University Intro to University 3 3 2 2 1 1 D D C C B B A A 4 4 Campus of Study: (eg Callaghan, Ourimbah, Port Macquarie) Assessment Item Title: Due Date/Time: Tutorial Group (If applicable): Word Count (If applicable): Lecturer/Tutor Name: Extension Granted: Yes No Granted Until: Please attach a copy of your extension approval NB: STUDENTS MAY EXPECT THAT THIS...
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...not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means: electronic, magnetic tape, mechanical, photocopying, recording or otherwise, without permission in writing from UNESCO (International Institute for Educational Planning). Graphic design: Sabine Lebeau Typesetting: Sabine Lebeau Printed in IIEP’s printshop Module 6 Overview of test construction Content 1. Assessment needs at different levels of an education system 1 Student, teacher and parent assessment needs 2 Regional and national assessment needs 3...
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...Question 1 1.1 Discuss the differences between the following: a) Psychological Testing b) Psychometrics c) Psychological Assessment a) Psychological testing Psychological tests are basically an objective and standardized measure of a sample of behaviour; it can be referred to as a measuring instrument or procedure that was developed to measure variables related to the field of psychology. They set out three apparent characteristics: 1. It is a random sample test of for behaviour. 2. The random sample is obtained under standardized conditions 3. There are set rules for the marking of the instruments or obtaining of quantitative information of the random sample test. b) Psychometrics It is defined as a systematic and scientific way in which psychological measures are developed and the technical measurement standards required of measures. It is designed to show someone’s personality, mental ability, opinions, etc. c) Psychological assessment Psychological assessment is a process orientated activity aimed at gathering a wide array of information by using assessment measures and information from many other sources such as interviews, the information is then evaluated and integrated to make a conclusion or a decision. 1.2 Research participants want to know what anonymity and confidentiality are, explain. The data that is collected should be private, an individual has the right to privacy which means he has the right to decide how much he wants to...
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...Preference Assessment Assignment Student Background Brandon R. is a 12 year old male diagnosed with Autism. He presents no fine or gross motor issues. He does show many delays and deficits in language and social skills. Brandon likes interacting with age appropriate peers and has many age appropriate likes and dislikes. Part 1: Develop a reinforcer menu To develop a reinforcer menu for Brandon, I observed him during free choice time, asked his mother for input, and I asked him directly. I explained to his mother how I was going to conduct the reinforcer assessment and then told her what things he was currently enjoying in school. She then added to my list and even sent some extra food supplies to school the next day. Brandon has many age appropriate likes but his likes frequently change from day to day or hour to hour. I was able to identify seven stable items to use in the reinforce menu that stay as constant likes for Brandon. Reinforcer Menu: 1. Goldfish crackers 2. 5 minutes of iPad time 3. M & M’s 4. 5 minutes of computer time 5. Chips Ahoy! Cookies 6. 5 minutes of drawing time 7. Mario Kart Wii toy Part 3: Systematic Preference Assessment: Forced Choice |Pair * | |Pair** | | |ITEM # |Student Choice |ITEM # |Student Choice | |3 6 |3 |2 6 |2 | |1 ...
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...ASSESSMENT INFORMATION PACKAGE – EXAM 473 Copyright © 2010 U. S. Postal Service Contents • Preparing for the Examination • What to Expect in the Exam Room • Obligation to Provide Reasonable Accommodation for Qualified Applicants with a Disability • Frequently Asked Questions • Sample Test Questions Preparing for the Examination Read all the information in this package. Come to the test physically and mentally prepared. Get a good night’s sleep. On the day of the test, you will need to arrive at the testing center 15 minutes prior to the beginning of your appointment to allow time for the check-in process. Be sure to leave yourself enough time for traffic, finding the test center location, parking, and getting to the exam room. What to Expect in the Exam Room Upon arrival, you will be required to present one piece of state or U.S. Federal Government issued photo ID as specified in your appointment confirmation email. If you are a current USPS employee, you may bring your USPS ID badge. You will not be permitted to take the assessment if you do not present an ID meeting the stated requirements. Personal items are not allowed in the testing room. This includes all electronic devices such as cell phones, pagers, and PDAs. Please do not bring any unnecessary personal items to your assessment appointment as storage may not be available. We also ask that you not have anyone accompany you into the test center as there is not adequate space for visitors...
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...IOP3701 EXAM QUESTIONS SECTION 1 May 2011 For fair & equitable testing & assessment in the work context, the starting point is that the job must be described, explain why this would be important (5) Discuss the importance of doing a thorough job analysis in testing and assessment in the work context (5) * The first step and main emphasis in the decision making process is a thorough job analysis * Job analysis consists of: * Job description – indicates the tasks that need to be done in the job. * Job specification – specific characteristics required of a person to perform well in the job. * It is important to list specific requirements that are not often stated – which candidates cannot be considered. * The next step includes fair procedures for making decision. This entails well thought through and justifiable procedures for job description, advertisements etc. * Evaluate and justify minimum requirements in formal education, prior learning, relevant experience, training, skills and knowledge. * Decide on suitable testing and assessment techniques * Follow scientific, professional and ethical guidelines * Monitor outcomes for fairness and adverse impact. * Take steps to ensure equity and fairness for future opportunities. * Fair and equitable testing and assessment: * 1st step and main emphasis in the decision-making process is a thorough job analysis – to know exactly what the job entails and what qualities, characteristics...
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...meetings Submission details Candidate’s name | Pritpal Sandhu | Phone no. | 0455367169 | Assessor’s name | Pritpal Sandhu | Phone no. | 0455367169 | Assessment site | | Assessment date/s | | Time/s | | The Assessment Task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor. Submit this document with any required evidence attached. See specifications below for details. Performance objective Candidates are to demonstrate the skills and knowledge necessary to prepare for a meeting in accordance with organisational requirements. Assessment description For this assessment candidates are required to prepare for a meeting to be conducted in their workplace. Candidates who are not currently employed are required to prepare for a meeting to be conducted in a simulated workplace. Note: The work completed for this Assessment Task provides the basis for Assessment Tasks 2 and 3. Ensure you keep an electronic and/or hard copy of this completed assessment for future use. Procedure 1. Review Appendix 1 ‘Assessment Task 1 submission form’ and use this document to complete this assessment. 2. For those completing this assessment in the workplace, identify a meeting to conduct in your workplace. 3. For those completing this assessment outside the workplace, choose one of the following meetings to conduct in a simulated workplace. a. Agree on a business retreat destination from the...
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...UNIT OUTLINE Read this document to learn essential details about your unit. It will also help you to get started with your studies. BMA604 Consumer Decision Making Semester 2, 2015 THIS UNIT IS BEING OFFERED IN: HOBART & BY DISTANCE Taught by: Professor Aron O’Cass (Unit Coordinator) CRICOS Provider Code: 00586B BMA604, Consumer Decision Making 2 Contents Contact Details ........................................................................................................................................ 2 Unit Description ...................................................................................................................................... 3 Prior Knowledge &/or Skills OR Pre-Requisite Unit(s) ............................................................................ 3 Enrolment in the Unit ............................................................................................................................. 3 When does the unit commence? ............................................................................................................ 3 University of Tasmania Graduate Quality Statement ............................................................................. 3 Intended Learning Outcomes for BMA604 ............................................................................................. 4 Learning Expectations and Teaching Strategies/Approach ..........................................................
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...Course Name and assessment item number. Course Code: IBA134 Course Name: Business Statistics Due Date: 11 / 08 / 13 Assessment Item #: 2 Enrolment: External On Campus Campus (enrolled): Course Tutor: Ms Lucille Wong Course Convenor: Professor E Selva Selvanathan ASSESSMENT COVER SHEET DATE RECEIVED Postmark: / / Please provide your STUDENT NUMBER or affix Student Barcode Label here: Student Name: JL ACADEMIC INTEGRITY DECLARATION Breaches of academic integrity (cheating, plagiarism, falsification of data, collusion) seriously compromise student learning, as well as the University’s assessment of the effectiveness of that learning and the academic quality of the University’s awards. All breaches of academic integrity are taken seriously and could result in penalties including failure in the course and exclusion from the University. Students should be aware that the University uses text-matching software to safeguard the quality of student learning and that your assignment will be checked using this software. I acknowledge and agree that the examiner of this assessment item may, for the purpose of marking this assessment item: reproduce this assessment item and provide a copy to another Griffith staff member; and/ submit this assessment item to a text-matching service. This web-based service will retain a copy of this assessment item for checking the...
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... | |Mr Dimitrios Frangiskatos |Feb – July 2014 (Term 2) |22nd April 2014 | |Plagiarism is presenting somebody else’s work as your own. It includes: copying information directly from the Web or| |books without referencing the material; submitting joint coursework as an individual effort; copying another | |student’s coursework; stealing or buying coursework from someone else and submitting it as your own work. Suspected| |plagiarism will be investigated and if found to have occurred will be dealt with according to the procedures set | |down by the University. | | | |All material copied or amended from any source (e.g. internet, books) must be placed in quotation marks and in | |italics, with a full reference to the source directly underneath the material. | | | |Your work will be submitted for electronic plagiarism checking. Any attempt to bypass our plagiarism detection | |systems will be treated as a severe Assessment Offence....
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