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Tests also are a means by which to ensure that I am doing my job properly as a teacher. Students need to learn and understand certain material, and tests ensure that students will study the material and then prove that they do know the material. Tests are a way to show school administrators and parents what material has been covered and how much of that has been learned by each student.
Unfortunately, there are cons to test-giving. One such problem is that a short test which does not take too much time to complete will only have a few questions, and each question will weigh heavily on the total grade. On a 10-question test, only 2 wrong answers will drop the student's grade to a 80%, which may not be an accurate measurement of how well he knows the material. Longer tests, however, that could more fairly sample the student's knowledge on a subject take a long time to complete, and students may have difficulty focusing on the test for that long of a time, or may be rushed to finish the test in the time allotted. Even the need to go to the bathroom during the test can have a negative effect as it will break the student's concentration and cut away at the time the student has to complete it. It is also very difficult to avoid bias in test-giving. Questions are inevitably biased somehow on multiple-choice tests especially. It is also difficult to make a test that...
In a science test, how is it possible to create a test that does not negatively grade a student who has poor reading or comprehension skills, or even ADD, but an incredibly vast knowledge of science? Finally, students dread tests, and unhappy students make unhappy teachers.
Activity #1 Bibliography
Neill, M. (1990) Let's Cut Back on Standardized Testing. Mothering, Winter. Retrieved November 11, 2004, at http://findarticles.com/p/articles/mi_m0838/is_n54/ai_8283181
Schmitz, S. (1991) Achievement Testing - Critique of Standardized Achievement Tests. Mothering, Fall. Retrieved November 11, 2004, at http://findarticles.com/p/articles/mi_m0838/is_n61/ai_11360579
Wetzel, B. (2002, November-December) No more tests! Challenging standardized education - Ways of learning. Mothering. Retrieved November 11, 2004, at http://findarticles.com/p/articles/mi_m0838/is_2002_Nov-Dec/ai_100807177
Activity #2: Identify the major characteristics that distinguish a norm-referenced test, criterion-referenced test, and an alternative assessment instrument like a portfolio or an observation record. Discuss instructional settings and situations that require each of the three types of assessment instruments. (2-page)
Norm-referenced tests (NRTs) compare a person's test score against the scores
Bibliography
Neill, M. (1990) Let's Cut Back on Standardized Testing. Mothering, Winter. Retrieved November 11, 2004, at http://findarticles.com/p/articles/mi_m0838/is_n54/ai_8283181
Schmitz, S. (1991) Achievement Testing - Critique of Standardized Achievement Tests. Mothering, Fall. Retrieved November 11, 2004, at http://findarticles.com/p/articles/mi_m0838/is_n61/ai_11360579
Wetzel, B. (2002, November-December) No more tests! Challenging standardized education - Ways of learning. Mothering. Retrieved November 11, 2004, at http://findarticles.com/p/articles/mi_m0838/is_2002_Nov-Dec/ai_100807177
Activity #2: Identify the major characteristics that distinguish a norm-referenced test, criterion-referenced test, and an alternative assessment instrument like a portfolio or an observation record. Discuss instructional settings and situations that require each of the three types of assessment instruments. (2-page)
Woods up with an exercise group close to her house, or a support group who could help her with adjusting to her new diagnosis and give her support. The social worker and the nursing staff would also be able to educate Mrs. Woods' family on the condition and what needs to be done to maximize her bone health. 5. Should Mrs. Woods have a history of renal calculi; care will be taken for the administration
Testing Ethical and Legal Issues Considering the responsibilities and rights of test takers and test users, discuss why it is important to have ethical and legal standards for testing. What knowledge, skills, and abilities are necessary for competent test use? What are the standards regarding confidentiality and privacy of test taker information, test scores, and test interpretation? What do you feel is the most important responsibility of a test user and why?
The employee's imperative is bound by the employee's desire to maintain employment. To the business, however, there is a competing imperative in that it must increase profits. For the cost of a test, the business can prevent a certain degree of losses. Thus, from the businesses perspective its imperative, if applied evenly and universally, would compel it to reject testing of its executives just as much as it would
Additionally, administrators need to be trained to recognize appropriate and inappropriate test preparation strategies. Teachers also need to be trained on developing authentic assessments with the same rigor as the state assessments. Popham (2001) suggests the use of multiple measures including writing, open-ended response questions, and performance-based tasks. The use of these types of assessment may provide a more accurate picture of student learning. Additionally, the public must become
(Pan, 1999; paraphrased) The point at which it is generally considered acceptable to stop testing has as its basis two criteria for stop-testing criteria which are those of: (1) when a threshold has been reached with the reliability; and (2) when the testing costs are not justified by reliability gains. V. Test Automation Overview The work of Carl J. Nagle states the fact that: "When developing our test strategy, we must minimize
As emotionally intelligent employees are reportedly more content, conscientious and committed in the workplace, businesses and organizations are repeatedly advised to recruit and retain these individuals. Abraham (2006), nevertheless, reports that the strongest findings emerging from her study was.".. The effect of job control on emotional intelligence." She contends that emotionally intelligent employees will not just naturally thrive in their workplace; that the work environment needs to provide independence in