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Department
Psychology
Course
Psychology 2062A/B
Professor
Doug Hazlewood
Semester
Spring

Description
Psych 2062: Educational Psychology Date: Dec 2==== Lecture Content: Chapter  Blueprint • The material/content covered= the blueprint for making exams/tests  • Content= curriculum  • Learning is the taxonomy  Assessment Planning for testing • Behaviour­content matrix • Accommodations in testing • When to test − Frequently − Immediately − Test cumulatively  Two Tests of Interpretations: Norm Vs. Criterion Referenced Tests Norm­Referenced Tests may work best  Criterion­Referenced Tests may work best  when you are when you are − Measure general ability in  certain areas,  − Measuring mastery of basic skills eg. English, algebra, general science − Providing evidence students have met  − Assessing range of abilities in large  learning standards group − Determining if students have earned  − Selecting top candidates when only a  prerequisites to start a new unit few openings available − Assessing affective & psychomotor  objectives − Grouping students for instruction Test Scores: o Criterion referenced − Expert opinion (e.g. driving examiners), mastery, minimum competency o Norm referenced: − Average (mean, median, mode), and variation, standard score (IQ, z, T,  percentile) o WHICH to USE: PURPOSE/Decision to be make  Formative Assessments • Pretests − Tests for student’s strengths and weaknesses − Not graded 2 − Diagnostic tests • Data­Based instruction − Aid teacher in planning and aid student in learning − Knowing how you learn best= you WILL learn more  − Effective when frequent Summative Assessments • Occur at end of instruction • Provide summary of accomplishments Reflection questions Which are criterion vs. norm­referenced: 1. Driver’s test­ criterion 2. Ed Psych Test­ criterion AND norm  3. Bar exam­ criterion (must score above __%)  4. Nursing boards 5. IQ test­ norm (putting people on a scale)  Assessing Assessments Characteristic Definition Reliability Extent to which an assessment technique is  consistent for results of each student Standardization Extent to which assessment tasks and  procedures are similar for all students Validity Extent to which assessment technique  measures what it is intended to measure Practicality Extent to which an assessment technique is  easy and inexpensive to use
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