ࡱ> DU( +"/ 00DTimes New Roman(0(z[ 0  DGaramond Roman(0(z[ 0  DArialnd Roman(0(z[ 0 0DWingdingsRoman(0(z[ 0  C .@  @@``  @n?" dd@  @@``  C2     "#$%&'()*,+. /123067< = s AA1?`[QDf3f@8=> g42d2d@z[ 0lppp@ <4!d!dl 0o<4ddddl 0o.R ʚ;f8ʚ;<4ddddl|- 0X 0___PPT10 ___PPT9/ 000? O =LTesting and Assessment Trends* By M. KandanAbstract of the PresentationNew developments in the field of testing. Developments in : Technology of testing Methodology of testing Psychometrics of testing Performance Based Testing Computer Adaptive Testing6<F4<F4Defining Terms: AssessmentThe process of obtaining information to make educational decisions about students: to give feedback about their progress, strengths, or weaknesses, and to judge instructional effectiveness or curricular adequacy. Alternatively, the process of gathering, describing, or quantifying information about performance. Assessment may be as simple as teacher's subjective judgement based on a single observation of student performance, or as complex as a five hour standardized test.Z  Defining terms: Assessment typesContinuous Assessment: over the duration of the course. Terminal Assessment: conducted at the end of the term, semester, or course. You could use a combination of continuous and terminal assessment.;2Defining Terms: EvaluationA value judgment about results of assessment. E.g. evaluation of student learning requires that educators compare student performance to a standard to determine how they measure up. Depending on the result, decisions are made regarding whether and how to improve student performance. When used for educational settings, evaluation typically means to measure, compare, and judge the quality of student work, schools, or a specific educational program. Z<1Defining Terms: TestingTesting may be a part of the assessment Test data is used as a basis for evaluation The term testing is typically used when standardized tests are administered Purpose of Testing1Diagnosis Guidance Evaluation Grading Prediction  Types of TestsObjective type tests is one in which questions have predetermined correct answer(s). Open ended/subjective type tests requires descriptive answer and the evaluation is based on the subjective assessment of the evaluator. Types of Objective Test Items]Constant Alternative: The student is given a statement and s/he is asked to identify it as true or false. Used for assessing knowledge & comprehension. Multiple Choice: A question or an incomplete statement that is followed by a set of possible answer choices, one of which is the correct answer. Used for assessing knowledge & comprehension. L  Types of Objective Test Items...Multiple Facet: A number of multiple choice items one below the other relating to various aspects of the same theme presented as, material, picture, diagram, maps, case or a combination of all these. Generally used for testing the taxonomy levels of application and analysis. Matching: Multiple lists are provided and the learner is expected to find relations between the premises and options. Used for testing comprehensiont " Z  Z  " Z  Z  Types of Objective Test Items...mRearranging: The student is supposed to sequence the options in a predefined order as advised in the stem of the question. Used for testing comprehension Assertion Reasoning: These items include two statements consists of assertion and reason, and the options are then based on the validity or non-validity of the assertion and reason. Used for testing analysis "    "     Types of Objective Test Items...Multiple Completion: items are like multiple choice items with no option as exactly false but leading to separate line of thought. In these items a series of questions are asked and user selects his/her line of thought and continues with it, and at the end the user could self evaluate whether his/her thought was correct or incorrect based on the additional inputs that are provided. This is suitable when more than one answer is available in the option, and used for comprehension, analysis and application*ZZ Trends in Testingh The framework for trend analysis: Technology of testing Methodology of testing Psychometrics of testing&#F#F Technology of Testing UUse of Computers: for education for testing Use of computers hardly had any impact on the type of test items. The advent of Internet as a medium of education and training delivery brought new dimension to testing technology with the introduction of online registration for tests, tests delivery and even certification through the Internet. <ZZ)Z) Technology of Testing...Normal paper-pencil type of tests that were converted to computer based tests, and subsequently made available online. With the increase in popularity of these tests, there has been a marked change in the way the tests are being constructed and delivered.  Technology of Testing...rSimulation based test items have been introduced. It shows the trend toward moving from knowledge testing to skill testing, which has been one of the major criticism about the testing methods. Increased emphasis on testing the learners task performance and mastery of the skill rather than the knowledge level. Technology of Testing...The use of simulation has made the test construction much more complex and time consuming effort. Also it has opened up the Pandora s box of scoring methods/procedures. This is only a small step towards performance based evaluation. Technology of Testing...IEducation community's insistence on open-ended tests will compel most programs to include other types of performance such as project, oral presentation, etc With the advancement of technology in areas such as speech recognition, etc. to great extent these concerns can be addressed and it will a focus area in the coming years.Technology of Testing... With the introduction of  State Technology and other similar technologies, performance tracking has already become possible in a limited way. Along with redefining the test question will come the re-engineering of test development, scoring, and administrative processes.Technology of Testing...'There are software tools available to create and calibrate test items. Test generation tools are available wherein test design attributes such as the type, organization, number, and parameters of tasks needed to achieve a specific result, etc. can be specified to automatically generate test. Technology of Testing...Randomly Generated Tests Computer Adaptive Tests (CAT) has received considerable attention among the professional testing agencies. The CAT is a test that tailors itself to the ability of the test taker. Methodology of TestingMastery Testing: Based on the mastery learning model where time is the variable. It recognizes the fact that individualistic differences are there in learners and that they would require different time duration to comprehend the same thing. If the aptitude is normally distributed and if the quality of the learning material remains the same with the learning time as a variable then every learner will achieve mastery.*ZZMethodology of Testing-This approach to testing gels with the self-paced learning method. Feedback and corrective methods form an important aspect of mastery testing. In mastery testing a target is set for the group in form of percentage to achieve. For example, 90% marks to be achieved by at least 90% of the group member.Methodology of TestingTaxonomy Based Testing: Stems from the concept of taxonomy based teaching and learning professed by Bloom and others. Taxonomy of learning Knowledge Comprehension Application Analysis Synthesis EvaluationR_ZCZ_CMethodology of TestingPerformance Based Testing One of the primary motivations for performance-based testing (PBT) is the belief that user performance competency is best demonstrated in a live-in-the-application setting as opposed to the traditional multiple choice, true/false exam. The argument for PBT is rather akin to that for a behind-the-wheel-driving test as opposed to a written test as a measure of actual driving competence.<Psychometrics of Testing$No notable development has taken place in the field of psychometrics of testing, except, that some of the developments which have taken place during the 50s and 60s have found renewed interests. The concept of adaptive testing developed way back in 1953 by a Danish mathematician Georg Rasch Psychometrics of TestingRasch techniques have been gaining ever-widening acceptance in the test development community due to their conceptual simplicity and practical value. With the popularity of computer based testing, the adaptive testing models are being applied. (_Future of TestingThere is a general dissatisfaction with traditional methods of evaluation and a shared belief that these methods rather than enhancing and facilitating the learning process actually stifle deep learning and creative thinking. With the increased use of computers for teaching-learning and particularly for evaluation , there will be a concerted effort to evolve a methodology that takes care of the criticism that evaluation methods failed to facilitate the learning process.Z Future of Testing The area of performance based testing will get re-defined to eliminate the difficulties involved in adopting it for large scale testing. Widespread change will come first in the nature of test questions and the formats for response such as audio, video and animation.!Computer Adaptive TestingComputer adaptive testing can begin when an item bank exists with item statistics (IRT) available on all items. The CAT algorithm is usually an iterative process with the following steps."Computer Adaptive TestingSteps in CAT: All the items that have not yet been administered are evaluated to determine which will be the best one to administer next, given the currently estimated ability level The "best" next item is administered and the examinee responds A new ability estimate is computed based on the responses to all of the administered items. Steps 1 through 3 are repeated until a stopping criterion is met. 6h#Computer Adaptive TestingThree parameter IRT model for adaptive testing: item discrimination parameter item difficulty parameter guessing parameter Rasch & Fred Lord Models ^0`L``0L+$Performance Based TestPerformance based test is designed to evaluate both the skills learners demonstrate as evidence of what they know and are able to do and the learning strategies they employ in the process of demonstrating it. Performance based test by any name requires learners to actively accomplish complex and significant tasks, while bringing to bear prior knowledge and relevant skills to solve realistic or authentic problems.%Performance Based TestPerformance Based Testing includes: performance tasks rubrics or scoring guides, and exemplars of performance. Irrespective of its superiority there are stumbling blocks for the implementation of a performance-based testing system: efficiency, comparability, and economy of scale. :%K%K& Performance Based Test5Key features of performance tasks are that they: reflect the intended outcomes of the curriculum and the goals of instruction require students to demonstrate what they know and how they know it require students to be active participants in their learning are responsive to students' diverse learning styles. <2Z2("Performance Based TestUsing Computers for Performance Based Testing Complexity in developing performance based test items Designing an efficient scoring procedure Tracking the student while doing the performance tasks(..'!What should be our approach?Performance based testing Performance based testing gels with constructivist paradigm Preference for skill assessment rather than knowledge testing IT training is more tuned towards skill development &*$ DifficultiesNo clear acceptance on what is PBT and what it is not. Developing test items is much more complex and time consuming Defining the scoring procedure is complex Tracking task performance is complex Not amenable to adaptive testing model ?,%ApproachGo for performance based testing with emphasis on skill assessment. Identify test types that can be used for performance based testing using computers. Develop process to integrate test development with course/content development Develop a blueprint for test development Develop performance tasks for course Provide model against which performance will be judged. Develop rubrics or scoring guides.*ZZ4-ApproachPossible type of test that can be used for performance based testing: Simulations Problem solving exercises with multiple choice items. Case studies &FQFQ9/1**Dissatisfaction with the traditional test .Traditional measures fail to assess significant learning outcomes and thereby undermine curriculum and instruction. Tests that emphasize recall have led to a similar narrowing of the curriculum and emphasis on rote memorization of facts with little opportunity to practice higher-order thinking skills.2+Approach to learning`Methods of assessment are determined by our belief about learning. According to early theories of learning, complex higher-order skills had to be acquired bit-by-bit by breaking learning down into series of prerequisite skill - building block of knowledge approach. From today s cognitive perspective, meaningful learning is reflective, constructive, and self-regulated - learner think and actively construct evolving mental models.Z3,Alternative AssessmentSince the influence of testing on curriculum and instruction is widely acknowledged, educators are turning to alternative assessment methods. They are moving away from traditional multiple choice test to alternative assessment - variously called authentic assessment or performance assessment - has included a wide variety of strategies such as open-ended questions, demonstrations, hands-on execution of experiments, computer simulations, etc.0)Glossary of TermsMeasurement: The process of gathering information, in assessment of student learning, about student characteristics. Educators use a wide variety of methods such as paper and pencil tests, performance assessments, direct observation, and personal communications with students.&  /  ` 3333ff3` 3333f33ff3` "3333̙ff3` Kf3̙` &e̙3g3f` f333̙po7` ___f3̙;/f9` ff3Lm` ff3LmNLm>?" dd@*?nAd@q<nAqFLK#M n?" dd@   @@``PR    M`2p>>  (    Ho? ?" `} o X Click to edit Master title style!!  @  Hܚ? ?" ` o RClick to edit Master text styles Second level Third level Fourth level Fifth level!    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Kandans! .-՜.+,0    ;On-screen Show -s - 2Times New Roman GaramondArial WingdingsEdgeTesting and Assessment TrendsAbstract of the PresentationDefining Terms: Assessment!Defining terms: Assessment typesDefining Terms: EvaluationDefining Terms: TestingPurpose of TestingTypes of TestsTypes of Objective Test Items!Types of Objective Test Items...!Types of Objective Test Items...!Types of Objective Test Items...Trends in TestingTechnology of Testing Technology of Testing...Technology of Testing...Technology of Testing...Technology of Testing...Technology of Testing...Technology of Testing...Technology of Testing...Methodology of TestingMethodology of TestingMethodology of TestingMethodology of TestingPsychometrics of TestingPsychometrics of TestingFuture of TestingFuture of TestingComputer Adaptive TestingComputer Adaptive TestingComputer Adaptive TestingPerformance Based TestPerformance Based TestPerformance Based TestPerformance Based TestWhat should be our approach? Difficulties Approach Approach Slide 41+Dissatisfaction with the traditional test Approach to learningAlternative AssessmentGlossary of Terms  Fonts UsedDesign Template Slide Titles- _oM.KandanM.Kandan  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdeghijklmopqrstuwxyz{|}Root EntrydO)Current UservSummaryInformation(fPowerPoint Document( DocumentSummaryInformation8nRoot EntrydO)P-%@Current User;SummaryInformation(fPowerPoint Document(   !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdeghijklmopqrstu!_ M. KandanM. Kandan