EDUR 8331
Applied Measurement

Topic: Classroom Test Development

0. Parallel between Scale and Test Development

• No document at this time

1. Specifying Content

a. Content and

b. Domains via Learning Objectives and Table of Specifications 

    Learning Objectives: Specifying What Students Should Learn, a key first step in developing content valid tests

    (Note - material labeled Supplemental is optional)

• Documents

  • Learning Objectives in Radiology Education (using with Bloom's Taxonomy) (Webb 2013)

    • Supplemental: Learning Objectives using Depth of Knowledge (with many examples) (Marconi 2009)

    • Supplemental: The Table of Specifications: Insuring Accountability in Teacher Made Tests (Notar 2004 - a more detailed discussion)

• Videos

  • Creating Learning Objectives (9:55 - learning objective with Bloom taxonomy) 

    • Bloom Verb Wheels as seen in video: Example 1 and Example 2 with sampling wording

    • Supplemental: Bloom's Taxonomy: Why, How, & Top Examples (4:19 - short introduction to Bloom's taxonomy)

    Table of Specifications: Linking Learning Objectives with Test Development  

• Documents

  • Classroom Test Construction: The Power of a Table of Specification (using revised Bloom's taxonomy) (Fives 2013)

    • Supplemental: A Practical Guide to Test Blueprinting (using Blooms taxonomy and Miller's Pyramid) (Raymond 2019)

    • Supplemental: Example Assessment Blueprint for Georgia Milestone Assessment of Grade 3 English Language Arts

• Videos

  • What is a Table of Specifications? TOS (7:00)

    • Supplemental: Test Blueprint Tutorial (14:02)

    • Supplemental: How to Create the Table of Specifications (8:11)

c. Assessments Types

• Document

  • A Primer: Diagnostic, Formative, and Summative Assessment (Swearingen 2002)

• Videos

  • Purpose of Assessments: The Why? (1:43 - General Introduction)

  • Formative vs. Summative vs. Diagnostic Assessment (2:55 - General distinctions)

  • Formative Assessment (4:20 - Formative Assessment)

    • Supplemental: Formative and Summative Assessments (4:06 - Formative Assessment)

  • Summative Assessment: Overview & Examples (4:48 - Summative Examples)

  • Diagnostic Assessment: Examples & Overview (4:06 - Diagnostic Examples)

  • Assessment Tips for Classroom Integration (2:12 - Integrating Assessment with Instruction) 

d. Score Interpretation - Frame of Reference

• Document

  •  What's the difference? Criterion-referenced tests vs. normed-referenced tests (retrieved 2021)

• Video 

  • Criterion vs Norm Referenced Assessment: Examples & Evaluation (2:15 - Brief Comparison)

e. Score Interpretation - Standardized Scores

• Document

  • Standardized Test Scores: Normed Referenced Scores (Griffin 2009 - very good introduction)

    • Supplemental: Norm-referenced Test Scores and Their Interpretations (Mertler 2007 - more lengthy introduction)

  • Self-test: Grade Equivalent Scores (Hills 1983)

  • Self-test: Percentile Scores  (Hills 1983)

  • Self-test: Normal Curve Equivalent (NCE) Scores  (Hills 1984)

  • Self-test: Stanines (Hills 1983)

• Video 

  • Normal Distribution (20:39 - Watch this first since normed referenced scores are usually derived from the normal distribution)

    • Normal Distribution Graph similar to image found in video above

  •  Interpreting Norm Referenced Scores (13:02)

    • Supplemental: Understanding Scale Scores (4:51)

    • Supplemental: Unpacking National Percentile Rank (4:41)

    • Supplemental: Percentiles (5:55)

    • Supplemental: Stanines (4:43)

    • Supplemental: Standardized Assessment (10:45 - Overview of Standardized Scores)