by admin | Sep 18, 2015 | Assessment Design, Summative Assessments
This is a re-post of Eric Rohy’s popular “Reimagining the Classroom Experience” originally posted April 01, 2015 Most educators agree that the current lecture-style approach to teaching is flawed. Almost all classrooms remain stuck in the same centuries-old paradigm...
by admin | Jul 2, 2015 | Assessment Design, Summative Assessments
Your child went to class, completed homework, and studied. He or she arrived at the exam confident about the material. But if he or she has test anxiety, a type of performance anxiety, taking the test is the most difficult part of the equation. “Test Anxiety | Anxiety...
by admin | Jun 15, 2015 | Assessment Design
According to the “Standards for Educational and Psychological Testing,” alignment is “the degree to which the content and cognitive demands of test questions match targeted content and cognitive demands described in the test specifications” (AERA, APA, & NCME,...
by admin | Jun 11, 2015 | Assessment Design, Measurement
“We need to change the way we think about testing. It shouldn’t be a white-knuckle finale to a semester’s work, but the means by which student’s progress from the start of a semester to its finish, locking in learning along the way and redirecting their effort to...
by Taylor Riordan | May 14, 2015 | Assessment Design, Leadership
“I don’t know what idiot wrote this item, but…” began the panelist. Quickly raising my hand, I confessed, “That would be me.” With face flushing, he softened his tone and began to describe what he thought was wrong with one of the newly written science items. He made...
by admin | May 4, 2015 | Assessment Design, Measurement
As described in Part 5 of this blog series, a test is designed for a specific purpose, such as granting certification or placing students in entry-level college courses. Specifically, K–12 educational testing aims to find something out about students, such as their...
