Professional Responsibilities when Scoring Assessments

The topic in my class this week is Professional Responsibilities and Assessment Bias. To prepare my class lecture and activities for the week, I’m reviewing the Codes of Fair Testing Practices, Code of Professional Responsibilities in Educational Measurement (CPR), and The Standards for Psychological and Educational Testing. There’s so much here. Educational measurement professionals and teachers have so much responsibility to ensure that the assessments are absent of bias, the results are reliable, and the uses, inferences, and interpretations of the assessment results are valid. I don’t want to overwhelm the students with all these codes … Read More

Reliability Concerns for Classroom Formative Assessment

This week, I started teaching a course called Assessment: Theory and Practice to graduate students in the Leadership program at Saint Mary’s University. More than 70% of the students in the class are K-12 teachers. In a course like this, reliability and validity are of course big topics. In fact, next week’s class (5 hours of class time) will be spent on these two topics. So, I guess it’s the right time to return to these topics on this blog. My last blog post on this topic was on May … Read More

Student Reflection: “It’s like a game”

I’ve written about the importance and benefits of student reflection in the testing/learning process before. Reflection is a great way to engage students in metacognition. But basically, it’s a fun way for students to give feedback to their teachers. At least, that’s what third graders tell me. Recently, I had the opportunity to observe third graders take their first test on the Naiku system. Taking tests on computers was not new to these students. So, they went about it in their usual fashion. They worked diligently and tried their best, as … Read More

The Achievement Gap: Part 2

Part 2 in the series on the Achievement Gap by guest blogger Takeshi Terada (tera0026@umn.edu). In Part 1 of this series on the Achievement Gap, I described how closing the achievement gap may not necessarily mean that children’s academic performances are getting closer to each other. This is because the achievement gap is defined and measured as the difference between the percentages of students being proficient for each group, not the difference in academic performance. Why do we permit such misleading results? Under NCLB, states are allowed to set their … Read More

Reliability Concerns for Classroom Summative Assessment

As Jim Popham has so eloquently stated, “Validity and reliability are the meat and potatoes of the measurement game” (Popham, 2006, p. 100). They are what every psychometrician AND teacher need to know and understand. When psychometricians build large scale tests for state departments of education, there’s a list of validity and reliability concerns that they need to address. What about when teachers build tests for the classroom? Should they be concerned about the same validity and reliability issues? Or are the concerns different for classroom assessment? Let’s address reliability concerns … Read More

The Achievement Gap (or Proficiency Trap?): Part 1

This is a guest blog from Takeshi Terada. Takeshi’s interests are in educational policy and assessment. He is particularly interested in data-driven educational evaluation, policy-making & analysis, and decision-making systems in K-12 education that apply both qualitative and quantitative research methodologies, mostly using assessment test scores. Takeshi is a graduate of the University of Minnesota and can be reached at tera0026@umn.edu. Key Challenge in K-12 Education The achievement gap remains one of the key challenges in U.S. education. Ever since the passage of No Child Left Behind (NCLB) Act, most … Read More

Should Formative Assessments be Scored and Graded?

Scoring Formative Assessments Often, when I do trainings or demonstrations on how to use the Naiku Platform for formative assessment purposes, I am asked how the assessments are scored and exported to grade books. Essentially, the question boils down to “Should formative assessments be scored and graded?“ This is a good question. However, I am hesitant to answer the question right away. Rather, I often answer the question with another question: “What feedback are you trying to give to your students and yourself when you grade that assessment?” To me, … Read More

Interview with Dr. Beach – What problem is Naiku solving for you?

This is a video interview Adisack and I did with Dr. Todd Beach.  We’re always talking to our users to see what we can do to make Naiku work better for them.  Dr. Beach was kind enough to let us record some of the conversation. [vimeo http://vimeo.com/21086522 w=398&h=224&frameborder=0&color=98C93C]  

Exciting Enhancements to Naiku

We have added question-authoring enhancements to Naiku. Today, I wanted to highlight some of those new features. Rich Text Formatting We’ve added a rich text editor. Now you can add many of the common formatting features that you are probably used to with many word processing applications. For example, you can bold, italicize, choose the font type and size,  and much more. See the image below for the formatting options. You’ll see this new Stem box when creating a new test question. Formula Builder By now you have probably noticed … Read More

Students Using Naiku

We took a trip out to Dr. Todd Beach’s classroom to check-in and see how it is going using Naiku.  Adisack does a nice job with the voice-over, don’t you think? The student feedback was fantastic – we’ve already planned to add a few features to the product based on their requests. [vimeo http://vimeo.com/20383163 w=398&h=224&frameborder=0&color=98C93C]  

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