Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

The National Council of Teachers of Mathematics

Bacterial resistance to antibiotics threatens modern healthcare on a global scale. Several actors in society, including the general public, must become more involved if this development is to be co ...

http://liu.diva-portal.org/smash/get/diva2:1144138/FULLTEXT02

Evolving germs – Antibiotic resistance and natural selection in education and public communication

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Validity in Educational and Psychological Assessment

This study explored the nature of classroom instruction of teachers in the Philippines, particularly their enactment of specific inquiry-based teaching practices as they implemented the newly designed Grade 7 chemistry curriculum, and how each specific practice related to student learning outcomes. Specifically, it examined whether teachers’ inquiry practices of engaging in questioning, designing and conducting investigations, collecting data, analyzing data, developing explanations, and communicating information were related to students’ chemistry achievement. Data were collected from chemistry tests (pretest and posttest) of 495 Grade 7 students, 57 lesson observations in 12 classes, and questionnaire responses of ten chemistry teachers. Test data were analyzed using Rasch (1960) modeling. The relationship between each practice of scientific inquiry and chemistry achievement was determined using multilevel modeling with Bayesian estimation. Observations revealed that teachers enacted the six practices of scientific inquiry in varying degrees in their classrooms. They seemed to be more comfortable to enact the practices of engaging in questioning and communicating information than the practices of designing and conducting investigations, collecting data, analyzing data, and developing explanations in chemistry teaching. Teacher-centered inquiry instruction was more evident than student-centered inquiry instruction, which suggests that inquiry in most chemistry classrooms was structured. The study found that out of six scientific inquiry practices, only engaging in questioning showed a significant positive relationship with students’ chemistry achievement. The findings have direct implications for education administrators in designing professional development programs, as well as science curriculum development, the teaching of science through inquiry, and future research.

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Assessing the scientific inquiry practices of teachers and investigating their relationship with student learning

In most large-scale assessment systems a set of rather expensive external quality controls are implemented in order to guarantee the quality of interrater reliability. This study empirically examin ...

/pdf/interrater-reliability-in-large-scale-assessments-can-192azyujkh.pdf

Interrater Reliability in Large-Scale Assessments--Can Teachers Score National Tests Reliably without External Controls?.

Calculators with computer algebra systems (CAS) are powerful tools when working with equations and algebraic expressions in mathematics. When the calculators are allowed to be used during assessmen ...

http://umu.diva-portal.org/smash/get/diva2:517630/FULLTEXT02

Students use of CAS calculators effects on the trustworthiness and fairness of mathematics assessments

This study presents a validation of the proposed cut scores for two test forms in mathematics that were developed from the same syllabus and blueprint. The external validity was analyzed by comparing the cut scores set by an Angoff procedure with the results provided by mean and linear observed score equating procedures. A non-equivalent group anchor test (NEAT) design was also used. The results provide evidence that the cut scores obtained through both judgmental and statistical linking are equivalent. However, the equating procedure revealed several methodological and practical challenges.

Validating standard setting : comparing judgmental and statistical linking

The main purpose for the Swedish national tests was from the beginning to provide exemplary assessments in a subject and support teachers when interpreting the syllabus. Today, their main purpose i ...

Dimensions of validity : studies of the Swedish national tests in mathematics

/pdf/amnesproven-i-grundskolans-arskurs-9-och-specialskolans-1idbi3mdgz.pdf

Anna Lind Pantzare

Papers

Interrater Reliability in Large-Scale Assessments--Can Teachers Score National Tests Reliably without External Controls?.

Students use of CAS calculators effects on the trustworthiness and fairness of mathematics assessments

Validating standard setting : comparing judgmental and statistical linking

Dimensions of validity : studies of the Swedish national tests in mathematics

Ämnesproven i grundskolans årskurs 9 och specialskolans årskurs 10 : vårterminen 2015