Assignment 4 CTED 0635

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Feb 20, 2024

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2181-HAWKS-CTED-635ONLINE-SEC0505-3271 Ralph Rogers 3/02/2018 Assignment 4 ask students to analyze the validity and reliability of a midterm examination given to two classes at Technical Community College. Different male professor taught two sections of the class and administered the midterm. One can make the assumption the midterm may be a pre-existing departmental assessment that professors are required to use. This would offer a possible explanation as to why some questions presented the students with a great deal of difficulty. Assessment Elements for Critical Thinking In assignment 1, I mentioned one should always be assessing themselves as well as their students. McCarthy suggest that an educator “one should intentionally think of ways to add critical thinking questions to a lesson”. This theme seamlessly ties into assignment 4 which ask the class to analyze an assessment instrument for critical thinking. Although the midterm attempts to incorporate questions that stimulate higher-level thinking, some of the assessment questions lack purpose and clarity for a test taker. One can assume the students contained in the specimen are taking a program management class for career advancement. When one considers this, some of the questions do not lead a test taker to think in terms of overall program function. This creates a situation where a student can make a false assumption based on lack of evidence. The following will examine two test questions and offer possible remedies to issues that relate to clarity and sense of purpose. The overly broad nature of Question 28 does not specify whether a test taker must answer from professional, personal, or other standpoint. ‘Biomechanical factors of muscle stress” is a phrase used to measure human performance in sports, geriatric care, as well as workplace management. A test taker may assume the question relates to a measurable activity and not a safety program. A potential revision

to the question is “Biomechanical factors of muscle stress are used to develop _______________ programs which address work place health concerns”. The revision allows a test taker to reason the question is looking for information related safety concepts. Question 1 is looking for test takers to identify the necessary skills required to work in the modern workplace. The test takers who answered incorrectly may have misconstrued the purpose of the question to be relational differences between employer and employee. Language needs to be added that takes into account a test takers need for information to make the correct inference. The following narrows the view of the test taker from entire workplace to what a worker may encounter. “Unlike the pre-1980 workplace, modern workers find themselves dealing with technology and more regulations. Which of the following statements describes the new workplaces?” Impact on Instruction Assessment data can help an educator continue to create student-centered learning opportunities. Through analysis of an instrument, an instructor can target areas that students may need reinforcement to improve comprehension. Although a single assessment cannot provide enough data to develop differentiated lessons plans. A single assessment can directly influence how one structures a classroom, develops groups, phrases statements, and develops questioning strategies. A combined analysis of the midterm show cause there may be issues with instruction, course materials, or department level assessments. The course instructors used varying methods and timetables to administer the 40 question assessment to test takers. The results reported more than half of all students enrolled were unable to answer the same questions correctly (fig1). Although the assessments outcomes differ slightly by

gender, the results were generally consistent and are reliable. Below are two questions that demonstrate why changes in instruction and assessment need to take place. Question 6 directs test takers to identify important considerations used when designing a facility. In the context of the question, “important considerations” can have multiple meaning and is ambiguous. The high volume of incorrect answers to Question 6 indicate the students may be unclear about the content. The test takers demonstrate a perception that the question is referring to cleaning and maintenance schedules. The instructor should briefly discuss that when designing a facility one must consider flexibility on a program level to create a smooth workflow. This would take into account all business related activities such as production areas, material repositories, cleaning and maintenance schedules. After the review, the instructor can use individual conversation with students to determine the new level of understanding. In doing this, the instructor demonstrates how assessment data can help develop meaningful lesson plans and improve comprehension. The purpose of Question 36 was to assess whether students understood why the relationship between a school district and the local industry is important. The number of students who answered incorrectly creates a question as to whether the instructional objectives are being met. The midterm results showed that half of all students were unable to make the connection between business and the program. The answer 10 of the 12 test takers gave dealt with whether a teacher would have sufficient knowledge of equipment a program would need to purchase. Based on the assessment results, the test takers do not understand the relationships or benefits to creating a program advisory committee. The midterm results also reported 8 of the same students answered a similar question, number 39, incorrectly. The community college may have develop the course to include material from another course as an introduction for the test takers. To ensure future test takers do not exhibit the same behavior an

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instructor may use the test data to suggest changes in the course for the next term. Some of the changes may include the following: spending additional time explaining the benefits of the arrangement, receiving practical advice, increasing program credibility, developing training, and creating student placement opportunities. This demonstrates an educator can use assessment data to redirect students to a correct educational concept. Validity 20 points The midterm assess and measures the amount of program management knowledge a student possess. However, the statistical data that corresponds to the assessment appears to be invalid. Using an analysis of the Midterm Exam Results data and Coded Midterm Exam several underlying factors soon became apparent. The following will detail one factor, which prevents the instrument from being a valid assessment tool. The two professors inconsistently administer the midterm exam to the test takers. Class #1 completes a version of the test in Blackboard while class #2 uses a paper copy. “ Class #1 took the exam in Blackboard during twenty minutes of class on the lab computers. Class #2 took it by paper copy and were given unlimited time”. Corey Macrander writes the difference in stress found in students who take computer verses paper based test do not have an effect on performance (Macrander C., 2016). Jan Noyes notes that using different response modes for assessments can lead to invalid results if the presentations are not similar (K., 2008). Max Woodbury did a test study that proved “Homogeneous lengthening of a test increases both validity and reliability (Woodbury, 1951). The different test lengths between class #1 and class #2 creates a variance in presentation, which may have affected the test takers performance.

Other factors that have an effect on the assessments validity include poorly constructed test items, improper arrangement of items, functioning content and teaching procedure. Test questions such as nos. 1, 5, and 28 are examples of poor test questions due to lack of, inappropriate, or ambiguity. The arrangement of test questions could affect a test taker’s self-efficacy related to the exam. The placement of questions 3, 4, 6, 7, and 8 so early in the examination could have brought down student moral. Additionally, the midterm appears to be assessing content that falls outside of the class’s scope. Based on the preceding I believe too many variables exist for the midterm data to be valid. Reliability 20 The midterm examinations reliability comes into question when one looks at how trustworthy, accurate, and consistent the test results are. The inconsistent administration and different course instructors make it different connect scores from both classes. However, one can see the students made an attempt to consider the information provided when answering the questions. Additionally, it appears the professors taught different content, which affects the test trustworthiness. Underlying and unmeasurable factors, such as poor test questions, make it difficult to score the assessment objectively. Utility Issues such as objectivity, test organization, and poorly constructed test items and directions cause the assessment to be impractical. Questions 4, 8, 17, 20, 23, and 24 are examples where the test provides multiple correct answers to the student. The organizational structure of the test is unbalanced and may cause students to spend an excessive of amount time answering the first half of questions. Overall, the midterm contains issues that prevent it from being an efficient assessment tool. The test taker and grader would find themselves spending excessive time attempting to understand each questions intent. Absence of Bias

The ambiguous nature, lack of purpose or clarity contained in some questions may cause the students to overthink what the correct answer is. The lack of definitive answers make it impossible for someone to score the assessment objectively.

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Works Cited Clark, I. (2012). Formative Assessment: Assessment Is for Self-Regulated Learning (Vol. 24). (E. P. Review, Ed.) New York: Springer. K., N. J. (2008). Computer- vs. paper-based tasks: Are they equivalent? (Vol. 51). Taylor & Friends. Retrieved from http://www.co.twosides.info/download/Computer_vs_paper- based_tasks_Are_they_equivalent.pdf Luna C., R. D. (n.d.). Strengths of Formative Assessments (Daily Time-pressured Quiz, Homework and Portfolio) on Students’ Summative Assessment Performance. Liceo Journal of Higher Education Research. Retrieved 02 22, 2018, from http://asianscientificjournals.com/new/publication/index.php/ljher/article/download/ 1013/1351 Macfarlane-Dick D., N. D. (2005). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education . Macrander C., M. R. (2016). The difference in performance between computer and paper administered tests in a. 8. Retrieved from https://pdfs.semanticscholar.org/c79f/21db0d5304477909a4ceabccda14a878d5d7.pdf Moore B., S. T. (2010). Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom , 42. New York, NY: Eye On Education. Woodbury, M. (1951, March). On the Standard Length of a Test. Pshychometrika, 16 (1), 103. Retrieved from https://deepblue.lib.umich.edu/bitstream/handle/2027.42/45687/11336_2006_Article_BF0231 3430.pdf?sequence=1

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