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IH EAE- Institut für Bildungsmanagement und Bildungsökonomie der Pädagogogische Hochschule Zug. The International Handbook of Evaluation and Assessment in Education (Springer) is now calling for chapter proposals. This international handbook is edited by Prof. Dr. Stephan Huber, the Head of the Institute for the Management and Economics of Education (IBB) at the University of Teacher Education Zug, Switzerland. The book will be published by Springer: Aims and Scope This handbook aims to bring together chapters by distinguished authors from around the world. Therefore, the handbook explores and discusses: - theories of evaluation and assessment, - functions, roles, aims and purposes of evaluation and assessment, - impact of evaluation and assessment, - methodology, design and methods of evaluation and assessment, - principles, standards and quality of evaluation and assessment, - issues of planning, coordinating, conducting, and reporting of evaluation and assessment General Information for Authors Chapter proposals should be submitted via Prof.

World of Fun | Resources. Rubric Design: Assessing Learning Outcomes. At Champlain College, hands-on learning is highly valued, and more often than not, instructors assign performance-based tasks, rather than exams, to advance and assess student learning. Performance-based assignments call for performance-based or "authentic" assessments; rubrics, which evaluate the series of tasks or criteria that are needed to produce a quality finished product, are the appropriate tools for evaluating these work products. Rubrics, if used well, can be powerful tools for teaching and assessment. A well written rubric does more than make a teacher's expectations clear to the student; it defines quality and proficiency.

This is helpful not only to the student for the purposes of project planning and self-evaluation; it helps an instructor provide intelligible feedback. Furthermore, by providing clear definitions of proficiency for all the necessary criteria, a rubric constitutes a reliable tool when multiple assessors are rating student work. 1. Examples Rate your Rubric. To  Assessment Alley. Gmail - Free Storage and Email from Google. Basic Concepts in Item and Test Analysis. Basic Concepts in Item and Test Analysis Susan Matlock-Hetzel Texas A&M University, January 1997 Abstract When norm-referenced tests are developed for instructional purposes, to assess the effects of educational programs, or for educational research purposes, it can be very important to conduct item and test analyses. Paper presented at the annual meeting of the Southwest Educational Research Association, Austin, January, 1997.

Making fair and systematic evaluations of others' performance can be a challenging task. Test analysis examines how the test items perform as a set. However, some best practices in item and test analysis are too infrequently used in actual practice. Item Difficulty Item difficulty is simply the percentage of students taking the test who answered the item correctly. A p value is basically a behavioral measure. Who was Boliver Scagnasty? One cannot determine which item is more difficult simply by reading the questions. Table 1 Note. * denotes correct response Table 2. Formative assessment - Prezentări Google.

Learning English | Cambridge English | Learning English. Revised Cambridge English: Young Learners tests – an overview. Linksammlung für ENGLISCH. Teachers’ Responses to Feedback from Evaluators: What Feedback Characteristics Matter? Basic Concepts in Item and Test Analysis. Statistical analyses for test fairness. In earlier writings (Kunnan 2000, 2004), I presented an ethics-inspired rationale for my Test Fairness Framework (TFF) with a set of principles and sub-principles. The principles use a mixed deontological system which combines both the utilitarian and deontological systems. Frankena suggests reconciling the two types of theories by accepting the notion of rules and principles from the deontological system but without its rigidity and by using the consequential or teleological aspect of utilitarianism but without the idea of measurement of goodness, alleviation of pain, or to bring about the greatest balance of good over evil.

Thus, two general principles of justice and beneficence and sub-principles are articulated as follows: Principle 1: The Principle of Justice: A test ought to be fair to all test takers, that is, there is a presumption of treating every person with equal respect. The TFF views fairness in terms of the whole system of a testing practice not just the test itself. 1. Linksammlung für ENGLISCH. Berufsbildende Schulen :: Download. RIS - Gesamte Rechtsvorschrift für Bildungsstandards im Schulwesen - Bundesrecht konsolidiert, Fassung vom 13.09.2016.

Anlage Bildungsstandards und Kompetenzmodelle Bildungsstandards legen konkrete Lernergebnisse fest. Diese Lernergebnisse basieren auf grundlegenden Kompetenzen, über die die Schülerinnen und Schüler am Ende einer bestimmten Schulstufe verfügen sollen. Die Kompetenzen beziehen sich auf ein aus dem jeweiligen Lehrplan abgeleitetes fachbezogenes bzw. fächerübergreifendes Kompetenzmodell und decken die gesamte inhaltliche Breite des jeweiligen Unterrichtsgegenstandes bzw. der in fachlichem Zusammenhang stehenden Unterrichtsgegenstände ab. Kompetenzmodelle strukturieren die Bildungsstandards innerhalb eines Unterrichtsgegenstandes. Von den möglichen Gliederungsebenen werden in den folgenden Bestimmungen zwei angesprochen: 1. 4. 1. Deutsch, Lesen, Schreiben Kompetenzbereich: Hören, Sprechen und miteinander Reden Verständlich erzählen und anderen verstehend zuhören Kompetenzen: Die Schülerinnen und Schüler können Informationen einholen und sie an andere weitergeben Deutlich und ausdrucksvoll sprechen.

RIS - Gesamte Rechtsvorschrift für Prüfungsordnung BMHS und Bildungsanstalten - Bundesrecht konsolidiert, Fassung vom 13.09.2016. Langtitel Verordnung der Bundesministerin für Bildung und Frauen über die abschließenden Prüfungen in den berufsbildenden mittleren und höheren Schulen sowie in den höheren Anstalten der Lehrerbildung und der Erzieherbildung (Prüfungsordnung BMHS und Bildungsanstalten)StF: BGBl.

II Nr. 177/2012 Präambel/Promulgationsklausel Auf Grund der §§ 34 bis 41 des Schulunterrichtsgesetzes, BGBl. Nr. 472/1986, zuletzt geändert durch das Bundesgesetz BGBl. I Nr. 36/2012, wird verordnet: Beachte für folgende Bestimmung zum Bezugszeitraum vgl. § 95 Abs. 2 Text 1. Allgemeine Bestimmungen Geltungsbereich § 1. (1) Diese Verordnung gilt für (2) Diese Verordnung gilt nicht für Kollegs und die als Sonderform für Berufstätige geführten Schulen, Aufbaulehrgänge, Kollegs und Lehrgänge. Formen und Umfang der abschließenden Prüfung § 2. (1) Die abschließende Prüfung erfolgt (2) Die abschließende Prüfung besteht nach Maßgabe des 4.

. (3) Die Vorprüfung besteht aus praktischen Teilprüfungen. (4) Die Hauptprüfung besteht aus 2. RIS - Gesamte Rechtsvorschrift für Prüfungsordnung AHS - Bundesrecht konsolidiert, Fassung vom 13.09.2016. Themenfestlegung, Inhalt und Umfang der vorwissenschaftlichen Arbeit § 8. (1) Die Themenfestlegung hat im Einvernehmen zwischen der Betreuerin oder dem Betreuer der vorwissenschaftlichen Arbeit und der Prüfungskandidatin oder dem Prüfungskandidaten im ersten Semester der vorletzten Schulstufe zu erfolgen. Eine Lehrerin oder ein Lehrer hat grundsätzlich bis zu drei, höchstens jedoch fünf vorwissenschaftliche Arbeiten pro Reifeprüfungsjahrgang und nur solche vorwissenschaftliche Arbeiten zu betreuen, hinsichtlich derer sie oder er über die erforderliche berufliche oder außerberufliche (informelle) Sach- und Fachkompetenz verfügt. Bei der Themenfestlegung ist zu beachten, dass neben umfangreichen Fachkenntnissen auch vorwissenschaftliche Arbeitsweisen unter Beweis gestellt werden sollen.

Writing performances (BHS) – Universität Innsbruck. Index.html.en - index.html.en This part of the website is currently only available in German. Weitere Updates für diese Webseite sind in Planung. Sie finden auf dieser Webseite die Performanzen von SchülerInnen zu unterschiedlichen Aufgabenformaten der standardisierten Reife- und Diplomprüfung aus diversen Schultypen der Berufsbildenden Höheren Schulen (BHS). Diese Performanzen wurden aus einer Sammlung von Feldtestungsperformanzen für illustrative Zwecke für das Training von Lehrpersonen ausgewählt. Die Benchmarks und verbalen Beschreibungen entstanden im Rahmen eines Benchmarking Seminars, finanziert durch das BMBF und durchgeführt durch die Universität Innsbruck. Die vorliegenden Schreibperformanzen samt Bewertung sollen der breiten Öffentlichkeit, vor allem den österreichischen Lehrpersonen aber auch anderen Interessierten, zur Information zur Verfügung gestellt werden.

Hier finden Sie die Unterlagen zur Beurteilung. Hier finden Sie die Schreibaufgabe. Task Achievement (TA) - L051RE. Testing Listening Comprehension: The Listening Comprehension Construct | Lidget Green - Validity For Life-Changing Decisions. Testing Listening Comprehension (1 of 4 in a series) The Listening Comprehension Construct Testing listening comprehension is a complex undertaking. One good source of information is my book, Assessing Listening, by Gary Buck, published by Cambridge University Press. I have compiled some basic information on Testing Listening Comprehension into a series: The Listening Comprehension ConstructTexts for Testing Listening ComprehensionWriting Listening Comprehension ItemsPlaying the Recording Once or Twice The Nature of Spoken Language When making language tests, the first place to start is the language.

The information is conveyed through sound, which requires a knowledge of the phonetics of the languageThere is considerable phonological modification (assimilation, elision, vowel reduction, etc.), which requires a knowledge of the phonology of the languageIt must be processed in real time, not controlled by the listener, which means processing must be fast and efficient The Functions of Speech. Course handbook for promoting sustainable dxcellence in English language testing and assessment - University of Bedfordshire Repository. Formative E-Assessment in Plenary Lectures - Nr 01 - 2012 - Nordic Journal of Digital Literacy - Idunn - tidsskrifter på nett. Introduction This article focuses on the question of whether, and eventually how, audience response systems (ARS) and feedback clickers (TurningPoint®) can be used to overcome some of the challenges experienced by lecturers in large plenary lectures at universities. New international as well as national policies demand that student curricula in Norway must be more specifically formulated around learning outcomes as well as the use of information and communication technology (ICT) as a tool in teaching and student learning processes.

However, a recent report by the Ministry of Education and Research concludes that we have access to a great deal of information about intended learning outcomes in the Quality Framework of Higher Education (Ministry of Knowledge (MOK), 2010), but that we have limited knowledge about teaching quality and teaching methods in higher education. Equally importantly, we know very little about students’ subjective and objective learning outcomes.

Background Side: 38. Assessment for learning - Research summaries. The effective promotion of assessment for learning requires teachers to recognise that feedback is a two-way process. Teachers not only need to find ways to give more effective feedback to learners, they must also find ways of receiving better feedback from learners. This points to a number of practical areas for development. Quality of classroom dialogue Receiving better feedback from learners about what they have understood or can do, and the strategies they are using, is an essential part of good teaching. Getting inside a learner’s head to clarify what learning has taken place, to identify what learning difficulties are being experienced and to introduce future tasks, is one of the biggest challenges for classroom teachers.

The way that they ask questions;the way that they respond to pupils;classroom routines; andthe nature of the tasks and activities that learners undertake. Teachers often find that quite small changes can make a significant difference. Timely, focused feedback. B6: Leistungsfeststellung und Leistungsbeurteilung | BIFIE. Ferdinand Eder, Georg Hans Neuweg und Josef Thonhauser Die „Leistungsbeurteilungsverordnung“ (LBVO)[1] unterscheidet zwischen Leistungsfeststellung als einem Vorgang des Messens und Leistungsbeurteilung als einem Vorgang des Bewertens der gemessenen Leistungen. Zugleich scheint Leistungsbeurteilung in der Verordnung auch als Oberbegriff für den gesamten Prozess des Prüfens und Beurteilens in der Schule verwendet zu werden. Dieser Sprachgebrauch wird für den vorliegenden Text übernommen.[2] 1 Die pädagogische und bildungspolitische Relevanz des Themas Leistungen werden im Schulsystem in vielfältigen Formen und mit vielfältigen Intentionen und Funktionen gemessen.

Tab. 1: Übersicht über Formen und Funktionen der Leistungsfeststellung Die pädagogischen Funktionen beziehen sich auf die Steuerung des Lehr-Lern-Geschehens. Die personbezogenen Funktionen der Leistungsbeurteilung betreffen zunächst die Beeinflussung der Einstellung zur Schule. 2.1 Rechtliche Grundlagen und ihre Umsetzung 14) Vgl. Startseite. Answer the Question Frames. Sample Exit Tickets. Classroom Assessment & Feedback. Listen: Comprehension progression. Understand discourse on a range of topics beyond everyday contexts and immediate experiences listen for the gist or for specific information in a wide range of oral texts use comprehension strategies selectively and flexibly use a range of strategies when comprehension breaks down in different listening situations. Listeners get the gist of a wide range of complex connected discourse in a variety of situations.

Topics may include those associated with personal, community, work and education settings. Listeners use comprehension strategies selectively and flexibly, with an awareness of what to do and how to do it when comprehension breaks down. Areas of study can include: listening to short plays, stories or poems to identify underlying themes or implied meanings listening and contributing appropriately to small-group discussions on some unfamiliar topics. Building on prior knowledge Listening and discussing Listening critically Recognising the impact of words Retelling, summarising. Self-Directed Learning: Learning Contracts. Learning contracts are argued to be the most important tool for successful and positive independent study experiences for both students and advising faculty members. Learning contracts should be constructed by the student and reviewed by the advising faculty member for constructive feedback and suggestions for modification.

A final version of the learning contract should be signed by both student and advising faculty member. The contract then serves as an outline for the independent study units and a tool to aid evaluation. Modification of the learning contract may become necessary as the learning experience progresses. Modified contracts should be approved and signed by both student and advising faculty member. Responsibilities for the learning contract Student Advising faculty member Below is a sample learning contract, adapted from M.S. Sample learning contract Learner: ________________________ Learning Experience: ______________________________ Completed learning contract Benefits:

Learning Contracts. Looking for Strategies and Activities? Click Here! What is a learning contract? A learning contract is an agreement established between a student and the teacher; it sometimes involves the student’s parents. The contract specifies concrete learning and/or behavioural objectives for the student that all parties agree need to be achieved. The contract also specifies: the goals of the contract the obligations of each party to the contract the time frame within which the terms of the learning contract are to be fulfilled the basis on which it will be determined that the conditions of the contract were met Why create a learning contract?

There may be many reasons that teachers set up learning contracts with their students, but the end goal always involves an improvement in some aspect of a student’s performance at school. Back to top What are the benefits of a learning contract? What process is included in the creation of a learning contract? Learning Contracts. Edutopia. PRO-ED Inc. The 6 Types Of Assessments (And How They're Changing) British Council - Word Family Framework. Canadian Language Benchmarks. WebABLLS Online Assessment for Children with Autism | Partington Behavior Analysts. The Analysis of Verbal Behavior. Assessment of basic language and learning skills. Common European Framework of Reference for Languages. Qu_Mod6.pdf. Doc0a15.pdf. Ropean Association for Language Testing and Assessment. About WebCEF | WebCEF. English | WebCEF. Www.pasadena.edu/resources/online/online_124.pdf. First Moodle rubrics for pronunciation practice | EnglishSafari.

Plugins directory: Online Audio Recording. Advanced grading methods. Advanced grading methods. Examples: tasks: high school: foreign languages (spanish level 3 - debate oral evaluation rubric) ORAL PRONUNCIATION TEST rubric - F6W345: RCampus. Pronunciation Assessment rubric - P98X99: RCampus. Www.ielts.org/PDF/vol12_report1.pdf. Cowgill.ling.yale.edu/sra/phonology.htm. Www.fikkert.com/fikkert_glot.pdf. Second-language phonology. Phonological development. Table 4 - Phonetic Development. Ati.pearson.com/downloads/Helping-Students-Understand-Assessments-by-Jan-Chappuis.pdf.

Steve Chappuis - Assessment Training Institute. Www.ets.org/Media/Research/pdf/CEF_Mapping_Study_Interim_Report.pdf. Time needed to reach language level - Google Search. Casls.uoregon.edu/pdfs/tenquestions/TBQHoursToReachIH.pdf. How Long Does it Take to Become Proficient? - Language Testing International. WELCOME TO THE WEBSITE FOR THE EUROPEAN LANGUAGE PORTFOLIO. Www.coe.int/t/dg4/education/elp/elp-reg/cefr_scale_EN.asp? Rubrics.

Testing

B1 level English language practice tests. Multiple Measures:The Quest for Quality. Www.islpr.org/PDF/ISLPRoverview.pdf. Scale Levels. Guttman scale. ILR. Criterion-referenced Language Testing. Criterion- and Standards- Referenced Tests. Criterion-referenced test. Criterion-referenced assessment.