This link has been bookmarked by 16 people . It was first bookmarked on 19 Oct 2007, by Jeremy Price.
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05 Oct 14
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Test formats (e.g., multiple choice, essay, short answer) and administration circumstances (e.g., timed/untimed, individual/group administration, in-class/take home) all impact student performance differently, depending on the individual test-taker's affective makeup.
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22 Mar 14
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When we consider individual differences in recognition, strategic, and affective networks, we realize that a common test format and administration method will always favor some students and hurt others, for a variety of complex reasons. Traditional assessments tend to measure things that teachers aren't trying to measure (visual acuity, decoding ability, typing or writing ability, motivation), thus confounding the results and leading us to make inaccurate inferences about students' learning. As a consequence, we risk making off-base instructional decisions�deciding, for example, to re-teach certain content rather than move on to a new challenge or to change our instructional methods when our test design, not our teaching, is contributing to poor scores.
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13 Jun 11
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The simple truth is, the natural variety of recognition strengths and weaknesses within a typical classroom prevents any single presentational medium from yielding an unbiased, accurate assessment for the entire class.
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04 Apr 11
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"fairness"
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Traditional assessments tend to measure things that teachers aren't trying to measure
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03 Apr 11
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Test
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Russell and Haney (1997, 2000) investigated the effects of different modes of expression (handwriting versus keyboarding) on standardized test scores of regular education students. They found that scores supposedly based on content alone were strongly influenced by the expressive medium. For example, students with experience using computers got much higher scores if they keyboarded rather than handwrote their responses. This research backs up the common-sense conclusions of our classroom examples. Because individual differences in the skills governed by strategic networks can influence performance in ways that are often unrelated to the skills and knowledge teachers are trying to assess, a single, standard mode of expression definitely is not fair to all students. Rather, it often obscures the true significance of assessment outcomes
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Test formats (e.g., multiple choice, essay, short answer) and administration circumstances (e.g., timed/untimed, individual/group administration, in-class/take home) all impact student performance differently, depending on the individual test-taker's affective makeup. Inevitably, a single test, given in a single way, will affect some students positively and some students negatively.
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02 Apr 11
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standardized administration is indeed appropriate, particularly if the format and circumstance of the test exactly match the requirements of a future task.
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content recognition
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In fact, Paula's great interest in and facility with decoding words could actually be a disadvantage on this test, distracting her from focusing on the real task of demonstrating what she has learned about science.
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Sophia's visual deficits would impede her fluent recognition of the printed words. Her desktop magnifier could make the words more recognizable, but the time required to magnify the page could turn the 15-minute time limit into an insurmountable barrier.
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the natural variety of recognition strengths and weaknesses within a typical classroom prevents any single presentational medium from yielding an unbiased, accurate assessment for the entire class.
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strategic expression
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many learners are affected by more subtle issues with modes of knowledge expression. Research is beginning to show how significantly the way students are asked to express what they know affects their performance�and these findings hold true even for students without documented learning difficulties.
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gher scores if they keyboarded rather than handwrote their responses. This research backs up the common-sense conclusions of our classroom examples. Because individual differences in the skills governed by strategic networks can influence performance in ways that are often unrelated to the skills and knowledge teachers are trying to assess, a single, standard mode of expression definitely is not fair to all students. Rather, it often obscures the true significance of assessment outcomes.
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engagement
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But making tests all-important is not necessarily the best way to motivate and engage every student
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the same amount of external pressure, whether positive or negative, affects learners unequally. We each have our own baselines of anxiety and comfort and find different kinds of tests easy or difficult (Goleman, 1995).
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Inevitably, a single test, given in a single way, will affect some students positively and some students negatively.
-
When we consider individual differences in recognition, strategic, and affective networks, we realize that a common test format and administration method will always favor some students and hurt others, for a variety of complex reasons. Traditional assessments tend to measure things that teachers aren't trying to measure (visual acuity, decoding ability, typing or writing ability, motivation), thus confounding the results and leading us to make inaccurate inferences about students' learning. As a consequence, we risk making off-base instructional decisions�deciding, for example, to re-teach certain content rather than move on to a new challenge or to change our instructional methods when our test design, not our teaching, is contributing to poor scores.
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18 Mar 11
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The simple truth is, the natural variety of recognition strengths and weaknesses within a typical classroom prevents any single presentational medium from yielding an unbiased, accurate assessment for the entire class.
-
Test formats (e.g., multiple choice, essay, short answer) and administration circumstances (e.g., timed/untimed, individual/group administration, in-class/take home) all impact student performance differently, depending on the individual test-taker's affective makeup. Inevitably, a single test, given in a single way, will affect some students positively and some students negatively.
-
Traditional assessments tend to measure things that teachers aren't trying to measure (visual acuity, decoding ability, typing or writing ability, motivation), thus confounding the results and leading us to make inaccurate inferences about students' learning. As a consequence, we risk making off-base instructional decisions�deciding, for example, to re-teach certain content rather than move on to a new challenge or to change our instructional methods when our test design, not our teaching, is contributing to poor scores.
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07 Oct 10
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individual difference
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When we consider individual differences in recognition, strategic, and affective networks, we realize that a common test format and administration method will always favor some students and hurt others, for a variety of complex reasons.
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03 May 09
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fairness" to mean that assessments are uniform in format and administered in a standardized fashion
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decoding words could actually be a disadvantage on this tes
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5-minute time limit into an insurmountable barrier.
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could not effectively manipulate a pencil.
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test lacks the inherent structure and support Charlie needs to systematically navigate
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significant extrinsic motivators
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anxiety�"choking"
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a single test, given in a single way, will affect some students positively and some students negatively.
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04 Mar 09
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Most current assessments are not designed to accommodate individual differences. Generally, educators have interpreted "fairness" to mean that assessments are uniform in format and administered in a standardized fashion�the same test is given in exactly the same way and under the same conditions for each learner.
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Research is beginning to show how significantly the way students are asked to express what they know affects their performance�and these findings hold true even for students without documented learning difficulties.
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22 Feb 09
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educators have interpreted "fairness" to mean that assessments are uniform in format and administered in a standardized fashion�the same test is given in exactly the same way and under the same conditions for each learner.
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The method of assessment confounds science knowledge with facility with various aspects of the test itself, making it impossible to disaggregate the causes of success or failure. Individual differences interact with the test format and administration method in ways that can significantly skew the accuracy of the results.
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students with experience using computers got much higher scores if they keyboarded rather than handwrote their responses.
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19 Oct 07
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