PPT-Assessment Quality Item difficulty

Item discrimination Item scoring Item Quality Difficulty i ndex for dichotomous 01 items Higher values of p indicate item easiness p80 80 of students answered an item correctly Lower values of p indicate item difficulty. 2 3 rimary activity you ould m st like to be able to do with ut a y d ifficulty identified at baseline assessment Primary goal Instructions Please circle the level of difficulty you have for each activity today Able to do without any difficulty Abl Virginia Department of Education. Office of School Improvement. 2013-2014. Agenda. What are the basic components of . an Assessed. Curriculum?. How do we measure the quality of the basic components of our . Item difficulty. Item discrimination. Item scoring. Item Quality. Difficulty . i. ndex for dichotomous (0/1) items. Higher values of p indicate item easiness. p=.80: 80% of students answered an item correctly. Learning progression. Item design. Outcomes/Scoring. Assessment quality. Outline. Overview of BEAR . Assessment System . A comprehensive, integrated system for assessing, interpreting, and monitoring student performance Tools for teachers to do the following:. Logical and Verbal . Reasoning . Tests. Kuan Xing. 1. and Kirk Becker. 2. 1 . University of Illinois – Chicago; . 2. Pearson VUE, Chicago IL. Acknowledgement: This pilot study was done during first author’s internship at Pearson VUE. The first author wants to thank Pearson VUE, and especially Dr. Kirk Becker for his great support and mentoring.. Learning progression. Item design. Outcomes/Scoring. Assessment quality. Outline. Overview of BEAR . Assessment System . A comprehensive, integrated system for assessing, interpreting, and monitoring student performance Tools for teachers to do the following:. Math Item TYPES. 4 building blocks. Learning Progression. Item Design. Outcomes/Scoring. Assessment Quality. Classification of item types: . Objective. Performance based. Item types (SBAC, 2012, pp. 27 – 32):. Test administration. Analysis of student responses. Reporting. test . administration and reporting. Assess maximum, not typical, performance of the student. Give students enough information about the assessment:. Item discrimination. Item scoring. Item Quality. Difficulty . i. ndex for dichotomous (0/1) items. Higher values of p indicate item easiness. p=.80: 80% of students answered an item correctly. Lower values of p indicate item difficulty. Cognitive complexity. Sample items. Math. Item Design. 4 building blocks. Learning Progression. Item Design. Outcomes/Scoring. Assessment Quality. BEAR Assessment System Step 2. A . match between what is taught and what is . ELA Item TYPES. 4 building blocks. Learning Progression. Item Design. Outcomes/Scoring. Assessment Quality. Classification of item types: . Objective. Performance based. Item types (SBAC, 2012, pp. 27 – 32):. Item design. Outcomes/Scoring. Assessment quality. Outline. Overview of BEAR . Assessment System . A comprehensive, integrated system for assessing, interpreting, and monitoring student performance Tools for teachers to do the following:. Using Formative Assessment to Improve Student Achievement Dan Hyson Data Management Coordinator Hiawatha Valley Education District (HVED), Winona, MN Agenda Review agenda What other questions were you hoping I would address? for Algorithm Analysis Topics. Mohammed . Farghally. Information Systems Department, . Assiut. University, Egypt. Kyu. Han . Koh. Department of Computer Science, CSU . Stanislaus. Jeremy V. Ernst. School of Education, Virginia Tech.