BK101
Knowledge Base
Testing - Examinations - Assessments
Tests can sometimes be ineffective, and some tests can be dangerously flawed. Verifying a persons memory ability is not the same as verifying that a person understands what they have learned. We don't want a child's life to be ruined just because they did not pass a particular test. And we certainly don't want a child to be mislead either just because they did pass a test. Testing should only be a guide. Testing should not be a form of judgment, or a measure of worth, or be used to manipulate or mislead someone, in the same way that praise sometimes does. Ineffective testing can sometimes create high functioning idiots who are unaware of their own ignorance. This is why testing is much more than just a test. Testing should confirm the understanding of knowledge or confirm the lack of knowledge. Will this be on the Test?
Guide is to accompany somebody somewhere to show them the way or determine the direction of traveling. Someone who shows the way by leading or advising. Something that offers basic information or instruction. A model, standard or outline to follow, adapt or make comparisons. Someone who can find paths through unexplored territory. A structure or marking that serves to direct the motion or positioning of something.
Passing is to go successfully through a test or a selection process. Success in satisfying a test or requirement. Accept or judge as acceptable. Pass into a specified state or condition. Grant authorization or clearance for. Be superior or better than some standard. Rewards - Winning.
Passed with Flying Colors is an idiom that means to excel and to be extremely successful in achieving something that was difficult.
With Flying Colours is a nautical phrase with the colors of a ship being its flags. A ship that enters a harbor with its flags fully unfurled means that the ship has passed with flying colors and was victorious or successful on its journey. A vanquished ship or one that has been unsuccessful would strike its colors, or take down its flags. The term flying colors has been in use since the early 1700s to mean achieving some sort of triumph.
Students performed significantly better on tests they chose to take than on tests they were forced to take.
Passing a test usually means only one thing, that you passed a particular test. So what does that mean? What does the test really confirm? What are the benefits from that test? What did you learn that was valuable from that test?
Students become intelligent not because they went to school or went to college, it's because students did lot of work on their own and educated themselves and did a lot of studying. Good grades come from students studying and learning on their own. But good grades are not measurements of intelligence. Good grades tell you that a student has the abilities to be intelligent. But they have to study and do a lot of learning on their own.
I passed a lot of tests in the schools that I attended, and I still walked away knowing very little about myself and the world around me. If the questions on the test don't matter, then getting a right or wrong answer does not matter. So just getting the answers right does not say that the knowledge is important, or does it guarantee that you will fully understand the knowledge and information enough in order to use it effectively and efficiently. Every school on the planet needs to teach this as a fact, if they don't, then every student walks away with a false sense of security, which could have some devastating consequences that we can clearly see all around the world today in the form of wars, thousands of crimes being committed, millions of people with diseases, hundreds of social problems, and nonstop corruption, just to name a few.
Life is a form of learning, adapting and surviving. Surviving is to live through hardship or adversity. To support oneself. Stay in Existence. Life will test you but life is not a test. If you don't learn how to pass the tests of life, then mistakes and failures will follow. So who failed? Me or the teacher?
Now the test has begun...Measurable Impacts on Learning.
"Instead of failing because you got half the answers wrong, you should instead be saying, I got half the answers correct, that means I'm halfway there."
If people only learn things just to pass a test, then they have already failed the test. You should learn things because they are valuable, knowledge that you will use in your life. If learning is only to pass a test, then most people will stop learning because they believe there is no benefit, like a test grade. Being good just for the reward.
You study to pass a test or do you study to learn? Testing should have a reason. It should accurately measure a persons understanding of a subject, so they can understand the knowledge well enough in order to apply it to a particular real life action. When you take a driving test you are proving that you know how to drive safely and effectively. When you take a math test, you are proving that you know how to use math effectively to solve real world problems and make accurate predictions. If learning to pass a test does not give you knowledge that you will use to benefit yourself and to benefit others, then what's the incentive? What's the purpose? Why would I study? Testing should be goal-directed.
There is way too much confusion about testing and its true purpose. If the Test itself is flawed, then what's the value in passing the test? Flawed Standards.
People should never feel threatened by tests or feel that their intelligence is being judged. Testing should only be a tool for learning and measuring. Testing should never be used as a weapon for judging or controlling or manipulating people or discriminating against people. Testing should only be a tool to encourage development, and not be used to discourage development. Testing should only be a tool to measure progress, and not be used to impede progress. Testing should not just measure memory performance of a dictation, but measure understanding.
Testing Types
Examination is the act of examining something very closely for defects or qualities. Examination can also be a set of questions or exercises that is used for evaluating skill or knowledge, or the act of giving students or candidates a test using questions to determine what they may know or what they may have learned. Examination can also be a detailed inspection or assessment of your conscience.
Test is a procedure for measuring and examining someone's level of knowledge using a set of questions or exercises that helps to evaluate a certain skill level and knowledge level that a person may have about a particular subject or group of subjects. Testing may include measuring memory, intelligence, aptitude or personality, etc.. Testing can also be used to determine a products quality by using controlled experiments. Testing can also be used to examine someone for the presence of a disease or an infection. Testing can also be used in determining the presence of a substance or the properties in a substance.
Performance - Ratings - Assessment Errors (observation flaws)
Tested is something or someone tested and proved useful or correct. Tested and proved to be reliable, tried and true, well-tried. Put to the test, as for its quality, or give experimental use to Examine someone's knowledge of something. Determine the presence or properties of (a substance). Product Testing.
Acid Test is a conclusive test of the success or value of something.
Test Assessment is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered verbally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Tests vary in style, rigor and requirements.
Test Preparation is an educational course, tutoring service, educational material, or a learning tool designed to increase students' performance on standardized tests. Revision.
Test Method is a definitive procedure that produces a test result. A test can be considered a technical operation or procedure that consists of determination of one or more characteristics of a given product, process or service according to a specified procedure. Often a test is part of an experiment. The test result can be qualitative (yes/no), categorical, or quantitative (a measured value). It can be a personal observation or the output of a precision measuring instrument. Usually the test result is the dependent variable, the measured response based on the particular conditions of the test or the level of the independent variable. Some tests, however, may involve changing the independent variable to determine the level at which a certain response occurs: in this case, the test result is the independent variable.
Evaluate is to estimate or determine the nature, value, quality, ability, extent, or significance of someone or something.
Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards or using accurate information and up to date knowledge. It can assist an organization, program, project or any other intervention or initiative to assess any aim, realisable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.
Reevaluate is to evaluate again or evaluate differently, especially with regard to changes or new information.
Follow-Up is to reexamine someone again in order to confirm that previous treatments are having the desired effect. To observe or monitor someone again in order to determine their current status and to determine any changes.
Measurement (math) - Diagnosis (examinations) - Types of Tests (wiki)
Appraisal is an expert estimation of the quality, quantity, value and other characteristics of someone or something.
Assessment is the classification of someone or something with respect to its worth.
Reassess is to revise or renew one's assessment. Reassessment is a new appraisal or evaluation.
Educational Assessment is the process of documenting knowledge, skills, attitudes, and beliefs. The systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), a course, an academic program, the institution, or the educational system as a whole (also known as granularity). As a continuous process, assessment establishes measurable and clear student learning outcomes for learning, provisioning a sufficient amount of learning opportunities to achieve these outcomes, implementing a systematic way of gathering, analyzing and interpreting evidence to determine how well student learning matches expectations, and using the collected information to inform improvement in student learning. The final purpose of assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge, and the process of learning.
Matriculation Examination is a university entrance examination, which is typically held towards the end of secondary school. After passing the examination, a student receives a school leaving certificate recognizing academic qualifications from second-level education. Depending on scores or grades achieved, a student may then matriculate to university to take up further studies.
Comprehensive Examination is a specific type of examination that must be completed by graduate students in some disciplines and courses of study, and also by undergraduate students in some institutions and departments. Unlike final examinations, comprehensive examinations are not linked to any particular course, but rather test knowledge across one or more general fields of study. Comprehensive examination is also known as "comps". Graduate-level comprehensive examinations are sometimes also known as preliminary examinations ("prelims"), general examinations ("generals"), qualifying examinations ("quals"), or as major field examinations.
Final Examination or simply final, is a test given to students at the end of a course of study or training. Although the term can be used in the context of physical training, it most often occurs in the academic world. Most high schools, colleges, and universities run final exams at the end of a particular academic term, typically a quarter or semester, or more traditionally at the end of a complete degree course. Dissertation - Thesis.
Oral Exam is a practice in many schools and disciplines in which an examiner poses questions to the student in spoken form. The student has to answer the question in such a way as to demonstrate sufficient knowledge of the subject to pass the exam. The oral exam also helps reduce (although it does not eliminate) the risk of granting a degree to a candidate who has had the thesis or dissertation ghostwritten by an expert.
SAT originally called the Scholastic Aptitude Test, it was later called the Scholastic Assessment Test, then the SAT I: Reasoning Test, then the SAT Reasoning Test, and now, simply the SAT. The test is intended to assess students' readiness for college or an institution. This is not an IQ Test or a Test of Cognition. Entry Testing.
Concept Inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes. Unlike a typical, teacher-authored multiple-choice test, questions and response choices on concept inventories are the subject of extensive research. The aims of the research include ascertaining (a) the range of what individuals think a particular question is asking and (b) the most common responses to the questions. Concept inventories are evaluated to ensure test reliability and validity. In its final form, each question includes one correct answer and several distractors. Ideally, a score on a criterion-referenced test reflects the amount of content knowledge a student has mastered. Criterion-referenced tests differ from norm-referenced tests in that (in theory) the former is not used to compare an individual's score to the scores of the group. Ordinarily, the purpose of a criterion-referenced test is to ascertain whether a student mastered a predetermined amount of content knowledge; upon obtaining a test score that is at or above a cutoff score, the student can move on to study a body of content knowledge that follows next in a learning sequence. In general, item difficulty values ranging between 30% and 70% are best able to provide information about student understanding. The distractors are incorrect or irrelevant answers that are usually (but not always) based on students' commonly held misconceptions. Test developers often research student misconceptions by examining students' responses to open-ended essay questions and conducting "think-aloud" interviews with students. The distractors chosen by students help researchers understand student thinking and give instructors insights into students' prior knowledge (and, sometimes, firmly held beliefs). This foundation in research underlies instrument construction and design, and plays a role in helping educators obtain clues about students' ideas, scientific misconceptions, and didaskalogenic ("teacher-induced" or "teaching-induced") confusions and conceptual lacunae that interfere with learning.
Score is the evaluation of performance by assigning a grade or a score. Assign a grade or a rank to someone's work, according to one's evaluation. Scoring also means to gain points in a game, sport or contest. Music Score.
Grade is a number or letter indicating the perceived quality of a student's performance. To assign a rank or rating to someone. Grade as an Angle.
Authentic Assessment is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful" as contrasted to multiple choice standardized tests. Authentic assessment can be devised by the teacher, or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.” Authentic assessment tends to focus on contextualised tasks, enabling students to demonstrate their competency in a more 'authentic' setting. Examples of authentic assessment categories include: Performance of the skills, or demonstrating use of a particular knowledge. Simulations and role plays, studio portfolios, strategically selecting items.
Educational Measurement refers to the use of educational assessments and the analysis of data such as scores obtained from educational assessments to infer the abilities and proficiencies of students. The approaches overlap with those in psychometrics. Educational measurement is the assigning of numerals to traits such as achievement, interest, attitudes, aptitudes, intelligence and performance.
Level of Measurement is a classification that describes the nature of information within the numbers assigned to variables. Psychologist Stanley Smith Stevens developed the best known classification with four levels, or scales, of measurement: nominal, ordinal, interval, and ratio. This framework of distinguishing levels of measurement originated in psychology and is widely criticized by scholars in other disciplines.
Statistics (math)
Multiple Choice is not a good testing method. Multiple Choice is a form of an objective assessment in which respondents are asked to select the only correct answer out of the choices from a list. The multiple choice format is most frequently used in educational testing, in market research, and in elections, when a person chooses between multiple candidates, parties, or policies.
Process of Elimination is a method to identify an entity of interest among several ones by excluding all other entities. In educational testing, the process of elimination is process of deleting options whereby the possibility of option being correct is close to zero or significantly lower compared to other options. The process does not guarantee success, even if only 1 option remains. Filtering.
Open Book Exam is a test that allows you to bring the text or material you have been studying. Open book exams allow you to take notes, texts or resource materials into an exam situation. They test your ability to find and apply information and knowledge, so are often used in subjects requiring direct reference to written materials, like law statutes, statistics or acts of parliament. An open book exam you are evaluated on understanding rather than recall and memorization.
Risk Assessment is the determination of quantitative or qualitative value of Risk related to a concrete situation and a recognized threat.
Vulnerability Assessment is he process of identifying, quantifying, and prioritizing (or ranking) the vulnerabilities in a system, i.e., IT, water purification, transportation.
Psychometrics refers to the field in psychology and education that is devoted to testing, measurement, assessment, and related activities. One part of the field is concerned with the objective measurement of skills and knowledge, abilities, attitudes, personality traits, and educational achievement.
Psychiatric Assessment is a process of gathering information about a person within a psychiatric or mental health service with the purpose of making a diagnosis. Mental Health Assessments.
Psychological Assessment is an examination into a person's mental health by a mental health professional such as a psychologist.
Psychological Testing is an instrument designed to measure unobserved constructs, also known as latent variables. Psychological tests are typically, but not necessarily, a series of tasks or problems that the respondent has to solve. Psychological tests can strongly resemble questionnaires, which are also designed to measure unobserved constructs, but differ in that psychological tests ask for a respondent's maximum performance whereas a questionnaire asks for the respondent's typical performance. A useful psychological test must be both valid (i.e., there is evidence to support the specified interpretation of the test results) and reliable (i.e., internally consistent or give consistent results over time, across raters, etc.).
Psychological Assessment, crazy people testing normal people, how ironic.
Library Assessment is a process undertaken by libraries to learn about the needs of users (and non-users).
Political Assessment is an assessment of officeholders for political reasons.
Survey Data Collection are marketing assessments.
Tax Assessment is the value calculated as the basis for determining the amounts to be paid or assessed for tax or insurance purposes.
Writing Assessment is an area of study within composition studies that looks at the practices, technologies, and process of using writing to assess performance and potential.
Our whole life depends on measuring things accurately, but if you are not measuring the measurer, then you don't have true calibrated equipment, especially when the most important equipment that's being used to measure is the human brain. We know that we can introspect, but when you're only using the one brain that you have, then that brain needs to understand what it's looking at and measuring. If not, then all you have is subjective viewing. Collaborative research is the best way to improve our measurements, and thus understand our shared reality more accurately.
Acceptance Testing is a test conducted to determine if the requirements of a specification or contract are met. It may involve chemical tests, physical tests, or performance tests.
Accreditation (degrees) - Assessment Errors (observation flaws)
Experiments (science) - Testing
Notability in academics guideline, sometimes referred to as the professor test, is meant to reflect consensus about the notability of academics as measured by their academic achievements. For the purposes of this guideline, an academic is someone engaged in scholarly research or higher education, and academic notability refers to being known for such engagement.
Final Exam is a test given to students at the end of a course of study or training.
Term Paper is a research paper written by students over an academic term, accounting for a large part of a grade. Term papers are generally intended to describe an event, a concept, or argue a point. A term paper is a written original work discussing a topic in detail, usually several typed pages in length and is often due at the end of a semester.
E-Assessment is the use of information technology in various forms of assessment such as educational assessment, health assessment, psychiatric assessment, and psychological assessment. This may utilize an online computer connected to a network. This definition embraces a wide range of student activity ranging from the use of a word processor to on-screen testing. Specific types of e-assessment include multiple choice, online/electronic submission, computerized adaptive testing and computerized classification testing. Different types of online assessments contain elements of one or more of the following components, depending on the assessment's purpose: formative, diagnostic, or summative. Instant and detailed feedback may (or may not) be enabled. In education assessment, large-scale examining bodies find the journey from traditional paper-based exam assessment to fully electronic assessment a long one. Practical considerations such as having the necessary IT hardware to enable large numbers of student to sit an electronic examination at the same time, as well as the need to ensure a stringent level of security (for example, see: Academic Dishonesty) are among the concerns that need to resolved to accomplish this transition.
Educational Assessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs. It is a tool or method of obtaining information from tests or other sources about the achievement or abilities of individuals.
Standards - Standardized
Standards-Based Assessment is assessment that relies on the evaluation of student understanding with respect to agreed-upon standards, also known as "outcomes". The standards set the criteria for the successful demonstration of the understanding of a concept or skill.
Educational Standards are the learning goals for what students should know and be able to do at each grade level. Education standards, like Common Core are not a curriculum. Local communities and educators choose their own curriculum, which is a detailed plan for day to day teaching.
Standards-Based Education Reform since the 1980s has been largely driven by the setting of academic standards for what students should know and be able to do. These standards can then be used to guide all other system components. The SBE (standards-based education) reform movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings, a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.
Indoctrination (passive learning assimilation standard)
Last Week Tonight with John Oliver: Standardized Testing (youtube)
Reasons Why Standardized Tests Are Not Working
Standardized Tests in the United States - Wikipedia
Most Teachers are just following orders from school administrators. And school administrators are just following standards. And standards are designed by States and Governments. And States and Governments are controlled by corporations, religious institutions and the wealthy. And corporations, religious institutions and the wealthy are controlled by money.
Core Standards - Content Standards
Learning Standards are elements of declarative, procedural, schematic, and strategic knowledge that, as a body, define the specific content of an educational program. Standards are usually composed of statements that express what a student knows. Learning standards have multiple uses in a modern education ecosystem. They can be links to content, and they can be part of a learning pathway or progression.
False Premise of National Education Standards
Problems with Testing
Standardized Test is a test that is administered and scored in a consistent, or "standard", manner. Standardized tests are designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a predetermined, standard manner.
Physical Testing
Physical Fitness Test is a test designed to measure physical strength, agility, and endurance. They are commonly employed in educational institutions as part of the physical education curriculum, in medicine as part of diagnostic testing, and as eligibility requirements in fields that focus on physical ability. Physical Fitness Test (gov) - Physical Examination.
Fitness Assessment is a series of tests that helps your trainer determine your physical fitness level and aids in developing your personalized program. The results can identify your strengths and weaknesses in relation to your physical fitness and help in setting attainable fitness goals. Test your fitness levels with these six easy and quick tests which measure your strength, fitness and endurance. Flexibility Test. Step Test for endurance. Strength test - push up. Strength test - sit up. Target Heart Rate Calculator. Body size calculator. Fitness is the quality of being in good physical condition or in shape and suitable or qualified for physical activities.
Multi-Stage Fitness Test is a running test used to estimate an athlete's aerobic capacity (VO2 max). In the test, athletes must run from one line to another before a timed beep. Athletes must continue running back and forth, each time reaching the line before the next beep. Once one can no longer run, the test is over and the number of laps is recorded. As the test continues, the time between beeps gets shorter. (also known as the PACER test or PACER (Progressive Aerobic Cardiovascular Endurance Run), the 20 m Shuttle Run Test (20 m SRT), or the beep test).
Candidate Physical Ability Test is the standard assessment for measuring an individual's ability to handle the physical demands of being a firefighter. The CPAT is a timed test that measures how candidates handle eight separate physical tasks or functions, designed to mirror tasks that firefights would have to do on the job. During the test, candidates are required to complete 8 separate tasks in a period of 10 minutes and 20 seconds. The tasks are the following: Stair Climb (climbing stairs while carrying an additional 25 lb. simulated hose pack). Hose Drag (stretching uncharged hose lines, advancing lines). Equipment Carry (removing and carrying equipment from fire apparatus to fire ground). Ladder Raise and Extension (placing a ground ladder at the fire scene and extending the ladder to the roof or a window). Forcible Entry (penetrating a locked door, breaching a wall)
Search (crawling through dark unpredictable areas to search for victims). Rescue Drag (removing a victim or partner from a burning building). Ceiling Breach and Pull (locating a fire and checking for fire extension). During the test, candidates are required wear a helmet, gloves and a 50 lb weighted vest. This is designed to simulate the weight of a firefighter's personal protective equipment. For the stair climb, candidates are required to carry and additional 25 lb weight, which simulates the carrying of a hose pack into a high rise fire. Candidates are accompanied by a test proctor, who calls out directions for the test events and scores the candidate's success. Each event of the CPAT must be completed as directed. If a candidate fails any component of the test or does not complete the test within the 10 minute and 20 second time limit, they will fail the entire test.
Complete Health & Injury Prevention or C.H.I.P. is a police fitness test that are based on your ability to do a specified number of sit ups in one minute. The more sit-ups you can do in that period of time, the better your score. Push-ups or bench press: Push-ups and bench-press exercises in a police fitness test measure the strength of your arms and upper torso. Army Physical Fitness Test (wiki) - Air Force Fitness Assessment (wiki) - Competency Evaluations.
Health Assessment is a plan of care that identifies the specific needs of the client and how those needs will be addressed by the healthcare system. Vitals - Diagnostics (health assessments and examinations) - Heredity.
Nursing assessment is the gathering of information about a patient's physiological, psychological, sociological, and spiritual status. Caregiving.
Skills Analysis (aptitude) - Competence Testing.
Psychometrics is a field of study concerned with the theory and technique of psychological measurement.
Latent Variable are variables that are not directly observed but are rather inferred (through a mathematical model) from other variables that are observed (directly measured). Mathematical models that aim to explain observed variables in terms of latent variables are called latent variable models. Latent variable models are used in many disciplines, including psychology, economics, engineering, medicine, physics, machine learning/artificial intelligence, bioinformatics, natural language processing, econometrics, management and the social sciences.
Observable Variable is a variable that can be observed and directly measured.
Driving Test is a procedure designed to test a person's ability to drive a motor vehicle. A driving test generally consists of one or two parts: the practical test, called a road test, used to assess a person's driving ability under normal operating conditions, and/or a written or oral test (theory test) to confirm a person's knowledge of driving and relevant rules and laws.
We created Divers Licenses so that people would have to learn how to drive so they would not destroy property or kill themselves or kill other people. But we don't have a test and a license that says you know how to live a healthy life. A person should know how to navigate life and not just know how to navigate a vehicle. A person should know how to operate their body and mind and not just know how to operate a vehicle.
Vulnerability Assessment (planning)
Peer Assessment (social learning)
Equating refers to the statistical process of determining comparable scores on different forms of an exam. It can be accomplished using either classical test theory or item response theory. In item response theory, equating is the process of placing scores from two or more parallel test forms onto a common score scale. The result is that scores from two different test forms can be compared directly, or treated as though they came from the same test form. When the tests are not parallel, the general process is called linking. It is the process of equating the units and origins of two scales on which the abilities of students have been estimated from results on different tests. The process is analogous to equating degrees Fahrenheit with degrees Celsius by converting measurements from one scale to the other. The determination of comparable scores is a by-product of equating that results from equating the scales obtained from test results.
Rubric is a scoring guide used to evaluate the quality of students' constructed responses". Rubrics usually contain evaluative criteria, quality definitions for those criteria at particular levels of achievement, and a scoring strategy. They are often presented in table format and can be used by teachers when marking, and by students when planning their work.
IQ Testing (intelligence)
Bias in Mental Testing - IQ tests are Culturally Biased
History of the Race and Intelligence Controversy concerns the historical development of a debate, concerning possible explanations of group differences encountered in the study of race and intelligence. Since the beginning of IQ testing around the time of World War I there have been observed differences between average scores of different population groups, but there has been no agreement about whether this is mainly due to environmental and cultural factors, or mainly due to some genetic factor, or even if the dichotomy between environmental and genetic factors is the most effectual approach to the debate.
Cattell Culture Fair III measure of cognitive abilities that accurately estimated intelligence devoid of sociocultural and environmental influences.
Purdue Spatial Visualization Test: Visualization of Rotation is like most measures of spatial ability, the PSVT:R shows sex differences. A meta-analysis of 40 studies found a Hedges's g of 0.57 in favor of males.
The Chitling Test was designed to demonstrate differences in understanding and culture between races, specifically between African Americans and Whites. In determining how streetwise someone is, the Chitling Test may have validity, but there have been no studies demonstrating this. Furthermore, the Chitling Test has only proved valid as far as face validity is concerned; no evidence has been brought to light on the Chitling predicting performance.
Objective Structured Clinical Examination
Objective Structured Clinical Examination is a modern type of examination designed to test clinical skill performance and competence in skills such as communication, clinical examination, medical procedures / prescription, exercise prescription, joint mobilisation / manipulation techniques, radiographic positioning, radiographic image evaluation and interpretation of results. It is a hands-on, real-world approach to learning that keeps you engaged, allows you to understand the key factors that drive the medical decision-making process, and challenges the professional to be innovative and reveals their errors in case-handling and provides an open space for improved decision making based on evidence based practice for real world responsibilities.
An OSCE usually comprises a circuit of short (the usual is 5–10 minutes although some use up to 15 minute) stations, in which each candidate is examined on a one-to-one basis with one or two impartial examiner(s) and either real or simulated (actors or electronic patient simulators) patients. Each station has a different examiner, as opposed to the traditional method of clinical examinations where a candidate would be assigned to an examiner for the entire examination. Candidates rotate through the stations, completing all the stations on their circuit. In this way, all candidates take the same stations. It is considered to be an improvement over traditional examination methods because the stations can be standardized enabling fairer peer comparison and complex procedures can be assessed without endangering patients health.
As the name suggests, an OSCE is designed to be objective - all candidates are assessed using exactly the same stations (although if real patients are used, their signs may vary slightly) with the same marking scheme. In an OSCE, candidates get marks for each step on the mark scheme that they perform correctly, which therefore makes the assessment of clinical skills more objective, rather than subjective, structured - stations in OSCEs have a very specific task. Where simulated patients are used, detailed scripts are provided to ensure that the information that they give is the same to all candidates, including the emotions that the patient should use during the consultation. Instructions are carefully written to ensure that the candidate is given a very specific task to complete. The OSCE is carefully structured to include parts from all elements of the curriculum as well as a wide range of skills. A clinical examination - the OSCE is designed to apply clinical and theoretical knowledge. Where theoretical knowledge is required, for example, answering questions from the examiner at the end of the station, then the questions are standardized and the candidate is only asked questions that are on the mark sheet and if the candidate is asked any others then there will be no marks for them.
Objective Structured Clinical Examination: The Assessment of Choice
The Objective Structured Clinical Examination is a versatile multipurpose evaluative tool that can be utilized to assess health care professionals in a clinical setting. It assesses competency, based on objective testing through direct observation. It is precise, objective, and reproducible allowing uniform testing of students for a wide range of clinical skills. Unlike the traditional clinical exam, the OSCE could evaluate areas most critical to performance of health care professionals such as communication skills and ability to handle unpredictable patient behavior.
The OSCE is a versatile multipurpose evaluative tool that can be utilized to evaluate health care professionals in a clinical setting. It assesses competency, based on objective testing through direct observation. It is comprised of several "stations" in which examinees are expected to perform a variety of clinical tasks within a specified time period against criteria formulated to the clinical skill, thus demonstrating competency of skills and/or attitudes. The OSCE has been used to evaluate those areas most critical to performance of health care professionals, such as the ability to obtain/interpret data, problem-solve, teach, communicate, and handle unpredictable patient behavior, which are otherwise impossible in the traditional clinical examination. Any attempt to evaluate these critical areas in the old-fashioned clinical case examination will seem to be assessing theory rather than simulating practical performance.
Advantages and Disadvantages of OSCE: Written examinations (essays and multiple choices) test cognitive knowledge, which is only one aspect of the competency. Traditional clinical examination basically tests a narrow range of clinical skills under the observation of normally two examiners in a given clinical case. The scope of traditional clinical exam is basically patient histories, demonstration of physical examinations, and assessment of a narrow range of technical skills. It has been shown to be largely unreliable in testing students’ performance and has a wide margin of variability between one examiner and the other. Data gathered by the National Board of Medical Examinations in the USA (1960–1963), involving over 10,000 medical students showed that the correlation of independent evaluations by two examiners was less than 0.25.8 It has also been demonstrated that the luck of the draw in selection of examiner and patient played a significant role in the outcome of postgraduate examinations in psychiatry using the traditional method.
Published findings of researchers on OSCE from its inception in 1975 to 2004 has reported it to be reliable, valid and objective with cost as its only major drawback. The OSCE however, covers broader range like problem solving, communication skills, decision-making and patient management abilities.
The advantages of OSCE apart from its versatility and ever broadening scope are its objectivity, reproducibility, and easy recall. All students get examined on predetermined criteria on same or similar clinical scenario or tasks with marks written down against those criteria thus enabling recall, teaching audit and determination of standards. In a study from Harvard medical school, students in second year were found to perform better on interpersonal and technical skills than on interpretative or integrative skills. This allows for review of teaching technique and curricula.
Performance is judged not by two or three examiners but by a team of many examiners in-charge of the various stations of the examination. This is to the advantage of both the examinee and the teaching standard of the institution as the outcome of the examination is not affected by prejudice and standards get determined by a lot more teachers each looking at a particular issue in the training. OSCE takes much shorter time to execute examining more students in any given time over a broader range of subjects.
However no examination method is flawless and the OSCE has been criticized for using unreal subjects even though actual patients can be used according to need. OSCE is more difficult to organize and requires more materials and human resources. Advantages & Disadvantages of OSCE.
How is OSCE done? OSCE’s basic structure is a circuit of assessment stations, where examiners, using previously determined criteria assess range of practical clinical skills on an objective-marking scheme.
Such stations could involve several methods of testing, including use of multiple choice or short precise answers, history taking, demonstration of clinical signs, interpretation of clinical data, practical skills and counselling sessions among others. Most OSCEs use "standardized patients (SP)" for accomplishing clinical history, examination and counselling sessions. Standardized patients are individuals who have been trained to exhibit certain signs and symptoms of specific conditions under certain testing conditions.
The basic steps in modelling an OSCE exam include: Determination of the OSCE team. Skills to be assessed (CE Stations). Objective marking schemes. Recruitment and training of the standardized patients. Logistics of the examination process.
The OSCE Team: Examiners, marshals and timekeepers are required. Some stations could be unmanned such as those for data or image interpretation but most require an examiner to objectively assess candidate performance based on the pre-set criteria. A reserve examiner who can step in at the last time if required is a good practice. Examiners must be experienced and a standard agreed upon at the outset. Examiners must be prepared to dispense with personal preferences in the interests of objectivity and reproducibility and must assess students according to the marking scheme. Marshals and timekeepers are required for correct movement of candidates and accurate time keeping. OSCE is expensive in terms of manpower requirement.
Skills Assessed in OSCEs: The tasks to be assessed should be of different types and of varying difficulties to provide a mixed assessment circuit. The tasks in OSCE depend on the level of students training. Early in undergraduate training correct technique of history taking and demonstration of physical signs to arrive at a conclusion may be all that is required.
At the end of the training however, testing a broader range of skills, may be required. This could include formulation of a working diagnosis, data and image interpretation, requesting and interpreting investigations, as well as communication skills. Postgraduate medicine may involve more advanced issues like decision taking, handling of complex management issues, counselling, breaking bad news and practical management of emergency situations. There is no hard or fast rules to the skills tested but are rather determined by the aim of assessment. Complex stations for postgraduate student could test varying skills including management problems, administrative skills, handling unpredictable patient behaviour and data interpretation. These assessments and many others are impossible in traditional clinical examination.
Objective marking scheme: The marking scheme for the OSCE is decided and objectively designed. It must be concise, well focused and unambiguous aiming to reward actions that discriminate good performance from poor one. The marking scheme must take cognizance of all possible performances and provide scores according to the level of the student’s performance. It may be necessary to read out clear instructions to the candidates on what is required of them in that station. Alternatively, a written instruction may be kept in the unmanned station.
It is good practice to perform dummy run of the various stations, which enables exam designers to ensure that the tasks can be completed in the time allocated and modify the tasks if necessary. Candidates should be provided with answer booklets for the answers to tasks on the unmanned stations, which should be handed over and marked at the end of the examination.
Recruitment and Training of Standardized or Simulated Patient. Vu and Barrows defined standardized patients as "real" or "simulated" patients who have been coached to present a clinical problem. Standardized patients may be professionally trained actors, volunteer simulators or even housewives who have no acting experience. Their use encompasses undergraduate and postgraduate learning, the monitoring of doctors’ performance and standardization of clinical examinations. Simulation has been used for instruction in industry and the military for much longer period, but the first known effective use of simulated patients was by Barrows and Abrahamson (1964), who used them to appraise students’ performance in clinical neurology examinations.
SP candidates must be intelligent, flexible, quick thinking, and reliable. Standardized patients’ understanding of the concept of the OSCE and the role given to them is critical to the overall process.
An advantage of simulated patients over real patients is that of allowing different candidates to be presented with a similar challenge, thereby reducing an important source of variability. They also have reliable availability and adaptability, which enables the reproduction of a wide range of clinical phenomena tailored to the student’s level of skill. In addition, they can simulate scenarios that may be distressing for a real patient, such as bereavement or terminal illness. Their use also removes the risk of injury or litigation while using real patients for examination especially in sensitive area of medicine like obstetrics and gynecology.
The validity of the use of SP in clinical practice has been proved by both direct and indirect means. In a double-blind study, simulated patients were substituted for real patients in the individual patient assessment of mock clinical examinations in psychiatry. Neither the examiners nor the students could detect the presence of simulated patients among the real patients. Indirect indicators of validity might include the fact that simulators are rarely distinguished from real patients.
Simulated patients are however expensive in terms of the time it takes to train and coach them in performing and understanding concepts, this could be very difficult in some fields like pediatrics where problems in very young children need to be simulated. The cost of paying professionals adds to the expense. However, the time efficiency of OSCE and its versatility makes the cost worthwhile. Recruitment and training of the SP is critical to the success of the OSCE. SP could be used not only for history taking and counselling, but also for eliciting physical findings that can be simulated, including aphasia, facial paralysis, hemiparetic gait, and hyperactive deep tendon reflexes.
Logistics of the examination process: Enough space is required for circuit running and to accommodate the various stations, equipment and materials for the exam. The manned stations should accommodate an examiner, a student and possibly the standardised patient and also allow for enough privacy of discussion so that the students performing other tasks are not distracted or disturbed. A large clinic room completely cleared could be ideal and may have further advantage of having clinic staff that will volunteer towards the execution of the examination thereby reducing cost.
The stations should be clearly marked and the direction of flow should also be unambiguous. It is good practice to have test run involving all candidates for that circuit so that they acquaint themselves to the direction of movement and the sound of the bell.
Conclusion: The OSCE style of clinical assessment, given its obvious advantages, especially in terms of objectivity, uniformity and versatility of clinical scenarios that can be assessed, shows superiority over traditional clinical assessment. It allows evaluation of clinical students at varying levels of training within a relatively short period, over a broad range of skills and issues. OSCE removes prejudice in examining students and allows all to go through the same scope and criteria for assessment. This has made it a worthwhile method in medical practice.
Product Testing
Requirements Analysis determining the needs or conditions to meet for a new or altered product or project.
Physical Test is a qualitative or quantitative procedure that consists of determination of one or more characteristics of a given product, process or service according to a specified procedure. Often this is part of an experiment. Material Science.
Usability Testing is a technique used in user-centered interaction design to evaluate a product by testing it on users. This can be seen as an irreplaceable usability practice, since it gives direct input on how real users use the system. This is in contrast with usability inspection methods where experts use different methods to evaluate a user interface without involving users. Usability testing focuses on measuring a human-made product's capacity to meet its intended purpose. Examples of products that commonly benefit from usability testing are foods, consumer products, web sites or web applications, computer interfaces, documents, and devices. Usability testing measures the usability, or ease of use, of a specific object or set of objects, whereas general human-computer interaction studies attempt to formulate universal principles.
Acceptance Testing is a test conducted to determine if the requirements of a specification or contract are met. It may involve chemical tests, physical tests, or performance tests, which is an assessment that requires an examinee to actually perform a task or activity, rather than simply answering questions referring to specific parts. The purpose is to ensure greater fidelity to what is being tested. Quality Control - Entry Test.
Testing Maturity Model has five Levels. Level 1 – Initial: At this level an organisation is using ad hoc methods for testing, so results are not repeatable and there is no quality standard. Level 2 – Definition: At this level testing is defined as a process, so there might be test strategies, test plans, test cases, based on requirements. Testing does not start until products are completed, so the aim of testing is to compare products against requirements. Level 3 – Integration: At this level testing is integrated into a software life cycle, e.g. the V-model. The need for testing is based on risk management, and the testing is carried out with some independence from the development area. Level 4 – Management: and measurement At this level testing activities take place at all stages of the life cycle, including reviews of requirements and designs. Quality criteria are agreed for all products of an organisation (internal and external). Level 5 – Optimization: At this level the testing process itself is tested and improved at each iteration. This is typically achieved with tool support, and also introduces aims such as defect prevention through the life cycle, rather than defect detection (zero defects). Each level from 2 upwards has a defined set of processes and goals, which lead to practices and sub-practices.
High-Stakes Test is a test with important consequences for the test taker. Passing has important benefits, such as a high school diploma, a scholarship, or a license to practice a profession. Failing has important disadvantages, such as being forced to take remedial classes until the test can be passed, not being allowed to drive a car, or not being able to find employment.
Surveys
Challenge-Response Authentication is a family of protocols in which one party presents a question ("challenge") and another party must provide a valid answer ("response") to be authenticated. The simplest example of a challenge–response protocol is password authentication, where the challenge is asking for the password and the valid response is the correct password.
What does Passing a Test Really Mean?
Passing a driving test does not say that you will be a good driver, it only says that you are allowed to drive a car.
Passing a math test does not say that you will count the things that matter, it only says that you know how to count in a particular way. GED's.
Passing an English test doesn't mean that you will speak and write valuable things, it only says that you can speak and write.
Passing a reading test does not say that you fully understand all the text that you read, it only says that you understood what was written on a particular test.
Passing the Bar Exam doesn't say that you will be a good lawyer, or does it say that you will be an honest lawyer, it only says that you can practice law.
Everyone needs to fully understand how ineffective some tests are, and that some tests are even inaccurate and misleading. Tests are dangerous because they could give a person a false sense of accomplishment, they could also give a false sense of security, and tests could also give some people a false sense of importance and value. You are literally being coned and taken for a fool. And the only way to stop this abuse, is to create more accurate tests. Tests that are proven to work. So the test itself must be certified, and certified in an open forum of experts from around the world. We need a stamp of approval, something that guarantees authenticity. Then we could start accurately measuring intelligence and abilities, which is the Goal of BK101.
Teaching to a Test is the same thing as teaching ideology, it's the same thing as teaching someone's version of reality, it's the same thing as teaching someone's personal belief, that's not education, that's indoctrination, without any vision, without any responsibility or accountability. It is simply wrong, inaccurate, ineffective, inefficient, and f*cking criminal, and you need to stop it.
Teaching to the Test (wiki)
Stop forcing children to produce answers for teachers and tests, because it disconnects children from learning. Children should learn how to produce answers for themselves, so that they understand that learning is their responsibility and no one else's. You give them problems to solve, you give them the tools and resources to locate needed information. Ask a question like how long would the sound of your voice take to travel around the earth? And see what they come up with and show them the answers they needed to know in order to come up with answer. Don't force them to memorize, teach them how to learn. Test them on how much they understand about themselves and the world around them. Stop testing them for things that teachers force students to memorize.
Mastering a subject has become less about learning and more about performance. If you ask most students what they think their role is in math classrooms, they will tell you it is to get questions right.
Everyone should have the answers to their questions, but everyone should also know how the answers were calculated and figured out manually.
My child is an honor student is such a stupid saying. It would be better to say, "My child is Totally Awesome, and Smart" The value of your child is not measured by schools, or grades. The value of a child is measured by their abilities and the qualities they have learned in their life. Life is the only true measurer of a person. It's what you learned in life, and it's not just what you in schools.
We need to use less generalized words like "good job", especially after five years of age, when children get older you should speak in more details, when they do something good you should say. "I like what you did there and this is why I like it", instead of just saying "good job." And also remind them that your opinion is only one opinion, and not an expert opinion, unless of course you are an expert, but even then, you should still encourage your child to always get a second opinion, if they can.
Same thing for calling your kid smart, tell them why you think they are smart, and that being smart doesn't mean they will stop making mistakes, it just means that the fear of making mistakes will be less, and that they will also have a better chance of learning from from their mistakes, but only if they keep learning.
It doesn't matter what school you come from, what matters is what you have learned so far? And what you plan to learn more about now? And in the the future? And why? You must choose how you want to benefit society, and don't let others make the choice for you, because it may not be what you want to do with your life.
The test has to have answers to real problems, so that when you get the answer right, you know how to solve a real problem, and not just know how to solve a problem on paper, or on a computer screen, which you will most likely forget about.
You need to be able to visualize something, you have to be able to relate to something, if not, then you will most likely forget what you have learned. This is one of the failures of testing, no one remembers all the questions and answers on a test, or if the test was relevant to their life or to their abilities.
Learning by Association and Counting the things That Matter.
Timing of Tests, if you're not ready, then you will do poorly. But if the test was only a guide to see how much you know and don't know, then the test would not be a do or die situation. A student has the right to choose their own speed of learning, as long as they are aware of top speeds, this way they can have something to compare to, and not judged by, only compare.
What good is passing a test if you just end up forgetting everything about the test later on? You should remember a test. You should remember that day as being a day that you learned something valuable, or at the least, a day that you confirmed that you learned something valuable, and you should always be able to remember what you have learned...That is what testing should be. If it is not, then you're mostly just wasting time, potential, energy and resources. And the nerve that schools make people pay for that, how f*cking dare you. So please step away from the child, you have no right to teach.
Testing has sadly become a weapon of control and manipulation and a deceitful method of misinformation.
Testing is giving too many people a false sense of accomplishment, and worse, testing is giving too many people a false sense of failure.
If we carefully examined the test questions you will find that most questions on tests do not measure understanding, or do they measure intelligence, which proves that ignorant and corrupt people should not create tests.
"If you're testing for the things that don't matter then testing doesn't matter....in a way school testing is almost criminal"
"Grades don't determine intelligence, they mostly determine obedience."
High-Stakes Tests a likely factor in STEM performance gap. Performance gaps between male and female students increased or decreased based on whether instructors emphasized or de-emphasized the value of exams.
Reinforcement Dangers
School testing methods are more like a Public Survey then they are an actual Test. The test is more about confirming how ignorant you are. But not to correct your ignorance, but to verify that the schools ignorant teaching methods have succeeded in making students mindless and unaware. Most of todays School Textbooks are filled with propaganda and should only be used as an Index Book. They can also be used to show ignorant teaching methods. So not a total waste of paper, but close.
Knowing the answer to a question on a test only confirms one thing, and that is that you remembered the right answer at the right moment. Knowing the answer to a question on a test doesn't confirm that you understand what the answer means or does it confirm that the question is even valid.
Admission Tests to Colleges
So what does a Grade really tell you? You can have low grades and still be a great person, a great parent and even a great leader, and on the other hand, you can have high grades and end up becoming a criminal or a murderer. If you get a "B" then how does that explain what part of the knowledge you didn't understand?
Grading on a Curve
Testing should not be for telling us how much you know or how much you don’t know, but more importantly, testing should be for telling us how much more knowledge you need to learn. So a test should only be used as a guide and not be used as a prerequisite or for a final conclusion. This is because tests rarely confirm exactly how much knowledge a person has.
This is because the people who design tests are confused about what the tests true intentions should be.
"Testing is a tool used in the learning process. That is why you need answers in writing that explain how the information is being understood. This way a teacher can learn from the students answers, so they can continue to improve the teaching methods and continue to improve the testing questions."
Testing should consist of real life scenarios, scenarios that people would most likely encounter during their life. This way they can practice problem solving, as well as test their awareness and their focusing abilities. They can also test their ability to predict outcomes, because predicting the future is one of our greatest abilities. You can create some tests in the same style as some video games. Even though it's not real, the knowledge and information a person will learn is real. A Test should also have knowledge and information that can be easily remembered, why else take a test if you're not going to remember what you learned? Other testing would be a persons understanding of symbols, languages, and their uses. People with limited knowledge of symbols and language would have a modified test, one that is still challenging but a little less complex.
Teachers need to be tested a much as students, and the test for teachers needs to be designed by the students.
So your first test will have to be for the people who design tests. The results of this test must be made public so that all the questions and answers that are given can be examined and understood. This way a test can be created that has real purpose and meaning.
Tests need to be more like a lesson that says that this information and knowledge is important.
Behavior-Driven Development is a software development process that emerged from test-driven development (TDD). Behavior-driven development combines the general techniques and principles of TDD with ideas from domain-driven design and object-oriented analysis and design to provide software development and management teams with shared tools and a shared process to collaborate on software development.
Learning Methods - Teaching Methods
Learning without memory is impossible, but just remembering does not guarantee that you are actually Learning.
Connecticut Mastery Test - Data
Educational Testing Service
Education Assessment Fact Sheet (PDF)
PARCC Testing
California High School Exit Exam CHSEE
Fair Test - The National Center for Fair & Open Testing (FairTest)
Educational Records Bureau is the only not-for-profit educational services organization offering assessments for both admission and achievement for independent and selective public schools for Pre K-grade 12.
Pearson Assessments
International Student Assessment (PISA)
Programme for International Student Assessment is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. Its aim is to provide comparable data with a view to enabling countries to improve their education policies and outcomes. It measures problem solving and cognition in daily life.
Scales (PDF)
National Achievement Test is a set of examinations taken in the Philippines by students in Years 6, 10, and 12. Students are given national standardised test, designed to determine their academic levels, strength and weaknesses. Their knowledge learnt throughout the year are divided into 5 categories; English, Filipino, Math, Science and Araling Panlipunan (Social Studies in English) and are tested for what they know. NAT examinations aim to: 1. provide empirical information on the achievement level of pupils/students in Grades Six, Ten, and Twelve to serve as guide for policy makers, administrators, curriculum planners, supervisors, principals and teachers in their respective courses of action. 2. identify and analyze variations on achievement levels across the years by region, division, school and other variables. 3. determine the rate of improvement in basic education with respect to individual schools within certain time frames.
National Achievement Tests - National Assessment Resource
Assessment-Based Accountability System - American College Testing
Scholastic means relating to schools. A person who pays more attention to formal rules and book learning than they merit or deserve.
"Public schools waste away their students' lives Teaching to Tests, not because they believe that's the best way for students to learn, but because their credentials depend on test scores". Alex Reid
"The Commodification of Learning"
"Imagine teaching to a test that only confirms 10% of the useful knowledge that a human needs. What ignorant moron would do that? An ignorant moron who was taught that same way of course."
Teaching Assessment
Program for International Student Assessment
Performance Assessment - Learning Teaching and Assessment
Inspection and Review - Standards
Teaching Evaluations
Teacher Vision - Learning and Teaching
M.E.T. Project
TN - Testing - Teaching Resources
"We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself."
(Lloyd Alexander)
Self Directed Learning - What testing should be like
Automated Essay Scoring is the use of specialized computer programs to assign grades to essays written in an educational setting. It is a method of educational assessment and an application of natural language processing. Its objective is to classify a large set of textual entities into a small number of discrete categories, corresponding to the possible grades—for example, the numbers 1 to 6. Therefore, it can be considered a problem of statistical classification.
The National Council on Measurement in Education is an organization serving assessment professionals. These professionals work in evaluation, testing, program evaluation, and, more generally, educational and psychological measurement. Members come from universities, test development organizations, and industry. A goal of the organization is to ensure that assessment is carried out fairly. (NCME).
What is Assessed Curriculum?
Entrance Examinations - AP
Testing Maturity Model aim to be used in a similar way to CMM, that is to provide a framework for assessing the maturity of the test processes in an organisation, and so providing targets on improving maturity.
A statement in Connecticut's 2006 Mastery Test Mathematics Handbook. This shows how little some people know. Education will not improve when ignorance is making decisions.
Connecticut Mastery Test (wiki)
???
The State Board of Education believes that the recent debate pitting the acquisition of basic skills against the development of conceptual understanding argues a false dichotomy. Rather, basic skills and conceptual understanding are intertwined, and both are necessary before students can successfully apply mathematics to the solution of problems. A strong mathematics program will enable students to do each with ease. Unfortunately, not enough students in Connecticut or in the nation are sufficiently developing the facility, understanding, level of confidence and interest in mathematics to meet our present and future societal needs. Therefore, we must fully engage in the quest to provide every student with a strong mathematics program, beginning in the earliest grades.
???
Instead of beliefs show some proof, facts and examples next time. That's what's called "teaching" by the way.
How much Math does a person need in order to be Intelligent, Productive and Aware? When, Why and How Much advanced math should a student learn? Besides, it's not how much Math you teach, but how you teach it.
Self-Directed Learning
Students are stressed out by tests mostly because most tests are inadequate and irrelevant in measuring useful intelligence or skills. Students will only be excited about test taking when we make tests relevant and accurate in measuring their abilities and their awareness, things that are valuable to them at this time in their life...An A or an F does not matter it the test does not matter.
Performance can not be measured by test scores alone. Real performance can only be accurately measured by a persons actions in life that produce positive outcomes. A test score can only be used as a guide, and not a determining factor of worth. A college degree is only a piece of paper. Positive actions in reality are the only indicators of success.
Tests That Look Like Video Games - Stanford - Learning Games
The Blank is your mind..
