Showing posts with label Student. Show all posts
Showing posts with label Student. Show all posts

Saturday, November 9, 2013

Some Issues with Norm-referenced Tests

Below is part of the  post of my classmate Ian Kevin Magabilin on 5 November 2013 regarding norm-referenced test. I find his work worth taking because it highlights some problems with the traditional norm-referenced assessment. To view the full post of Ian, please click http://myportal.upou.edu.ph/mod/forum/discuss.php?d=72638

"Here are some of the issues with norm-referenced tests:

Tests can be biased. Some questions may favor one kind of student or another for reasons that have nothing to do with the subject area being tested. Non-school knowledge that is more commonly learned by middle or upper class children is often included in tests. To help make the bell curve, test makers usually eliminate questions that students with low overall scores might get right but those with high overall scores get wrong. Thus, most questions which favor minority groups are eliminated.

NRTs usually have to be completed in a time limit. Some students do not finish, even if they know the material. This can be particularly unfair to students whose first language is not English or who have learning disabilities. This "speededness" is one way test makers sort people out.

The items on the test are only a sample of the whole subject area. There are often thousands of questions that could be asked, but tests may have just a few dozen questions. A test score is therefore an estimate of how well the student would do if she could be asked all the possible questions.

All tests have "measurement error." No test is perfectly reliable. A score that appears as an absolute number -- say, Jamal's 63 -- really is an estimate. For example, Jamal's "true score" is probably between 56 and 70, but it could be even further off. Sometimes results are reported in "score bands," which show the range within which a test-takers' "true score" probably lies.

There are many other possible causes of measurement error. A student can be having a bad day. Test-taking conditions often are not the same from place to place (they are not adequately "standardized"). Different versions of the same test are in fact not quite exactly the same.

Any one test can only measure a limited part of a subject area or a limited range of important human abilities. A "reading" test may measure only some particular reading "skills," not a full range of the ability to understand and use texts. Multiple-choice math tests can measure skill in computation or solving routine problems, but they are not good for assessing whether students can reason mathematically and apply their knowledge to new, real-world problems.

Most NRTs focus too heavily on memorization and routine procedures. Multiple-choice and short-answer questions do not measure most knowledge that students need to do well in college, qualify for good jobs, or be active and informed citizens. Tests like these cannot show whether a student can write a research paper, use history to help understand current events, understand the impact of science on society, or debate important issues. They don't test problem-solving, decision-making, judgment, or social skills.

Tests often cause teachers to overemphasize memorization and de-emphasize thinking and application of knowledge. Since the tests are very limited, teaching to them narrows instruction and weakens curriculum. Making test score gains the definition of "improvement" often guarantees that schooling becomes test coaching. As a result, students are deprived of the quality education they deserve.

Norm-referenced tests also can lower academic expectations. NRTs support the idea that learning or intelligence fits a bell curve. If educators believe it, they are more likely to have low expectations of students who score below average."

 

References:

Suskie, L. (2003). What is “Good” Assessment. Retrieved fromhttp://faculty.ccp.edu/dept/viewpoints/f03v4n1/suskie.html

Merrell, A. (n.d.) Traditional Assessment. Retrieved from

http://audreymerrell.net/INTASC/INTASC8/Assessment/traditionalassessment_files/traditional.html

Fairtest. The National Center for Fair and Open Testing (2007). Retrieved from http://www.fairtest.org/facts/nratests.html

 

 


Guilty as Charged

Assessment of students’ skills and performance through observations and other traditional testing methods is not only for the concern of the learners but also for the teachers. This is because the outcome of the evaluation does not only reflect the level of students’ understanding but also indicate the quality of instruction received by the learners. Wary of this implication, teachers do their best to see to it that their students’ performance and skills meet the standards set by school officials. To achieve this, more often than not, teachers result to teaching to the test. Is this cheating?

 Ros Asquith, Lines cartoon, teachers' go-slow


Teaching to the test refers to giving instruction to students of the contents of the standard tests that they shall take in a given time. Nothing is wrong in this definition. The problem lies when the teachers or instructors give the exact items or similar to it during class discussion or review. Some academicians assert that this kind of tactic is wrong because it is tantamount to cheating.  Popham (2001) argues that item testing is unacceptable because it takes away valid inferences about the outcome of the assessment because the result assumes that the students also understand the other contents of the curriculum not just the items appearing on the test.

Principal

Veteran educator Jeanne Clements (2013) argues in favor of teaching to the test and recommends its wide use. However, she is not talking about reviewing the exact items on the standardized test but on the specific contents of the test. She stresses that the test does not rely on rote memorization of facts and concepts. She further asserts that no one condemn licensure examinations for professionals when the reviewers also result to teaching to the test.

Teaching to the test

As a student at Tapinac Elementary School in Olongapo City, I had never experienced that my teachers  were actually using the outmost form of teaching to the test, which we can also refer to as “cheating to the test.”  We can all infer that my teachers knew before hand the contents or subject matters of the standard or achievement tests to be given at designated time that they needed to teach us students. However, they never drill us on the actual test items or “clones” of them. They just presented us with the format and the directions of the actual test to familiarize ourselves to save time. Since we knew before hand that the result of the test will not become part of our final grade (which we never knew if ever true), test anxiety was diminished.

Test sample

Nowadays, teachers’ performance are also gauged against the results of their students’ evaluation. As a result, they result to “cheating to the test” or during performance evaluation conducted by principals and other district supervisors. One of the tactics employ during visits of high ranking school officials and achievement tests is to tell low-performing pupils not to come to class during the date of the visit or test. A drill before the visit is perfected by simulating the visit’s scenario through giving high achievers their roles, that is, who will answer first, who will ask question and what, etc. This results to high satisfactory rating to students, teachers and schools.

standardardized test

To overcome their shortcomings as administrators, principals and teachers, there are many instances that sample or the actual test papers are being reviewed by the students and teachers. Because no one from the students up to high ranking officials of the district want to get a failing or unsatisfactory rating or remark from those above them, the performance maybe conceived as cooperative. This kind of drama becomes unacceptable when the learners do not gain from the experience. As long as the students understand the materials being presented and taken during class and these items are not the actual items,  teaching to the actual test items is not wrong. This is also what is happening during review classes for the professional accreditation and certification. Teaching to the test is reprehensible if the test items being reviewed are the actual and same items or their clones.

Learning to Take Tests Sign


As some teachers are guilty to some form of teaching to the test, as a student, I am also occasionally guilty to “learning to the test.”  This is especially true when the teacher provides you with so many reading materials and that you do not have enough time to read them all. As a result, I tend to read and study only those that answer the study guide questions and the learning objectives. This becomes challenging because I also write what I read to fully understand them. I believe that this strategy is not at all faulty since I cover the essential knowledge and skills that need to be learned. This is different from high school where you are assigned one particular textbook to study. However, I do hope that a compressed and comprehensive reading materials is provided that tackle the essential elements of the module without sacrificing content and higher order skills, if time is limited to comprehend various materials and media.

 Images from

1) http://static.guim.co.uk/sys-images/Education/Pix/cartoons/2012/10/12/1350042607200/Ros-Asquith-Lines-cartoon-001.jpg

2) https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj52DQ3SCyNi2790LSQSabHOqI6IGPM13uKTA0gvS58Pp3rBo8reMV2L4G-OunM9hBz_yHBP8escNW_sz0dFSvixAKTYolUSwjiNKnI-sbj611BZvZZIs2Skw1ogmmSYhtivXl_yIM3yM21/s1600/david-sipress-prospective-teacher-being-interviewed-by-principal-is-given-impossible-to-cartoon.jpg

3) http://seattleducation2010.files.wordpress.com/2012/04/testing1.jpg

4) https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUtXYFDpRCXiOqkQtsxIz83YljcIxcRW-jFVj98lfDb_03byLsqgbm5VmLD8ztquKZ84XaKj6MxKQZcorn-7ZnH6dyxjhumBArGvpTFTbAEf28PYAJRFA0VOa-Il6BJ3Ki0OEN8zNaQFI/s640/1b2.jpg

5) https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVsfoztllNHOFjX6sKT2Eg0WoX3u45BHAaKXWv0mZF9KiYGqVKVQgXl1mOu8_O9vREkWdgnY-PYTZNWnwcScufO1zIXdBKyir_6S9kDQq94eSk_4_0DV0RilqHeHmKIvYNkwIjuG9XAwUe/s1600/multiple+choice+cartoon.png

6) https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgASvgC4_WgHfSDyNqAckGWDKPgJ79PWp7OMmzyhqN1awk01pYV5DffPYY_n9o6V-uYkVKTZ3Z0uubBhVbe7SrerN7UrDE3ha9NmrZSn5h0rMrNvvgrfMPnBi6jC1qqJRnJ6hzm90X1m-I/s1600/Learning+to+Take+Tests+Sign.jpg

References 

Clements, J. (2013). Common Core: Veteran Educator Urges Teachers To ‘Teach To The Test’. In CP Opinion. Retrieved from http://www.christianpost.com/news/common-core-veteran-educator-urges-teachers-to-teach-to-the-test-100938/

Popham, W.J. (2001). Teaching to the Test? Helping All Students Achieve. 58 (6), 16-20. Retrieved from http://www.ascd.org/publications/educational-leadership/mar01/vol58/num06/Teaching-to-the-Test%C2%A2.aspx

2)

Friday, January 13, 2012

It's the Economy-Do You Think It's Stupid?

Below is the full text of former Philippine President and now Pampanga Congresswoman and accused criminal under hospital-arrest Gloria-Macapagal Arroyo:




IT’S THE ECONOMY, STUDENT!

By Gloria Macapagal Arroyo, PhD

[I wrote this article on and off in my spare time during my house recuperation, re-hospitalization
and hospital detention from October to December 2011.]

The economy I turned over
Countless studies have shown that rapid increases in average incomes reduce poverty. Policy research, notes economist Stephan Klasen, has shown that “poverty reduction will be fastest in countries where average income growth is highest.”

When I stepped down from the Presidency in June 2010, I was able to turn over to the next Administration a new Philippines with a 7.9 percent growth rate. That growth rate capped 38 quarters of uninterrupted economic growth despite escalating global oil and food prices, two world recessions, Central and West Asian wars, mega-storms and virulent global epidemics. Our country had just weathered with flying colors the worst planet-wide economic downturn since the Great Depression of 1930. As two-thirds of the world’s economies contracted, we were one of the few that managed positive growth.

If you look around you in our cities as you drive by the office towers that have changed the skyline, if you look around you in our provinces as you drive over the roads, bridges and RORO ports where we made massive investments, that is the face of change that occurred during my administration.

By the time I left the Presidency, nearly nine out of 10 Filipinos had access to health insurance, more than 100,000 new classrooms had been built, 9 million jobs had been created. We built roads and bridges, ports and airports, irrigation and education facilities where they were sorely needed. To millions of the poor, we provided free or subsidized rice, discounted fuel and electricity, or conditional cash transfers and we advanced land reform for farmers and indigenous communities.

No amount of black propaganda can erase the tangible improvements enjoyed by hundreds of thousands of families liberated from want during my decade at the helm of the nation. But these accomplishments have simply been part of the continuum of history. The gains I achieved were built on the efforts of previous leaders. Each successive government must build on the successes and progress of the previous ones: advance the programs that work, leave behind those that don’t.

I am confident that I left this nation much stronger than when I came into office. When I stepped down, I called on everyone to unite behind our new leaders. I was optimistic and I was hopeful about our future.
However, the evidence is mounting that my optimism was misplaced. Our growth in the 3rd quarter of 2011 was only 3.2 percent, well below all the forecasts that had already been successively downgraded. The momentum inherited by President Aquino from my administration is slowing down, and despite his initial brief honeymoon period, he has simply not replaced my legacy with new ideas and actions of his own.

The politics of division
In the last year and a half, I have noted with sadness the increasing vacuum of leadership, vision, energy and execution in managing our economic affairs. The gains achieved by previous administrations – mine included – are being squandered in an obsessive pursuit of political warfare meant to blacken the past and conceal the dark corners of the present dispensation. Rather than building on our nation’s achievements, this regime has extolled itself as the sole harbinger of all that is good. And the Filipino people are paying for this obsession--in slumping growth, under-achieving government, escalating crime and conflict, and the excesses of a
presidential clique that enjoys fancy cars and gun culture.

Vilification covering up the vacuum of vision is the latest manifestation of the weak state that our generation of Filipinos has inherited. The symptoms of this weak state are a large gap between rich and poor — a gap that has been exploited for political ends — and a political system based on patronage and, ultimately, corruption to support that patronage. Recently, politics has seen the use of black propaganda and character assassination as tools of the trade.The operative word in all of this is “politics” – too much politics.

I know that the President has to be a politician, like everybody else in our elected leadership, whether Administration or Opposition, and we must all co-exist within this system. But what really matters is what kind of politics we espouse, not how much. The enemy to beat is ourselves: when we spread division rather than unity; when we put ego above country and sensationalism above rationality; when we make everyday politics replace long-term vision in our country’s hour of need.

Everyday we draw nearer to what may be our country’s hour of greatest need, because an increasingly ominous global environment is aggravating our self-inflicted weakness. The leadership’s palpable deficiencies in vision and execution are hurting our economy at a time when the rest of the world faces the ever more real threat of a double-dip recession, one that we may have escaped the first time during my term, but might not be able to avoid again.

Our dream of growth
In order to avoid such a grim outcome, we must pursue the economic growth of our country as the permanent solution to our age-old problems of poverty and even corruption. Every postwar Administration to my recollection has sought to advance the economic growth of our country as matter of highest priority. Only by enlarging the economic pie can there be more and bigger slices for everyone to enjoy. It is in poverty that we find the material roots of the problem of corruption – because the political system based on patronage--and ultimately, corruption to support patronage--is made possible only by the large gap between the rich and the poor. This will persist until and unless we enlarge the economic pie. Unfortunately, the present Administration has chosen to turn the problem
upside down, anchoring their entire development strategy on one simplistic slogan: “Kung walang corrupt, walang mahirap.” If there is no corruption, there is no poverty—this is a proposition that also tells us that the undeniable persistence of poverty to this day therefore means the continuation of corruption under this Administration.

The Economist commented earlier that: “…The President’s approach to fighting corruption…is to punish the sins of the past rather than try to prevent crime in the future. Mr. Aquino has proposed few reforms to the system.”

Meanwhile, most analysts are downgrading their growth forecasts for this year and the next. The Dutch bank ING cited the government’s “under-spending in the name of good governance” as the reason for lowering its growth forecasts.

Now more than ever, as the rest of the world faces renewed threats of financial and even sovereign defaults as well as economic recession, it is high time for us to return to the commitment to growth that has been the primary objective of every administration in the past.

Sunshine industries

Returning to this mainstream commitment to growth enables the country to tap the opportunities of the 21st century. In line with this, during my time we promoted fast-growing industries where high-value jobs are most plentiful.

One of them is information and communication technology or ICT, particularly the outsourcing of knowledge and business processes. My Administration developed the call center industry almost from scratch: in June 2010 there were half a million call center and BPO workers, from less than 5,000 when I took office. It was mainly for them that we built our fifth, virtual super- region: the so-called “cyber corridor”, the nationwide backbone for our call centers and BPO industry which rely on constant advances in IT and the essentially zero cost of additional
bandwidth.

These youthful digital pioneers deserve government’s continuing support – by upgrading instead of downgrading and politicizing CICT, the government agency that oversees our digital infrastructure; by continuing to fund related voc-tech training programs; by wooing instead of alienating foreign companies seeking to set up shop here. As countries like China and Korea rapidly make their own way up the value-added ladder of outsourcing, we must work harder to
stay ahead of them.
 
Read the rest of the text HERE:
Student, do you think the above is stupid? Please grade your professional at the comment line....

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