Chapter+9++Assessment

I thought this was a helpful explanation and diagram of the concepts of reliability and validity from the beginning of chapter 9. These two concepts are discussed in detail from pages 273-282 in our Martinez (2010) text.
 * LEARNING AIDS**

THE DEFINITION OF RELIABILITY VS. VALIDITY
[|Reliability and validity] are often confused, but the terms actually describe two completely different concepts, although they are often closely inter-related. This distinct difference is best summed up with an example: A researcher devises a new test that measures IQ more quickly than the standard IQ test: Reliability is an essential component of [|validity] but, on its own, is not a sufficient measure of validity. A test can be reliable but not valid, whereas a test cannot be valid yet unreliable. Reliability, in simple terms, describes the repeatability and [|consistency] of a test. Validity defines the strength of the final results and whether they can be regarded as accurately describing the real world.  Read more: [] I thought this explanation was clear and concise, and is a great visual cue for remembering the differences between reliable and valid. Deanne
 * If the new test delivers scores for a candidate of 87, 65, 143 and 102, then the test is not reliable or valid, and it is fatally flawed.
 * If the test consistently delivers a score of 100 when checked, but the candidates real IQ is 120, then the test is reliable, but not valid.
 * If the researcher’s test delivers a consistent score of 118, then that is pretty close, and the test can be considered both valid and reliable.

After reading this chapter, I was browsing through sciencedaily.com for a research article when I came across a study that was done to prove that standardized testing can be biased in predicting participants' future job opportunities, and people may not even realize it. The study wants to show people that the tests are not an adequate way of testing large populations of people because the tests are very one-sided. I found it interesting that these people (at IU, nonetheless) wanted to uncover WHY certain people were not being accurately placed in a ranking system for job opportunities. They mentioned that the standardized tests that have been around for decades are accepted as they are, without question. Once these people questioned that notion, they were surprised to learn that the tests can be very biased, even though we are taught at a young age that "the test must be right." This is also reflected in the text book in "Racial-Ethnic Differences: The Achievement Gap" as well as "Test Bias" (Martinez, P. 308-310) Martinez touches on the fact that students from various racial backgounds may not have access to the same resources their white counterparts are exposed to. Aside from race, this is reflected in social status, income level, parent education and extracurricular activites. The tests that are available to students do not test all students accurately in the what they know.
 * RELATED RESEARCH**

Indiana University (2010, July 31). Tools that assess bias in standardized tests are flawed, study finds. //ScienceDaily//. Retrieved April 1, 2011, from http://www.sciencedaily.com­ /releases/2010/07/100730074308.htm (Brittany)

A short paragraph discussed that test anxiety is a highly effected factor for lower students' abilities of their performances/tests(Martinez, p280). Some researches have shown that the appropriate stress could positively help learning and performances. However, over stressed or pressure-filled situations can cause people to perform below their ability/skill level. Many tips of avoiding choking under test anxiety have been addressed and published for test takers to help stresses off. Researchers at University of Chicago found that "students who were prone to test anxiety improved their high-stakes test scores by nearly one grade point after they were given 10 minutes to write about what was causing them fear"(Ramirez & Beilock, 2011). This finding provided the way using writing theory to not only get rid of test anxiety but also freed up brainpower to complete the test successfully. Express worries and fears through about 10 minutes writing exercise can make students do better on the test rather than staying quiet but thinking about worries to lead the poor performance.

University of Chicago (2011, January 13). Writing about worries eases anxiety and improves test performance. //ScienceDaily//. Retrieved April 9, 2011, from http://www.sciencedaily.com­ /releases/2011/01/110113141605.htm

[|Writing about worries eases anxiety and improves test performance.]

Test Anxiety (Martinez, 2010, p280)

Yi-Niu


 * WEB LINKS**
 * I focused performance assessment because so much of what I teach is based on performance. Students can demonstrate their knowledge as opposed to taking a written test. They can show they have learned it. Martinez also refers to this assessment as alternative and authentic (Martinez, 285). One drawback is that performance assessments are based on observation and could be a little more subjective.**
 * Judy**
 * [|Performance Assessmen]t**

[]
 * I think this video is helpful to discuss the second concept of assessment which is Validity. The doctor in the beginning, defined the Validity concept** **in psychological measurement** **then he explained how the Validity concept works. He presented in a table which made it really organized .( Martinez, 276).**
 * Nourah**
 * [|VALIDITY]**
 * This is a link to an article published in Education Week by Alfie Kohn -- who I LOVE, as a sidebar :) (in case you are not familiar with him, he has written many books and articles critiquing competition and reward, as well as what he says is "education's fixation on testsing and grades -- entitled "Standardized Testing and Its Victims." The title is pretty self-explanatory and his arguments are sometimes thought to be a bit extreme, but Kohn points out some important problems with standardized testing and teaching to the test: "...**the phrase "high standards" by definition means standards that everyone won't be able to meet." Martinez discusses high-stake tests and teaching to the test on pages 282-283. (Erin)


 * Bell Curve**

The bell curve is used to understand how students compare to other students in various academic activities and tests. Scores are often compared using the bell curve, which uses the mean of the population to determine where the scores stand in comparison to other’s scores. The varying ways to read and understand a bell curve can be difficult to understand. This video provides a good visual aid for understanding a little more about standard deviation and z-scores. Though this video does not match the z-score with the standard deviation, it helps visualize and understand the percentages, standard deviation, and z-score correlations on the bell curve. The Martinez textbook discusses the bell curve in the Standardized Testing section of Chapter 9 (290-293). Figure 9.4 shows various scores and how they are laid out on a bell curve (Martinez 292).

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 * Extra Video:**

Here is a very interesting video that discusses the pros and cons of standardized tests, and their effects on students, that the textbook often alludes to: media type="youtube" key="eOHJrt3WzPo" height="390" width="480"


 * Raymond Ramirez III**