Teacher development and assessment literacy

Appendix C:

Assessment Literacy Test for High School Foreign Language Teachers

Part 1:
Terminology		 Part 2:
Procedures		 Part 3:
Test Interpretation		 Part 4:
Assessment Ethics

PART II. Procedures

(A) Exercise 1

INSTRUCTIONS: Look at the data from the test below,
then answer Questions 21-25 using any device you know how to operate.

The raw scores for four sections of a norm-referenced English reading test.
(The correct number of items for each section of the test appear below.)
Section 1 Section 2 Section 3 Section 4 Total
total items: 10 30 20 30 90
1. Diana 8 28 15 14 65
2. Cindy 7 22 10 15 54
3. Marilyn 4 11 9 8 32
4. Jack 10 26 19 26 81
5. Chris 51 5 10 16 46
6. Faith 71 8 15 22 62
7. Faith 9 10 12 21 52
8. James 3 10 5 11 29
9. Emiko 8 23 16 25 72
10. Eric 6 19 12 18 55
etc.


21. What is the mean for the overall test?

22. What is the standard deviation?

23. Which student(s) is/are more than a standard deviation from the mean?

24. Do any sections of this test correlate closely in a way that's statistically significant at a p<.05 level?
(If so, mention which)

25. What sort of distribution curve does this test have so far?

(B) Exercise 2

INSTRUCTIONS: Read this hypothetical data comparing a 60-item classroom pretest/posttest, then complete the sentences below. Note that following the pretest, the top one-third students were classified into an "upper group" and the lower one-third were classified into a "bottom group".

Category Pretest Posttest
sample size 48 42
total mean 30 33
total range 7-44 12-52
total standard deviation 4.6 4.3
upper group mean score 45 50
upper group standard deviation 3.2 3.4
bottom group mean score 20 20
bottom group standard deviation 4.2 5.8

26. How does the upper group sample distribution differ from the bottom group?


27. What sort claims could validly be made about the "progress" of this class?


28. In addition to the data above, think of at least one practical way to corroborate any
inferences about the possible "progress" of this class.

29. What would be an appropriate cut-off point for this post-test?

(C) Exercise 3

INSTRUCTIONS: Look at the data from the box plot below, then answer Questions 30 -33.

Box Plot of 2 groups


30. What is the range of scores for Group A?

31. What is the mean (or possibly the median) of Group B?

32. What sort of SEM does this test likely have for Group A?

33. What sort of bell curve distribution does this test appear to have for Group B?

(D) Exercise 4

The final section of a high school entrance exam includes a 10-minute essay writing section.
Students are required to write an essay of not less than 150 words on the following topic -

Are computers changing society for better and worse?


This item is worth up to 10 points out of out of the total examination, which has a total of 100 points.
Like many locally produced school exams, there are no clear grading criteria for the essays.

Mention at least three ways to increase the reliability of this type of examination item.

34. One way:

35. Another way:

36. Yet another way:

cont'd.

Main Article Appendix A: I   II   III   IV Appendix B Appendix C: I   II   III   IV

2006 Pan SIG-Proceedings: Topic Index Author Index Page Index Title Index Main Index
Complete Pan SIG-Proceedings: Topic Index Author Index Page Index Title Index Main Index

[ p. 70 ]
Last Next