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Kaizen–What Can I Do To Improve My Program?
Kaizen–What Can I Do To Improve My Program?
F. Jay Breyer, [email protected]
Presented at the 2005 CLEAR Annual ConferenceSeptember 15-17 Phoenix, Arizona
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Test Development Process (Where we have been) Test Development Process (Where we have been)
Content: found to be important for job as determined by job analysis
Sampling of content: How many items are needed in the test form necessary to assess minimal competency?
Importance of content domains: What is the emphasis on specific content domains?
Based on identified test specifications, select items that match content domains
Evaluate total item bank
Pretest new items Evaluate statistical
parameters: verify appropriate performance of items
Outcome: Valid & reliable test that is sound and defensible
But wait!!!: We can do something else … how can we change what we do to improve the testing program?
Review and edit items to ensure correct grammatical structure and adherence to fairness and sensitivity guidelines
Equate test forms following the standard setting to ensure comparability of test scores for different test forms
Prepare test forms for administration: paper-and-pencil delivery or computer delivery
Validity Reliability & DefensibilityContent
Test Specifications
Item Type
Item Development
ItemWriting
Statistical Analysis
Form Assembly
Edit & Fairness Review
Statistical Parameters
Test Modality
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It seems we would never get to this point but here
we are and before the next test is created … What can we learn from this administration?
What should we do to find out about our examination we
just gave and reported?
After the Examination is Over….
Activities
What is the size and quality of my item bank Do I have sufficient numbers of items in each content area for the
next examination form? Can I assemble the next form to content and statistical
specifications? How do I find out what my statistical specifications are? What is the reliability of my test?
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Determining appropriate psychometric approaches to item and test development
What do you do if your test is too Long for the time allotted? Too hard/easy for the population tested and
the purpose? Not sufficiently reliable for the test’s
purpose?
Item analysis of the test before scores are reported helps ensure validity
Correct keys are used to grant points Items function as intended
But Test Analyses after the test is reported can be useful for
Construction of new test forms Evaluation of item creation techniques Changes that improve the testing program
Approaches
Challenges
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Help ensure quality for testing programs that wish to verify that appropriate test development and psychometric procedures are being used. These analyses help to verify that the program’s test development activities are psychometrically sound and provide directions for possible continuous improvement
Test Analyses
• Assure the public of meeting basic standards of • Quality & Fairness• Reliability
• Answer the question “How are my test development activities doing?”
Analyses should not
Analyses should
• Limit innovation or have a punitive function
• Be ignored
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Item Analyses at Different TimesItem Analyses at Different Times
• PIA– Preliminary Item Analysis
• EIA– Early Item Analysis
• IA after PINS but before equating or cut score study• FIA
– Final Item Analysis
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Item/Task Information
Total Score Information
Subscore Information
Reliability Score Distributions Descriptive Information Speededness
Reliability of reported subscores Score Distributions Descriptive Information
Post Test Administration InquiryPost Test Administration Inquiry
A FAIR TEST
Quality of items/tasks from past test
DifficultyDiscriminationDIF
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Score Information: Reliability and ValidityScore Information: Reliability and Validity
• Reliability– Consistency & Accuracy
• Validity– Score inferences, score meaning, score interpretations
• What we can say about people
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Score Information: ReliabilityScore Information: Reliability
• Reliability– Consistency and Accuracy
• Credential Testing– Refers to consistency of test scores across different test forms
given the content sampling
• Alpha, Kuder-Richardson, (K-R20)
– Refers to consistency of passing and failing the same people as if they were able to take the test twice
• Subkoviak, PF Consistency, RELCLASS
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Score Information: ReliabilityScore Information: Reliability
• Measurement Error– Refers to random fluctuations in a person’s score due to factors not
related to the content of the test
• SEM
• CSEM
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Test Analyses: Score InformationTest Analyses: Score Information
Correlations can add to the understanding of score reliability
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Item Information: DIF & SensitivityItem Information: DIF & Sensitivity
• Sensitivity– How questions appear– Review by TD Person
• Removes words and phrases from a test that may be
• Insulting• Defamatory• Charged
• Differential Item Functioning (DIF)
– How question behave– Searches for items with
Construct Irrelevant Variance– Tests differences in item
difficulty for k groups when matched on proficiency
– Mantel-Haenszel
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DIFDIF
• Impact is not DIF– The assessment of group differences in test performance between
unmatched focal and reference group members
– Confounding of item performance differences between focal; and reference groups
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DIFDIF
• How DIF is calculated– The criterion is the total test score or Construct
– The question DIF answers is:
• Is the meaning the same for the focal group as it is for the reference group?
– If the interpretation of the scores – the meaning, is different for subgroups then DIF is present
• DIF has to do with improving validity
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In Summary In Summary
• Statistical Information following Test Administration can provide– Item information
• Difficulty and suitability of the items/tasks for your candidate samples
• DIF
– Potential sources of bias (invalidity)
– Decision Score Information
• Distributions – descriptive statistics – reliability information
– Subscore Information
• Reliability information – intercorrelations
• Help highlight areas for continuous improvement– Kaizen