Before reading the text:”Interpreting test scores”, I haven’t thought about the different ways of interpreting scores based on factors such as: -The frame of reference for the scores, -the type of scores, - how the test has been constructed.
I realized that interpreting results is such a complex process that I ignored completely. First, we need to consider the type of test, if it is a standardized test, mastery test, open-ended test or any other, because each type of test has a purpose on evaluating.
Second, we have to select a base for the interpretation.For instance, when we want to interpret scores based on a frame of reference it means that we know other learners’ results on the same test and taking into account the grade level and general language ability we can make a comparison between the performances of a specific group and the reference group. In this kind of interpretation we don’t analyze what students have learned.
Another frame mentioned is the domain-referenced test, an exam that reflects Ss’ domain of language skills in which the score can be interpreted in terms of the achievements each one has gotten.
It is also stated by the authors that the level of difficulty of test influences the sorts of interpretations that are possible (Genesee and Upshur 1996).
In the process of assessing we need to have clear objectives and select the task for evaluating the achievement of those objectives but keeping in mind that students’ performance will be influenced by the difficulty of the task.
Another factor to consider when interpreting is the type of score: Counts or Ratings. Due to the fact, that there are established bases for interpreting counts or ratings following two procedures.
As I said before, I found that interpret a score or result from any exam is a complex process which requires time, attention and the appropriation of such important concepts regarding interpretation of students’ results in order to have accurate analysis. After reading this chapter, I learned that grading a test is more than put a mark, letter or score. It is more than tell a student you need to work harder on this language aspect. It is definitely a process that demands interpretation.
It is necessary, however, to remember that test scores are neither completely reliable nor valid indicators of academic performance. For instance, if students take an equivalent form of a test at different times, their scores will change somewhat. This unreliability is important for those whose scores are near the line score for selection because if you administer the same test a second time, some students who previously scored below a cut-off may score above it a second time. DIANA DIAZ
ResponderEliminarFirst of all, I agree about Danitza wrote "interpreting results is such a complex process that I ignored completely" and it was not just you, Dani, I also ignored it completely, I always thought before reading this relevant test that we, as techers, can select the way of interpretaing scores as we wanted to since we were teachers, and I also believed that the most importan aspect was to have experience and depending on that experience we must score our students' test, so I was not thinking about all the interpretations that scoring can have nor if students really understand their scores. And I also was omitting the objectives and domains which should keep in mind to achive a better result not only for us, as teachers, but also for our students.
ResponderEliminarThanks for your comments, Diana and Handy.
ResponderEliminarDiana's comment about reliability of scores fits perfect in this chapter,because sometimes we don't have that consideration when applying test and we don't analyze deeper students' progress or regression.
Handy's experience is really similar to mine. We were interpreting scores due to the lack of knowledge on this issue.