Three-Stage Model of Classroom Measurement

Three-Stage Model of Classroom Measurement

What do the authors mean in saying “any good classroom test begins with your objectives” (Kubiszyn & Borich, 2010)? Do you agree or disagree with this statement? Why or why not?

In a classroom, the teacher holds the reigns to the horses that guide the students through the course of the cirriculum, and in order for the classroom to be a nourishing positive learning environment, the teacher must use the reigns to navigate the students towards the intended destination with confidences and assurances for testing assessments that lie ahead. The teacher must portray a clear objective for the students riding along, and in order for them to follow along with the ride fluently and effectively, they must be clear with what they are being guided towards. With clear objectives ahead and a good navigator, students can simultaneously grasp and comprehend materials being navigated through the journey. In our textbook, Educational Testing & Measurement: Classroom Application and Practice, the authors state, “any good classroom test begins with your objectives”, and as a future educator and future navigator I would have to completely agree with this statement. I agree with this mostly because the elements of the final tests rely entirely on the objectives addressed by teachers initially. Without the initial objectives being precise and clear, then there can only be apprehension and confusion for when test time is to come. The rely on other for success, objectives and tests, and the must work together in a harmonic balance to impact students positively and effectively.

The textbooks backs their statement “any good classroom test begins with your objectives”, by composing a model of classroom measurement that is layered into three stages. All three-stages of the classroom measurement rely entirely on what the text calls ‘content validity’, and the content validity is the base for the testing measurements; and the validity of the contents comes from the materials and curriculum provided by the educators and the manner by which they engage the contents and objectives with the students. Clear objectives comes with clarity of materials, and the clarity of materials rely on the truths and facts of the matters being taught. Therefore, a good classroom does begin with objectives, but in addition to this, the function of the three stage measurements rely on the validity of the content objectives laid forth. This is where the educator must become their own master of the materials, in order to lead the reigns of the objectives for the students. With the valid content foundations, the first stage, instructional objectives, can be outlined for students. The entire process of learning and testing begins with the educators objectives of the contents. This sets the stage for phase two, instructional activities of the contents, which then leads to stage three, testing. In our textbook, the authors connects stage three back to stage one, by stating, “Test items validity measure the instructional objectives,”(p.99). Therefore, successful effective classroom tests starts from the slate of the educators objectives, and the more clear and precise the original objectives, the more likely the successes of good quality tests, with comprehensive students are to follow.

　

Kubiszyn, Tom & Borich, Gary (2010). Educational Testing & Measurement: Classroom Application and Practice (9^th ed.). John Wiley & Sons, Inc, 111 River Street, Hoboken, NJ. (Kubiszyn & Borich, 2010).