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Confounding Factors in the

Administration Of Pre- and Posttest

Assessments

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Confounding ?

1. To cause to become confused or perplexed.

2. To fail to distinguish; mix up.

3. To make (something bad) worse.

4. To cause to be ashamed.

5. To damn.

6. a. To frustrate.

b. ArchaicTo bring to ruination.

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Administration ?

oftenAdministration

a. The executive branch of a government.

b. The group of people who manage or direct aninstitution, especially a school or college.

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Pre- and Posttest ?

Pretest

a.A preliminary test administered to determine astudent's baseline knowledge or preparedness foran educational experience or course of study.

b.A test taken for practice.

PosttestA test given after a lesson or a period ofinstruction to determine what the students havelearned.

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So...

The meaning of Confounding Factors in theAdministration Of Pre- and PosttestAssessments is

Factors that make values from pre- and posttest

are invalid

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History

History can be a threat.

Outcomes assessments are particularyvulnerable to this threat, especially whenconsiderable period of time elapses betweenpretest and posttest

Example, posttest after study tour

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Maturation

Maturation is a major confounding variable invalue- added assessment

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Testing

Multiple administrations of same test may affectthe reesult of pro- and posttest. This confound islikely when tests are administered within arelatively short time and at repeated points.

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INSTRUMENTATION Instrumentation threatens validity when observed

changes from pre- to posttest may be the result of a

change in a measuring instrument, an especially likelypossibility when the measuring instrument is human

confounded by systematic variations in the reviewprocess between the pre- and posttest.

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STATISTICAL REGRESSIONStatistical regression is a threat when scores at extremes ofa scale are unstable. It is of particular concern in talent

development assessment when students are classified intogroups on the basis of pretest scores. Statistical regression:

Operates to increase obtained pretest-posttest gainscores among low pretest scores,

Operates to decrease obtained change scores amongpersons with high pretest scores,and

Does not affect observed change scores among scorers atthe center of the pretest distribution

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External validity

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Unanticipated Effects of

Assessment

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Test anxiety and stress

This particular risk accompanies the phenomennomof bottoming out. Sensitivity to this issue in test

administration, debriefing, and presentation of

findings will substantially reduce this problem.

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Fatigue

After spending several hours completing pre- orposttesting, students ability to concentrate on other

work may be limited. Therefore, testing should be

scheduled for the times when it is least likely to

interfere with ongoing class work and studying.

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Emphasis on test score than on the processof learning A vigorous assessment program may suggest to

students that test score are more important than the

process of learning. We now distribute grades and

score as if students were in a contest with each other

(Edgarton 1987, p. 109). It is the responsibility of the

institution to communicate its underlying values tostudents and to explain why and how the test score

are useful.

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Better test-taking skills

For better or for worse, assessment and evaluation arevery much a part of our culture. Continues exposure

to assessment in a supporive environment may help

students to develop skill to cope effectively with tests

and evaluations.

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A sense of development and growth

Because of the relative nature of most grading,students rarely have an opportunity to document or

observe their own intellectual development. Pre- andposttesting may provide student with feedback abouttheir development. Even when individual scores arenot release (and the cohort is the unit of

measurement), student experience of the instrumentduring posttesting relative to pretesting as well as theincrease in achievement demonstrated by the groupcan be valuable information.

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Curiosity and motivation

Although bottoming out can be stressful for student,encountering material with which one is unfamiliar

can also be stimulating. Challenging and engagingassessment instrument may motivate students toacquire specialized knowledge and skills or,conversely, to broaden their knowledge and skills.

When students have tha opportunity to discuss theirtesting experience with an academic counselor oradvisor, they can plan a program that responds totheir experienced needs and interests.