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Education 325: Assessment for Classroom Teaching

Education 325: Assessment for Classroom Teaching. G. Galy PhD Summer 2014 Week 6. Matching Format. Matching Format. Two lists: Premises (on left) and Responses (on right) Include an unequal number of Responses Arrange both columns in logical or alphabetical order Limit to 10

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Education 325: Assessment for Classroom Teaching

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  1. Education 325: Assessment for Classroom Teaching G. Galy PhD Summer 2014 Week 6

  2. Matching Format

  3. Matching Format • Two lists: Premises (on left) and Responses (on right) • Include an unequal number of Responses • Arrange both columnsin logical or alphabetical order • Limit to 10 • Used for matching: - Definitions/Terms - Dates - Principles - People - Classifications - Symbols - Descriptions - Parts/Functions

  4. Matching Checklist • Is ‘premise’ first, then ‘response’? • Is space for answers provided beside premise? • Do ‘responses’ out-number premises? • Did you use the ‘draw-a-line’ technique? If so, don’t!!! • Are premises and responses organized logically? • Are columns clearly labeled? • Can responses be used ‘once’ or ‘more than once’?

  5. Multiple Choice Format • Content Free Test

  6. Multiple Choice Format • Express as question or statement in ‘stem’ • One answer is provided with ‘plausible distracters’ • Usually 3-5. Why? • Guessing can still occur (reliability) • If critical thinking is the goal, more than one answer can be right, however, there must be one ‘best’ answer • Can be combined with graphs, charts, maps

  7. Multiple Choice Guidelines • Stem: - State in simple, clear language - State positively - Put as much information in the stem as possible • Answers should ‘flow’ with stem • Avoid cues (e.g. length of answer) and word clues • Use ‘None of the Above’ sparingly. Why? (Trickery) • Arrange in logical, alphabetical, chronological order • Limit to 5 alternatives

  8. Graphics Format

  9. Graphics Format • Do directions identify correct graphic? • Are directions clear? (especially if asked to create) • Is the graphic labeled clearly? • Has enough space been provided to answer question? • Is it clear how points are given or marks allocated?

  10. Graphics Format • Two basic forms: - Presentation - Production

  11. Essays • Require higher levels of Blooms’ Taxonomy (HOT) • Require students to: - collect facts - interpret & argue a point - analyze - explain differences - evaluate - form conclusions • Drawbacks: - time consuming - subjective (marking) How do you reduce marking subjectivity?

  12. Restricted Essay Example Question: Outline the three principle reasons for the demise of the USSR? Place the reasons in priority and explain each reason. Reasons 3x1= 3 marks Priority 3x1= 3 marks Explanation 3x3= 9 marks Total: 15 marks

  13. Extended Essay • Subjectivity is reduced when: - criteria is discussed - rubrics or rating scales are developed (preferably as a class) - samples are reviewed, critiqued Objective?

  14. Essay Guidelines • Question stated clearly? • Do directions clearly indicate how marks are awarded? • Is a scoring guide or rubric provided? • Is grammar, punctuation and presentation marked?

  15. “Live” Session

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