The Pressure of Testing!

1. The Pressure of Testing!

2. Assessment Writing Question Rubric

3. What is the Structure of a Good Assessment? An assessment that tests a student’s Knowledge of content Application of the content And extension of the content

4. Types of Assessments Typical: • Standardized Test • Licensure/Certification Tests • Quizzes • Thinking Maps • Practical Assessments-Performance • Teacher Made Assessments • Published Assessments • Essays- Short Answer

5. Shift thinking • Not Format of test- • What Thinking do you want to Occur ? • Remembering Factual Information. • What is … • Understand conceptual knowledge. • Which is these is an example of... • Categorize…

6. What Thinking do you want to Occur? • Applying Procedural Knowledge • Solving problems • Discussing/answer questions on a case study. • Analyze conceptual Knowledge • Reading graphs/charts then making predictions with data in response • Evaluating Procedural Knowledge • Read case study and analyze/choose best plan of action

7. What Type of Question • Focus on the thinking, it will help determine the type of assessment and questions you want. • Structure your assessment so you can monitor that type of thinking.

8. Sample Transitional Statements • This section will test your ability to recognize the steps in filing a defamation lawsuit. • These questions will test your ability to determine the best plan of action for both sides of the lawsuit. • These questions will ask you to analyze the effects of and possible repercussions of the defamation lawsuit.

9. Level One questions “Right there” Questions. Rote Memory Questions Who What Where When

10. Level One Questions • Which type of law allows for flexibility within a legal system? a. jurisdictional law b. positive law c. common law d. sovereign law

11. Level One Question 6. ¼ cup = _________ Tbsp.

12. Level Two • Inference • There are correct and incorrect inferences • Like a puzzle • What did the text lead me to believe? • Must Know content to answer

13. Level 2 If a person does not know how to identify syllables of a word, what problems might he/she face in future years of education? • He might not be able to read new course content. • He might lose the ability to read well. • He might face problems in expressing the written word.

14. Level two Question ? • The food guide pyramid was constructed on the basis of themes. List and explain 2 of the six themes focused around the food guide pyramid? - 4 points

15. Level Three • Connecting • Application • Synthesis • Evaluating • Creating

16. Level 3 Format • Typically lend themselves to • a short answer or essay. • Practical assessment (creating) • Can be multiple choice or matching • (not the best format) • Follow up after the practicum

17. Level 3 Question • A client has commissioned you to design and produce an ad campaign. The ad and marketing worked well and she wants to run the campaign again but in a new geographic location. You are familiar with the new geographics and know the campaign will be a failure in that venue. What solution has the least impact on both you and the client? • A. resign from the job • B. Advise the client of the possible repercussions but support the client and run the campaign if they choose to do so. C. Keep quiet and NOT discuss your concerns and run the campaign as requested. D. Consult with another member of your ad firm. What makes it difficult to answer this question?

18. Level Three ? • It takes an average of 9 attempts for a woman to leave an abusive husband. Which need level would this woman be stuck in, and which level would she not be able to achieve? • A. a. Safety, Love and Belonging • B. Love and Belonging; Safety • C. Love and Belonging; Self Esteem • D. Self-Esteem; Self Actualization

19. Which type of Questions are the Best? • A majority of your assessments are practical-use as follow up • Trouble shoot • Alter an aspect • There is no real “best.” • You need to use what is appropriate • for your content • At that specific point in your curriculum

20. Writing Leveled Questions

21. Change this level 1 Question to a Level 2 Question • Which type of law allows for flexibility within a legal system? a. jurisdictional law b. positive law c. common law d. sovereign law

22. The Changing World of Education

23. End Product

24. So Where Do We Begin? • What type of assessment is this? • What do I want to measure? (Your learning objectives: scope and Sequence or Standards) Virginia Commonwealth University/Center for Teaching Excellence, Richmond Virgina, 2009

25. Types of Assessment Questions • True or F a l s e • Matching • Multiple Choice • SCRshort constructed Response ECR • Practical Assessment

26. What a MC question will not do • Articulate Explanations • Display thought processes • Furnish information • Organize personal thoughts • Perform a specific task • Produce original ideas • Provide examples

27. A Well-written Objective Question • Stem • The part where the item in which the problem is stated. • Choices • Options/alternative answers • Distractors • The incorrect Choices

28. How to write good test Questions • Stem Recall Ideas-1 Connect Ideas-2 Synthesize Information-2/3 Apply Concepts-2/3 Evaluate Ideas-3

29. Stem • Keep it as simple as possible • Keep it a complete thought-no open ended statements. • Limit the use of contractions • Use familiar language • Use few pornouns.

30. Example Stem • Matter is ___________ • The theme of the poem is • A group of islands is called…. • As prices increase, the quantity supplied will generally

31. Revised Stems • Matter is • Which of the statements below is the best definition of “matter?” • The theme of the poem is • Which of these statements best states the theme of this poem? • A group of islands is called…. • What term is used when referring to a group of islands • As prices increase, the quantity supplied will generally • What happens to the quantity( or supply), when prices of the product increase?

32. How to Write Good Multiple Choice… • Choices • Keep grammatically consistent keep the length of options fairly consistent. • Include the central idea and most of the phrasing in the stem. • The greater the similarity the greater the difficulty • Avoid “All of the above” or “none of the above.” • Use familiar choices • Limit the use of pronouns • Distractors Use only plausible distractors

33. Examples: Choices/Distractors Trade • Only includes making profits • is the buying and selling of products between nations or individuals • always keeps tariffs low • is always between the United States and another nation in the world. Who gave the industrial era the title the “Gilded Age?” • Gilda Radner • Mrs. Wood • Mark Twain • None of the above

34. Practice • Look at the tests on your tables 1. Get a sense of the type of questions being asked • Use the yellow handout to guide your evaluation of the stem, choice and distractors. • Rank the test page A B C D.