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Test Item Analysis

Test Item Analysis. Teachers: R. Joy Evans, Michelle Moor, & Mata Banks School: Claiborne High School, New Tazewell, TN Test Source: Virginia State Chemistry Regents Exam (2008). Navigation Page. Step I: Item Analysis Standardized Test Item Test Item Type Test Item Structure

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Test Item Analysis

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  1. Test Item Analysis Teachers: R. Joy Evans, Michelle Moor, & Mata Banks School: Claiborne High School, New Tazewell, TN Test Source: Virginia State Chemistry Regents Exam (2008)

  2. Navigation Page Step I: Item Analysis Standardized Test Item Test Item Type Test Item Structure Embedded Content and Skills Step II: Standards Alignment Connections to Curriculum Framework Content Clarification Strand Map Step III: Instructional Alignment Lesson Plan

  3. VA SOL Chemistry 2008 #40 Step I: Standardized Test Item NavigationPage

  4. Step I: Test Item Type Multiple Choice NavigationPage

  5. Step I: Test Item Type and Structure Multiple Choice • Stimulus: The table shows the measurements of the volume and the pressure of a portion of a gas at constant temperature. • Stem: After graphing, the data reveals that the volume is… • Diagram: Data table with t-chart containing volume & pressure data; also given a volume vs. pressure axis for possible graphing • Distractors: G, H, & J • Correct answer choice: F • What makes this the correct choice? Boyle’s Law states that at a constant temperature, pressure & volume are inversely proportional; that is, as volume decreases, pressure increases & vice versa. NavigationPage

  6. Step I: Embedded Concepts & Process Skills Concepts and Big Ideas Proportions (M) Decimals (M) Gas Laws (S) Graphing & Reading Data (M&S) Process (Inquiry or problem solving) Skills Graphing & Reading Data Webb’s Depth of Knowledge (DOK) Levels Because there are two distinct ways to solve this problem, there are two different DOK levels. • Science – Level 1 (Represent in words or diagrams a scientific concept or relationship.) • Math – Level 2 (Organize, represent, & interpret data; identify patterns in events or behavior.) NavigationPage

  7. Step II: Connections to State Curriculum Framework What is the connection between your Test Item and the state’s Curriculum Framework? Science CLE 3221.2.4  Investigate characteristics associated with the gaseous state. CFU 3221.2.15  Graph and interpret the results of experiments that explore relationships among pressure, temperature, and volume of gases. SPI 3221.2.7  Predict how changes in volume, temperature, and pressure affect the behavior of a gas. Math CFU 3102.2.23  Determine the graph of a linear equation including those that depict contextual situations. CFU 3102.3.19  Explore the characteristics of graphs of various nonlinear relations and functions including inverse variation, quadratic, and square root function. Use technology where appropriate. CFU 3102.5.1  Identify patterns or trends in data. CFU 3102.5.6  Draw qualitative graphs of functions and describe a general trend or shape. SPI 3102.5.1  Interpret displays of data to answer questions about the data set(s) (e.g., identify pattern, trends, and/or outliers in a data set). NavigationPage

  8. Step II: Content Clarification • Science Content Clarification • Math Content Clarification NavigationPage

  9. Step II: Atlas of Science Literacy NavigationPage

  10. Step III: Instructional Alignment Up, Up, & Away NavigationPage

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