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Kirkpatrick Model. Reaction Learning Behavior Results (includes ROI). Bloom/s Taxonomy. Evaluation – make & justify value judgments Synthesis – combine & create new whole Analysis – breakdown & identify relationships Application – use learning in new situations
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Kirkpatrick Model • Reaction • Learning • Behavior • Results (includes ROI)
Bloom/s Taxonomy • Evaluation – make & justify value judgments • Synthesis – combine & create new whole • Analysis – breakdown & identify relationships • Application – use learning in new situations • Comprehension – understand & restate • Knowledge/Recall -- memorization
Constructing Measures of Cognitive Achievement • Measures of Cognitive Achievement • Measures of Cognitive Achievement • Objective Measures • True-False • Multiple Choice • Matching • Constructed Response • Short Answer • Essay
Using True-False Questions • Good news • Easy to construct • Easy to score • Students familiar with them • Save time on testing • Bad news • Easy to misinterpret • Hard to measure above facts & details
Overall Limitations • Tends to be unreliable • Guessing problem • Encourage poor study habits • Difficult to use with opinionated material
Suggestions for Constructing True-False Items • Make the critical part obvious • Avoid trick questions • Avoid determining characteristics (give-away-words) - long statements, words like always, never, all, no, none, etc. • Avoid direct quotes from readings Avoid double negatives (It is never true that not all cooks burn the biscuits) • Provide random distributions of T-F
Multiple Choice Questions • Usually has a stem plus the correct answer • disguised by distractions or foils • Can be used in the measurement of affective, psychomotor, or cognitive learning • Can be very good at assessing higher levels of cognitive learning
Basic Formats • Best Answer • Correct Answer • Association • Analogy • Incomplete Sentence
Things You Can Measure with M/C • Applications of principles to new situations • Discrimination between correct & incorrect • Ability to explain, give reason for, or understand why
Advantages of M/C • Can measure a wider variety of behavior than other objective type items • Objectively scored • More reliable than T-F • Corrects somewhat for guessing
Disadvantages of M/C • Difficult & time consuming to construct • Requires good verbal skills • Require lots of space on page • Limits student response
How to Write Good M/C Items • Make the distracters plausible • Keep alternatives of equal length • Use at least 4 alternatives • Keep alternatives parallel in content • Avoid revealing clues (length, parallelism, verbs, & nouns) • Avoid patterns in keying responses
Matching Items – MC Variation • Simple type (A--B) • Compound type (A--B--C) • Multiple use of Alternatives (More than one match for each) • Balanced - alternatives match # s. Unbalanced - more alternatives than items • Verbal-pictorial
Uses of Matching Items • Problems -- Solutions • Words -- Meanings • Observe -- Identify • Cause -- Effect • Questions -- Answers • Situations -- Actions • Words – Symbols • Dates -- Events
Guide to Constructing Matching Items • Indicate the basis for the match • Make short items the alternatives & long items the stems • List alternatives in some logical order (e.g. alphabetical) • Should have from 5 to 15 items • Should be on a single page • Use only one correct match
Advantages of Matching • Efficient use of space & time • Good measure of learning associations • Good measure of cause & effect • Very objective in scoring • Easily scored • Relatively free from guessing • Can be used for higher level learning
Limitations of Matching Items • Difficult to write good matching items • Should avoid clues to the correct answer • Careful (& time-consuming) test construction required
Short Answer (Completion Item) • Recall or supply omitted key words, dates, figures, symbols • Good for assessing low level cognitive knowledge
Types of Short Answer Questions • Sentence completion • Paragraph completion • Drawing or picture completion • Formula completion • Simple recall • Object identification
Advantages of Completion tems • Demand accurate information • Measure retention of facts • Easy to construct • Good for who, what, where, when • Good for application of certain knowledge • High discrimination value • Minimal guessing
Disadvantages of Completion Items • Emphasizes verbal memorization • Students may “block” on known material • Rarely objective • Difficulty to measure higher order cognition
Guide for Constructing Completion Items • Don’t copy straight from the text • Place blanks near the end of the sentence • Avoid unnecessary clues • Have only 1 correct response • Limit things to be recalled to 1 or 2 concepts • Leave enough room for responses • Should be no relationship between the desired response and the size of the blank
Essay Items • Restricted Response- limits response by including specific delimiters • EX: Discuss 4 factors that have contributed to the current economic state of Illinois • Extended Response -- poses a very broad question or problem (i.e. Comp Questions) • EX: List, describe, and defend your selection of three most critical problems in training within the United States. Describe and defend the action(s) you would recommend as national policy for each problem, and describe probable results from each action
Advantages of Essay Items • Good for measuring complex cognitive behavior (analysis, synthesis, problem solving) • May help improve writing skills • Easy to construct • Measure creative thinking & problem solving
Limitations • Legibility • Subjective scoring • Takes a long time to score • Not good for large groups
Guide for ConstructingEssay Items • Ask for the response you want • Use only when objective items won’t work • Include time limits • Indicate weight given to each item • Prepare the scoring key before the test is written