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objectives, instructional activities and assessment. The following steps will guide you in the creation of a table of specifications: Develop learning objectives based on the taxonomy of educational objectives Identify instructional activities that target the learning objectives Implement instructional activities Reflect on instructional activities and identify relevant learning objectives that will be assessed based on the instructional experience Determine the relative importance and weighting of each objective Generate test items based on the designated learning objectives
http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%2 0Taxonomy%20Action%20Verbs.pdf
Day 2 Session 1
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Review/Preview (5 min)
1.
Name one type of closed-ended item and list the pros and cons for this type of item.
_____________________________________________
2.
3.
4.
Two components of a test blueprint are __________ and _________________. The degree to which the test actually measures what it is intended to measure is called reliability (T/F) The systematic assignment of numbers to attributes is called A. Test B. Evaluation C. Assessment D. Measurement
subjective
objective Closedended
Openended
Supply-Type
Multiple-choice questions
are the hardest type of objective questions to write for
classroom teachers Although many people believe MCQs are simplistic, actually the format can be used for intellectually challenging tasks Multiple-choice test items consist of
a stem or question and three or more alternative answers the correct answer sometimes called the keyed response and the incorrect answers called distractors.
writing MCQs
more answer options (4-5) reduce the chance of guessing that an item is correct many items can aid in student comparison and reduce ambiguity greatest flexibility in type of outcome assessed: knowledge goals, application goals, analysis goals, etc.
reading time increased with more answers reduces the number of questions that can be presented difficult to write four or five reasonable choices takes more time to write questions
responses.
For example, if you use the word "purpose" in the
question stem, do not use that same word in only one of the answers, as it will lead people to select that specific response.
Use plausible, realistic responses.
Example 1
Stem Presented as a Question. This form is generally better than the incomplete stem because it is simpler and more natural.
Who is primarily responsible for maintaining an aircraft in an airworthy condition? A. Pilot in command or operator. B. Owner or operator of the aircraft. C. The lead mechanic responsible for that aircraft.
Example 2
Stem as an Incomplete Statement. When using this form, care must be exercised to avoid ambiguity, giving clues, and using unnecessarily complex or unrelated alternatives.
Example 3
Stem Supplemented by an Illustration. This form is useful for measuring the ability to read instruments, or identify objects.
Example 4
Multiple Response is Required. This form is a variation of the previous forms in that it contains more than one correct answer, and students are instructed to select all correct answers.
Which of the following statements is/are generally true regarding the charging of several aircraft batteries together? 1. Batteries of different voltage (but similar capacities) can be connected in series with each other across the charger, and charged using the constant current method. 2. Batteries of different ampere-hour capacity and same voltage can be connected in parallel with each other across the charger, and charged using the constant voltage method. 3.Batteries of the same voltage and same ampere-hour capacity must be connected in series with each other across the charger, and charged using the constant current method. A. 3. B. 1 and 2. C. 2 and 3.
Example 5
Negative Variety Type. This form is not suggested but, if used, always emphasize the negative word.
Which of the following is NOT considered a method of heat transfer? A. Diffusion. B. Conduction. C. Convection.
Example 6
Association Type. This form is useful if a limited number of associations are to be made.
Which aircraft has the right-of-way over the other aircraft listed? A. Airship. B. Gyroplane. C. Aircraft towing other aircraft.
Example 7
Definition Type.
This form is used to determine knowledge of a specific definition.
Aspect ratio of a wing is defined as the ratio of the A. wingspan to the wing root. B. wingspan to the mean chord. C. square of the chord to the wingspan.
True/False (TF)
Advantage: Easier and quicker to write than MCQs Remember the guidelines for writing effective test
can present many items most difficult question at once to write objectively easy to score ambiguous terms can used to assess popular confuse many misconceptions, cause- few answer options (2) effect reactions increase the chance of guessing that an item is correct; need many items to overcome this effect
and "always," that lead people to choose false, or uncertain words such as "might," "can," or "may," that lead people to choose true. Do not write negatively stated items, as they are confusing to interpret: "Thomas Jefferson did not write the Declaration of Independence." True or False?
design at least 60% of your T/F items to be "false" to further minimize guessing effects. Use precise words (100, 20%, half), rather than vague or qualitative language (young, small, new, beautiful, many). Avoid making the correct answer longer than the incorrect answer (a give-away).
Matching
Matching is an extended form of MCQ that draws
upon the students ability to make connections between ideas, vocabulary and structure advantage over MCQs is that the student has more distractors per item. writing items in the matching format is somewhat easier for teachers than either MCQs or TFNs some important points to bear in mind
efficient difficult to assess used to assess student higher-order outcomes understanding of (i.e., analysis, associations, synthesis, evaluation relationships, goals) definitions
question group Never write items that rely on direct 1-on-1 matching.
The consequence is that if a student gets one item
wrong, at least two are wrong by default. By contrast, all previous items right, the last item is a process of elimination freebie.
Matching can be used very effectively with related
that the syntax between the two columns is correct and unambiguous. Avoid extraneous clues such as using an when the correct answer starts with a vowel.
Matching-Equal Columns
When using this form, providing for some items in the response column to be
used more than once, or not at all, can preclude guessing by elimination.
Directions: In the blank before each electrical term in the left-hand column, write
the letter corresponding to the unit of measurement which is most closely associated with that term. Each unit of measurement may be used more than once and some units may not be used at all. 1. ____ Electromotive force 2. ____ Electrical power, apparent 3. ____ Electrical power, true 4. ____ Resistance 5. ____ Capacitance 6. ____ Inductance 7. ____ Current 8. ____ Impedance A. Watt B. Volt C. Ampere D. Coulomb E. Ohm F. VAR G. Farad H. Henry
Matching-Unequal Columns
Directions: In the blank before each phrase in the left-hand column, write the letter(s) corresponding to the type(s) of drag which is/are most closely associated with that phrase. Each type of drag may be used more than once, and some types may not be used at all. 1. ____ Occurs when varied currents over an airplane meet and interact. 2. ____ Results from the turbulent wake caused by the separation of airflow from the surface of a structure. 3. ____ Caused by the roughness of the airplane's surfaces. E. Interference drag 4. ____ Generated by the airflow circulation around the airfoil as F. Rolling drag it creates lift. G. Sliding drag A. Form drag B. Induced drag C. Skin friction drag D. Static drag
Supply-Type
may be required where a selection-type cannot be
devised to properly measure student knowledge valuable in measuring the students' generalized understanding of a subject
chances of guessing scoring is not objective reduced can cause difficulty for measures knowledge computer scoring and fact outcomes well, terminology, formulas
Performance tests
Essay tests Guided and Free Writing
Short-answer Qs
depending on objectives set, these
questions can call for one or two sentences or a long paragraph easier to write, though they take longer to score compared to multiple-choice tests
Problem sets
Normally used in Mmathematics and the
Sciences Tip = allow students ten minutes to solve a problem you can do in two minutes
Oral exams
common at the graduate level, rarely used for
undergraduates except in foreign language classes are usually time-consuming, too anxiety provoking for students, and difficult to score unless the instructor tape-records the answers
However, a math professor has experimented with individual thirtyminute oral tests in a small seminar class. Students receive the questions in advance and are allowed to drop one of their choosing. During the oral exam, the professor probes students' level of understanding of the theory and principles behind the theorems. He reports that about eight students per day can be tested.
Performance tests
ask students to demonstrate proficiency in
conducting an experiment, executing a series of steps in a reasonable amount of
time, following instructions, creating drawings, manipulating materials or equipment, or reacting to real or simulated situations
can be administered individually or in groups seldom used in colleges and universities logistically difficult to set up, hard to score, and the content of most courses does not necessarily lend
skills (for example, health fields, the sciences, education). Anderson (1987, p. 43) recommends the following: 1. Specify the criteria to be used for rating or scoring (for example, the level of accuracy in performing the steps in sequence or completing the task within a specified time limit). 2. State the problem so that students know exactly what they are supposed to do (if possible, conditions of a performance test should mirror a real-life situation). 3. Give students a chance to perform the task more than once or to perform several task samples.
negotiated process one best approach is to write a sample answer and then analyze the elements of that answer OR ask a colleague to write a sample answer and critique the prompt
requires students to manipulate content that is provided in the prompt, usually in the form of a chart or diagram a bridge between objective and subjective formats requires teachers to be very clear about what they expect students to do decide in advance whether mechanical issues like spelling, punctuation and capitalization matter when the task focuses on comprehension
Paired testing
Portfolios
Administering Tests
Timing
Item Type
True/False MCQ
Time Allocated
30 seconds 1 min
1.5 mins
2 minutes 1 min 30 secs per response 10-15 mins 30 min 30 seconds
Checklist
Is this item an appropriate measure of my learning
objective? Is the item format the most effective means of measuring the desired knowledge? Is the item clearly worded and easily understandable by the target student population? Are items of the same format grouped together? Are various item types included in the assessment? Do students have enough time to answer all test items? Are test instructions specific and clear? Does the number of questions targeting each objective match the importance weighting of that objective? Are scoring guidelines clearly available to students?
In closing
Tests are just tools
(Hanna & Dettmer, 2004; Kubiszyn & Borich, 2007)
Test items are part of those tools Like the tools in a carpenters toolbox, you
need to choose from tests toolbox what works best for the task at hand Remember, "If the only tool you have is a hammer, you tend to see every problem as a nail