Week 8 Testing

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Achievement chart (growing success) + Bloom's Taxonomy Verb

1. BEFORE VIEWING and READING this week’s materials, as a previous test-taker, what is your level of confidence in creating test items for students? Why?

Depends on which grade and what subject if it's math and and music i will say i have more confidence in writing them since i have been assess students throughout the years but if it's other subjects i will have to look what to assess students in order to make an effective test

2. These past 16 months we have stressed the importance of authentic assessment practices to optimize your students’ learning experiences. Why are we now introducing tests and creating test items?

Because only after knowing the importance of authentic assessment then we can incorporate test for part of learning not the only assessment since we can't truly assess students understanding of knowledge, application, thinking through one test maybe students have anxiety while taking test or other factors, that's why test or reating test is introduced till later

3.AFTER VIEWING and READING, what are your key takeaways?

https://www.youtube.com/watch?v=cMOVC63KKlc&feature=youtu.be

LImitation of test, what's the validity? does it produce consistent result, is it realistic? Is learning aligned with learning objectives and instructional activity

Piontek (2008): Consider proportional of content, behavior of the test items, clear instructions create variety of test tems first before choose format

Jacob (2004): test must reflect test items, use bloom's Taxonomy verbs ask higher analyze questions

test should include content, knowledge, comprehension and application that's evenly proportional

https://www.youtube.com/watch?v=qKwq32-S4ts&feature=youtu.be

Creating test items

Pay attention to how test was formed if content, knowledge, comprehension and application that's evenly proportional to have more validity for test as an assessemtn

Consider different type of test, what you want your students need to know or be able to do?

use clear instruction for test avoid always, all, never,

http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no24.pdf

"Methods of assessment used by faculty can also have a direct impact on the quality of student learning. Students assume that the focus of exams and assignments reflects the educational goals most valued by an instructor, and they direct their learning and studying accordingly (McKeachie & Svinicki, 2006).

"Creating high quality educational assessments requires both art and science: the art of creatively engaging students in assessments that they view as fair and meaningful, and that produce relevant data about student achievement; and the science of assessment design, item writing, and grading procedures (Worthen, Borg, & White, 1993).

Effective exams have four characteristics. They are valid (providing useful information about the concepts they were designed to test), reliable (allowing consistent measurement and discriminating between different levels of performance), recognizable (instruction has prepared students for the assessment), and realistic (concerning time and effort required to complete the assignment) (Svinicki, 1999a)

Sample Essay Item Stems for Assessing Reasoning Skills: Comparing Relating Cause and Effect Justifying Summarizing Generalizing Inferring Classifying Creating Applying Analyzing Synthesizing Evaluating

Guidelines for developing essay items:

1. Restrict the use of essay questions to educational outcomes that are difficult to measure using other formats.

2. Construct the item to elicit skills and knowledge in the educational outcomes.

3. Write the item so that students clearly understand the specific task

4. Indicate the amount of time and effort students should spend on each essay item. In essay items

5. Avoid giving students options as to which essay questions they will answer.

6. Consider using several narrowly focused items rather than one broad item.

4. What specific and practical steps will you personally take to ensure that any test items or test that you create adhere to sound principles of assessment that guide our practice as described in Growing Success?

Consider What i want my students to know and be able to do first. Consider what i want to assess that align with learning objectives and instruction activities. Test items should be equally proportional to content, knowledge, comprehension and application that align with growing success achievement chart: knowledge and understanding, thinking, communication and application.

http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf (p.19-24)

Choose format what you want to assess students by creating a variety of test items first, use Bloom's Taxonomy verb for higher order thinking questions, read through different test format restrictions and limitations in order to create a better test.