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1. Test/Assessment Design Best Practices
Bethann Guenther-Misunas
EDU 652
Dr. Rhia Roberts
May 2, 2011
2. Types of assessments
Formative Assessments are on-going assessments, reviews, and
observations in a classroom. Teachers use formative assessment to
improve instructional methods and student feedback throughout the
teaching and learning process. For example, if a teacher observes
that some students do not grasp a concept, she or he can design a
review activity or use a different instructional strategy.
Likewise, students can monitor their progress with periodic quizzes
and performance tasks. The results of formative assessments are
used to modify and validate instruction (
http://fcit.usf.edu/assessment/basic/basica.html).
3. Types of Assessment
Summative Assessment-are typically used to evaluate the
effectiveness of instructional programs and services at the end of
an academic year or at a pre-determined time. The goal of summative
assessments is to make a judgment of student competency after an
instructional phase is complete. For example, in Florida, the FCAT
is administered once a year -- it is a summative assessment to
determine each student's ability at pre-determined points in time.
Summative evaluations are used to determine if students have
mastered specific competencies and to identify instructional areas
that need additional attention
(http://fcit.usf.edu/assessment/basic/basica.html).
4. Examples of Formative and Summative Assessments
http://fcit.usf.edu/assessment/basic/basica.html
5. Best Practices in Assessments
Create clear, Appropriate Learning targets- In order to assess
student: Knowledge- This involves; what students need to know
(Santrock,p.597)
Reasoning/Thinking-An important learning goal is for students not
just to acquire knowledge but also to be able to think about the
knowledge using problem solving, inductive, and deductive
reasoning, strategies, and critical thinking (597).
6. Best Practices in Assessment
Products- Are samples of students 'work, essays, term papers, oral
reports, and science reports reflect students ability to use
knowledge and reasoning (Santrock,p.597).
Affect- Affective targets are students emotions, feelings and
values. Help students develop self-awareness, manage emotions, and
handle relationships (598).
7. Reasons to Assess
Let learners gauge progress toward their goals
Emphasize what is important and thereby motivate learners to focus
on it
Let learners apply what they have been learning-and thereby learn
it more deeply
Certify that learners have mastered certain knowledge or skills as
part of a legal or licensing requirement.
Diagnose learners skills and knowledge so they can skip unnecessary
learning (Horton p.216).
8. How to design an effective assessment
First decide what you want to measure
Next select the types of questions you want to use subjective or
objective.
Select how you will score the assessment by human or
computer?
Make sure you right clear and concise questions. Know how to design
meaningful questions that ask what needs to be learned.
Give quick and positive feedback
9. Types of questions
True/false- are used to measure a learners ability to make
categorical, either or judgments (Horton,p.220).
When to use, to ask if:a statement is right or wrong, will a
procedure work or not, is a procedure safe or unsafe, does an
example comply with standards, should you approve or reject a
proposal, which 2 alternatives should I pick (221).
Click to view an example http://screencast.com/t/2vQSwdJkT
10. True/False continued
How to design- Require thought; ask more than one true/false on a
subject/phrase questions in different ways. Analyze questions to
ensure the same number, and phrase the question in neutral
terms(Horton,p.222).
How to score- penalize for guessing, require high scores, and ask a
lot of questions (223).
11. Types of questions continued
Pick- one-are used to measure the learners ability to; recognize
the one correct answer in a list. To identify a member of a
category or assign an item or concept (Horton,p.220).
When to use; Rating along a scale, recognizing a member of a
specific category, recognizing the main cause of a problem, picking
superlatives, selecting the best course of action (225).
Click to view an example; http://screencast.com/t/k1nt2kiQ3PW
12. Types of questions continued
Pick Multiple; are used to measure the learners ability to
recognize multiple correct answers in a list. To recognize
characteristics that apply to an object or concept
(Horton,p.220).
When to pick-when picking items that meet a criterion, making a
quick series of yes-no decision, and picking examples or
non-examples of a principle (229).
Click to view example http://screencast.com/t/0aHApTNv
13. Types of questions Continued
Fill-In-the-blank- are used to measure learners ability to recall
names, numbers, and other specific facts(Horton,p.220).
When to use:to verify that learners have truly learned the names of
things for example to recall, technical or business terms, part
numbers, abbreviations, commands and statements in a programming
language and for vocabulary in a foreign language (231).
Click to view an example http://screencast.com/t/dcl0Inqn
14. Fill in the blank questions continued
How to design fill in the blank questions ;Make sure the context
provides enough clues so that the learner can fill in the blank,
phrase the question to limit the number of correct answers, phrase
the question so that answers can be evaluated, accepts synonyms,
tell learners how to phrase their answers, if question is complex
split it into separate questions, tell learners the length, the
format, required parts, and other constraints on free-form input
(232).
15. Types of questions continued
Matching-list: are used to measure the learners 'ability to
identify associations between items in 2 lists, as between events
and their causes or terms and their definitions
(Horton,p.220).
Require students to; specify which items in one list corresponds to
items in another(234).
Use matching-item questions to "measure knowledge of the
relationships among concepts, objects and components(235).
Click to view an example http://screencast.com/t/2GtcqS6GCk
16. Matching Questions continued
How to design matching questions;write list items clearly, keep the
list items clearly, do not mix categories within the list, let
learners indicate matches simply, eliminate the
process-of-elimination(Horton, p.236).
17. Types of questions continued
Sequence- Are used to measure learners ability to identify the
order of items in a sequence, such as chronological order or
ranking scheme (Horton,p.220).
When to use: : use sequence questions to measure learners ability
to put items into a meaningful order. For example historical
events, steps of a procedure by order performed, phases of a
process by order in which they occur, logical arguments in
inductive or deductive order, rankings of value, and remedies by
probability of success (237).
Click to view an example http://screencast.com/t/bPsuDFjQHGt
18. Sequence questions continued
How to create sequence questions; do not use sequence questions if
there is more than one right sequence, use only distinct items
familiar to learners, specify the criterion for the sequence,
specify only one criterion for the sequence (Horton,p.237).
Score fairly; give partial scores for items near their correct
location, score each item individually, use sequence test questions
for practice when scores are not recorded (238).
19. Types of questions continued
Composition-Are used to measure the learners ability to create
original explanation, story, sketch, or other piece of work
(Horton. 220).
Use composition questions to; evaluate complex knowledge higher
order skills, and creativity for example; synthesize an original
solution to a problem, recognize and express complex or subtle
relationships, analyze a complex object or situation, format or
justify an opinion by weighing evidence or to resolve conflicting
opinions and contrary evidence(239).
Click to view an example http://screencast.com/t/xlnQbuz6
20. Composition questions continued
How to design; require breadth and depth questions, require
original thinking, disallow copy-and- paste responses, let learners
respond in the medium of their choice, be specific, give responses,
limit the number of compositions questions(Horton, p.240)..
Scoring- be specific about: Characteristics of the answer need to
be present, items it must include, facts it must mention, media it
must use, conclusions the learner should draw and recommendations
it should make(240).
21. Types of questions continued
Performance questions;are used to measure learners ability to
perform a step of a procedure, typically in a simulation (Horton,
p. 220).
When to use performance questions; performance questions help is
test whether someone can perform a task for example, when you are
testing the ability to perform a procedure rather than an abstract
knowledge about a subject, the procedure is complex requiring
learners to make decisions, not merely follow a sequence of steps,
the speed of performing the task is important to its success, and
when you are qualifying people to perform a task in the real world
(243).
Click to view an example http://screencast.com/t/8I47mTkFZN
22. Performance questions continued
How to design- Simplify test, state the goal clearly, explain the
question and spell out scoring rules (Horton, p.243-44).
23. Conclusion
When creating an effective assessment/test a teacher has to keep in
mind what they want to test. First they need to think why and what
they are testing. Then they need to put their focus on creating
questions that will reflect what it is they want their students to
know. The more a teacher focuses on what it is they want their
students know the better they will create the questions they put
together to assess.