(Chapters 8 -9

Standardized comment menus

Narrative Method Available with computerized grading programs, which allow teachers to select and print onto students' report cards specific comments or remarks. Be aware that these responses are sometimes perceived by parents and students alike as impersonal and generic as the same identical comments can be reported by several different teachers for the same child.

Multiple choice

Items are popular and effective. Fast and easy to score. A moderate number of items can potentially cover a large amount of information and content

Matching

Items involve combining a word or statement from one column recognized as premises, with its correct and corresponding answer from a second column known as responses. format can be used to determine whether students can align basic terms, vocabulary, or other item sets with their corresponding definitions, functions, or connections based on some identified relationship.

Memorabilia, skills, and proficiency or promotion portfolios

Other types of portfolios that have been identified for use in the classroom include ___________, ______________, _______________, _________________

SR Model

The major issue with this model involves the accurate identification and quantification of student ability and then judging progress based on those measures. The aptitude grading approach could prove useful in evaluating the learning progress for a limited group of high-end students. However, in general this model does not serve as an effective grading system for the majority of learners regardless of their estimated ability levels. We must not forget that everyone has the capacity to learn, and usually at high levels. It's our job as professional educators to make sure we effectively teach, assess, and evaluate that learning progress

Grading

The formal evaluation of student work which involves determining the value and quality of that work, based on some set of standards or performance criteria, and then providing some formal recognition of that value to the learner, usually in the form of some grade, number, or mark

journals

The information collected is likely to be more general as opposed to the more specific or restricted collection channels that may be specified with logs. Personal, anecdotal information complete with opinions, perceptions, feelings, and other subjective elements is more likely present Students can also record daily journal entries into an audiocassette recorder, so journal information does not have to be written. However, audio entries are sometimes translated into some kind of written record.

Norm-Referenced Model (NR)

This is known more generally as "grading on the curve" and this approach is used in classes when instructors want to limit the number of high marks, spread or distribute student performances, and avoid grade inflation. It also frees the teacher from any grading dilemmas and subjective calls since the number of grades is already predetermined as part of the system. This approach is also erroneously viewed by many teachers as reflecting a higher grading standard and rigor

Self-Referenced Model

This system may work well for high ability students (e.g. gifted or talented, superior athletes and performance artists). However, when a broader range of abilities is considered the lower ability students are more likely to receive inflated grades based merely on their lower expected ability levels

1) What grading system will be used to evaluate student work? 2)) What will make up the actual construction of grades in my class? 3) What comparison or reference base will be used to assign grades to students? These are critical areas that teachers must carefully examine and decide on if they are to be truly effective in evaluating the work and progress of their students

Three Central Issues Surrounding Grading for Teachers that must address: 1) 2) 3)

Best pieces portfolio

in a ___________________________, the emphasis is on the best constructions of the various assignments that are required over the instructional period. Professional portfolios found in art, photography, music, as well as other professions typically represent best pieces portfolios

Performance-based criteria

involve the listing and completion of specific learning accomplishments and competencies that students must demonstrate in order to receive a particular grade or rating. These accomplishments can take the form of specific work products (e.g. classroom projects, portfolios, reports, presentations) in which rubrics, or other assessment measures, are used to review and score each item based on the appropriate criteria and learning standard(s).

documentation log

involves a written record of specific events or conditions over a certain amount of time

Evaluation

involves the actual process of judging and determining the quality of work of a student. Determining whether some product or performance is excellent or outstanding versus something that is satisfactory involves the reviewer, in most cases the teacher, making that judgment. Moreover, this judgment should not be arbitrary but based on some recognized set of criteria

Restricted-response items

items are designed to set particular perimeters on a student's response to a question. Particularly as it relates to the focus and potential length of response. Response restrictions can be generated through the use of specific guiding words within the question or statement, as well as setting limits to the actual length of the written response. If an objective and uniform scoring method is in place, these items can be scored with a high level of reliability and consistency.

Fill-in-blank (FIB)

items involve having the learner complete a test statement by providing a correct missing word intentionally left out. The test question, usually listed as a statement, is provided in its entirety except for the blank that requires the missing word

Developmental or growth portfolio

the progress of the writing process of the student is highlighted and emphasized.

Multiple- choice questions

there are two types: 1) The direct-question form or question that is designed to have the respondent select the best answer from the provided responses. 2) The incomplete-statement form that is constructed so that the learner needs to identify the correct answer Made up of a stem which serves as the primary question or statement The stem is then followed by a set of provided alternatives or responses, usually a set of four, that the learner selects from, one of which is the correct answer to the question. The others are wrong answers called distracters.

Flowcharts

typically involve the use of geometric shapes and directional arrows to demonstrate the direction or sequence to an event (e.g., chemical reactions, physiological processes, historical events, steps in solving a problem, etc.).

Grading

used administratively to determine rank in class, credits toward graduation, promotion decisions, etc.

Summative assessment

whether they are end-of-lesson tests, performance checklists, or classroom projects are used to measure and evaluate student learning progress in the classroom. They serve a critical role in the "assessment of learning" where every student's accumulated progress can be measured and documented

Constructed response

within a test, ________________ items require students to generate their own answers in response to pre-selected questions or other teacher-based requests. However, in the classroom or school setting, student generated work can involve and encompass productions that are not included as part of a traditional test. -These productions can center on written work, visual productions, verbal performances, and fine/gross motor-based events. Given this variety of evidence products, teachers can utilize a wide range of assessment options to measure the learning progress of their students.

Test development

*Ensure proper item coverage based on specified goals and outcomes. * Complete a Table of Specifications to determine the knowledge and cognitive processing levels and skills covered with the test. - Include a listing of what test items are covering specific knowledge and cognitive levels Avoid unfamiliar items formats that the learners have not seen or answered before -Learners should be familiar with every type of item used within the test they are given.

Grades have many uses:

-Scholarship selection -Selection of future courses -Remedial help or tutoring -Vocational or career planning -Admission to college or graduate school -Obtaining high school credits

What are the Summative Assessment Construction Rules?

1) As an instructor, you need to be clear about what you want to accomplish with your summative assessment. 2) The skill and performance levels measured with the summative assessment need to be identified before it is administered 3) A variety of selected and constructed response items should be considered if a summative test is going to be used. This should be done for a number of reasons. 4) You need to make sure that the directions along with each test question are clear and understandable to any reader. 5) Accept the reality that time and effort are always necessary in developing any comprehensive test or other performance measure(s) and that is not going to change • 6) As a pre-service teacher, you will continue to learn about the effective use of assessment in your classroom and in examining and monitoring the learning progress of your students.

Test

A ______ should involve the careful consideration and selection of various items and questions

it ceases to be an accurate evaluation of a student and his or her academic progress

A primary purpose of grading that should always be recognized and understood is to provide a clear picture and measure of a student's academic accomplishment and progress. If a grade, no matter what form it takes and how it is constructed, does not do that, then what happens?

Provide a clear picture and measure of a student's academic accomplishment and progress

A primary purpose of grading that should always be recognized and understood is to what?

Classroom assessment is the larger comprehensive and dynamic process of reviewing and enhancing student learning, whereas grading and evaluation serve a more circumscribed, but nonetheless important, role in judging and determining the quality and worth of students' products or performances in the classroom. Therefore, the grading process should then be viewed as an integral part or element of a classroom assessment program and not as the sole purpose and function of the system

Assessment and Grading are not the same thing. Why?

CR- Model: Percentage-based criteria

Based on the percentage of items answered correctly on assessment measures that are constructed and aligned with identified learning targets and outcomes. Cutoff percentages are set at particular performance levels and used to designate certain levels of mastery of the material.

True-False

Binary choice items are test items that have only two possible response options This format is often used in classroom tests. Different response sets may exist, but they are essentially the same type of item. is common and most widely recognized of the different variations

Written productions

Can also be evidenced through the construction of visual symbols and other visual designs including: -Illustrations, diagrams, graphs, matrices, concept maps, and flowcharts. -These pictorial constructions can serve as important measures and demonstrations of acquired learning

Standards-based grading

Can generate considerable information regarding a student's learning progress It can provide a meaningful picture of a student's achievement, as well as provide clarity to skill areas that require more work and attention. From an instructional perspective, this reporting format is much more informative and detailed than the traditional letter or numerical grade systems.

Concept maps

Can serve as visual connectors used to compare and contrast various concepts or ideas, as well as provide visual links to subordinate or supportive details and facts.

CR Model

Cautions are still in order with criterion-referenced grading. The grading system is connected to recognized standards of performance and this reality must be recognized and understood by the students who are expected to acquire them. Because the potential for all students to do well exists with this model, the general public along with even some educators may view this as a less rigorous and effective grading system. This is an inaccurate perception, but one that still exists and must be recognized.

Logs and journals

Common sources of written evidence that are used in the classroom include ______________ and ______________

Classroom test

Consists of a collection of items that are designed to measure and evaluate a learner's skills, knowledge, general performance, or other capabilities as they relate to the content and lesson objectives that are covered as part of the instructional process.

teachers bear responsibility for the construction and administration of the assessments used to directly measure learning gains.

Generating effective summative assessments is essential as teachers_________________________________

It's an official requirement that teachers must perform. It's purpose is to communicate information about a student's academic performance. Grading is used administratively to determine rank in class, credits toward graduation, promotion decisions, etc.

Why do we grade?

Pass-fail

A simple binary system that only acknowledges two possible grading outcomes: 1) the passing of a course or program, or 2) the failure to pass a course or program. This type of system is not used extensively in the K-12 arena, but it still can be found in post-secondary instruction where it originated as an alternative to grade-based classes. Due to the impact of academic standards-based instruction on P-12 education, school districts across the country have been working on designing grading and reporting procedures that track the progress of students' achievement relative to required academic standards and outcomes.

Test Review

As the teacher, it is imperative to examine the collective testing performance of your students. -Determine what areas or content was easy, as well as what the students had difficulty understanding Complete an item analysis of the test where each test item is examined relative to: -The number of students that passed the item -The scoring or rating frequencies that were evidenced for essay questions -Recording your impression of the student responses and their general performance Learn from and improve upon test construction after each administration. -Identify what worked well and what did not. -This feedback and review is invaluable in the test construction process and for future examinations. Remember that well-stated test questions connected with clear directions and instructions contribute greatly to the reliability and validity of the test results and consequently the decisions that are made based on those results.

Test construction

All test items should be clear and concise, but complete and fully understandable A variety of test item types should be considered and incorporated within a test. - This helps eliminate any construction bias favoring a specific response type. -For example, if all or most of the test are essay questions, that would favor students who have confidence with this type of question or possess strong writing skills Clear and understandable directions need to be provided at the beginning of the test. Questions should be constructed so they reflect a singular, clear statement or question. -Should not be designed to mislead the reader. -Test questions need to accurately determine if someone knows specific information or can perform a certain skill set. -Test questions should not be constructed to see if students can avoid being fooled or misdirected by the question. If selected response items are used, make sure to provide appropriate and reasonable alternative responses for each question - For example, if a question requires the students to identify the largest planet in the solar system, then provide names of real planets and do not provide answer responses that are not related to the subject matter Only provide the number of questions that can be completed based on the amount of time that is available to the student. -If a majority of selected response questions are used, then less time would be required as compared to a test that possesses a considerable number of essay questions. -Typically, test items require at least one to two minutes just to be read, understood, and for answers to be considered If constructed response items have higher point values relative to other test items, then indicate that value next to each of the questions.

Portfolios

An assessment method that involves the collection of written evidence student-generated work is systematically collected over a certain period of time and reviewed and evaluated throughout that instructional period. Different subjects and/or skills areas can be emphasized or integrated together. -However, teachers often follow a singular content as evidenced in a writing portfolio. -Here students periodically generate pieces of work that are reviewed and placed in the portfolio.

Numerical system

An overall composite number can be generated, usually through the process of averaging all collected scores to obtain a final summative score, to provide a summary mark regarding a student's work over an extended period of time. This number scale allows for more precision and discrimination of a student's performance as compared to letter grades.

Numerical grading

Another common grade reporting method. involve the use of number ranges or bands (with 100 set as the ceiling of the range) that are typically connected to or paired with letter grade equivalents. For example, the common 10-point grading scale is as follows:

Grades

Are considered, and exclusively for some situations, in the following educational decisions: -Promotion to the next grade -Honor roll selection -Academic awards (e.g. valedictorian) -Graduation -Consideration for honors courses

Standards-Based Report Cards

As part of the academic standards-based movement within P-12 education, most states have identified grade level learning goals and standards within the primary content areas (e.g., math, reading, language arts, social studies, science) of instruction. This allows teachers to focus on performance or "evidence" indicators for those standards as benchmarks, or "learning mile markers" are reached documenting the learning progress of the students. Reporting methods and progress reports attempt to record student progress relative to identified standards, as well as the specific student learning skills and outcomes that are embedded within those standards

Selected response items

With ______________, students are required to identify the correct answer from a set of provided choices or options

Provide a clear and readable question or statement that includes the demands of the question and what should be provided in response to the question. Provide direction as to specific requirements that may exist with the essay question. -For assessment purposes, an essay question shouldn't be designed to be a nebulous, free floating treatise with no response boundaries or measurement direction. Prior to any exam, and as part of the scoring key, a model answer or response needs to be constructed along with the essential components that the answer must possess in order to receive scoring credit. -For scoring accuracy, if a question is worth several points, the value for each of the elements of the answer should be determined. Essay questions require more testing time, and that need must be factored into the administration of the exam. -The extensiveness of the question will determine the time-response requirements. -Allocate more time than is considered necessary to ensure an adequate latency exists for all respondents. Given the extensive response for essay questions, it is important to list the point value of each question so that each respondent identifies the relative importance of the question being answered. Essay items place a premium on writing ability. -Those who demonstrate comfort and/or skill with generating on-demand writing responses are at a distinct advantage over those who do not. Ensure that your students are familiar with responding to essay questions, and the higher level responses that can go with them, by providing in-class opportunities where essay questions are given as part of the instructional process. When scoring essay questions, review all student responses to the same question before moving on to other questions. -When scoring the answer, do not attempt to identify the respondent, as this will help to control for instructor bias and enhance objectivity in the scoring process.

Essay Test Item Do's and Don'ts

No detailed information

Even with descriptions. no ________________ regarding the student's performance is provided with this method.

Stem

Every multiple- choice item is made of a _______ which serves as the primary question or statement. should be constructed so that it can be completely understood by the reader

To accompany a more standard or traditional grading and reporting system

Few school districts utilize a complete narrative approach to grading. However, some schools include brief narrative response options. Why is that?

Criterion-referenced model

Grading involves comparing a student's performance to a specific and predetermined performance level or standard of work. If a student meets a certain performance level or score (e.g. acquires a certain number of points based on work completed within the class) according to set learning standards, then the student receives the grade associated with that level or score. No preset number of grades is established as with the norm-referenced model. Therefore, all students who reach a certain level receive that grade (e.g. an A) no matter if the entire class reaches that level. Conversely, many or most students could also receive poor grades depending upon the performance levels that are demonstrated

Norm-Referenced Model (NR)

Grading involves comparing a student's performance to a specific group, such as a classroom or a grade level, in order to see where that performance falls relative to the performance of that entire group. With this approach, specific percentages of grades are typically preset so that only a certain number or quota of A's; B's, C's, D's and F's are given by the teacher

Criterion-Referenced (CR) Model

Grading is recognized as the most commonly utilized grading model in the schools Aspect to the grading usually falls within two general categories: performance-based criteria or percentage-based criteria.

Numerical grade system

However, consistent with the letter grade system, the ____________ still requires collapsing a huge amount of student information into a single number or score

Short answer and essay

In the constructed response area, the most common types of test questions are ________________ and ________

Summative assessment

Is recognized for its primary role in confirming student learning and accomplishment in the classroom. This is a necessary and important function that must be met and cannot be disregarded.

The simplicity of utilizing a single grade or symbol is viewed by many as its greatest limitation. When the collection of information from many different measures is combined into one summative entity, then a tremendous amount of information and detail is not recognized which further dilutes the accuracy and meaning of that single mark. Also, the selection of letter grades can and do vary since cutoffs between grade categories are arbitrary and what becomes "A-work" may not really differ from "B-work." When you hear a teacher say, "I know what an A is in my classroom," just remember every teacher will likely have a different viewpoint and estimation of what that "A" really is

Letter Limitations:

However, this informative system comes at a cost as it requires considerable time and effort on the teacher's part to orchestrate, document, and evaluate student performances that must be reviewed. This grading method is more complicated and may not be well understood or received by parents. It may provide too much information especially for parents who are trying to find out, "what grade did my kid get?" Standards-based grading "fits" better at the elementary level because of the skill emphasis whereas at the middle and high school levels instruction is generally more content focused and organized. Due to a greater range of courses and programs of study, a standards-based reporting system is more difficult to effectively use at the high school level. Another potential drawback is the use of grades after high school (e.g., transcripts to college, information to employers, etc.). College admissions requirements typically require grade point information and not providing this kind of information could adversely affect students as they attempt to enroll.

Limitations for Standards-based:

Provide clear directions so that the respondent clearly understands what he or she must do with the matching items. Homogeneous lists need to be used with all matching items. -Make sure that both columns contain items that are clearly related and similar in regards to the attribute that is being examined. -For example, if matching chemical compounds with their molecular formulas, make sure all listed items are indeed chemical compounds and appropriate formulas. -Do not provide a list of inconsistent items. Concise item lists are desirable and provide for greater student understanding of the matching exercise. Provide a limit of no more than ten premises for each matching test exercise. -Beyond that number, the visual connections and alignments become very confusing and increase extraneous errors and misunderstandings. It is recommended to list more responses than premises in all matching items. -The respondent must be able to accurately identify each match as opposed to the easier task of aligning an equal number of premises and responses. When listing items within a column, use some standard ordering method so a consistent listing method is provided. Both columns must fit onto one single page of a test. -Actually, for all test items, it is essential that no question be "split" so that part of the item is on one page and the other section is on the next page.

Matching Test Item Do's and Dont's

NR Limitations

Most importantly, norm-referenced grades are based on a student's positioning within a group and are not linked to the acquisition of specific learning goals or outcomes. As a student, you could theoretically do well with a low comparison group and really not know the material very well, or conversely not do well at all with a high comparison group but know your stuff fairly well. Also consider this, if you have students who consistently score or perform in the middle to the bottom relative to their peers (and you have or will have students like this), then that is where they will stay and their grades will reflect that position. In essence, they become "stuck" in that relative position within the group or class, and there is no real incentive or motivation to move beyond it because they can't. The teacher also suffers as a portion of students are always going to do poorly and/or fail no matter how well the content is taught. Finally, the percentage of students who can receive a specific grade is arbitrary and completely under the control of the teacher. For example, 10, 12, 15, or 20% of students could be assigned A's and the same variability can be demonstrated with the other grades. Those determinations are controlled exclusively by the instructor, so the percentage cutoffs of certain grades can and do vary which makes grade comparisons very difficult.

Descriptors

Most people recognize that getting an A is better than receiving a C but beyond that point no specific information is provided that is used to separate or differentiate the grades. ______________ are sometimes included to describe each of the markers to help provide some qualitative difference. For example, the __________ "excellent" is often associated with the grade of A while C is described as "satisfactory" or "acceptable." These provide additional clarity and help to create more of a qualitative separation of the performances between the grades.

Short answer and essay

With these items, no alternative response items are provided as the respondent must generate the answer material to a question(s).

Grading Reality

School District A uses an 8 point scale (e.g., 93-100% is an A, 85-92% is a B, 77-84% is a C, 70-76% is a D, and 69% and below is a F) while school district B uses a 10 point scale (e.g., 90-100% is an A, 80-89% is a B, 70-79% is a C, 60-69% is a D, and 59% and lower is a F). So the English paper that received a score of 91 is a B in School District A, but in School District B it's an A. Try to explain that to the student who goes to School District A. As you might imagine, these cutoffs and ranges can be difficult to justify and defend.

Classroom test

Serves as a formal assessment of the students' accomplishment of the intended learning objectives. This work is usually graded and evaluated according to set procedures and/or scales within the school district

The teacher must generate precisely worded and concise questions or statements that are understandable to every respondent. -That determination should be made based on the age and general reading proficiency of the learners. -With short-answer items, writing precision is important since these items require very specific responses for answers. Construct the test item, so a clear and obvious answer response exists. -Avoid constructing items that can potentially have multiple correct responses. Make sure to identify the correct responses for all short-answer items before the test is administered. -If additional responses are subsequently found that are also technically correct, then the item should be rewritten so that only one answer exists. Avoid generating completion items that possess more than one blank in the item statement as this ends to create confusion and misunderstanding. It is better to have a blank at the end of the statement. -This allows the respondent to better understand the item and determine what answer is needed. The actual length of the blanks in all the items should be uniform. -This is done to eliminate providing an obvious clue that blank length relates to word length.

Short Answer/Completion Test Item Do's and Don'ts

Summative assessment

Should not overshadow other assessment forms, but unfortunately it can and does at times. Often happens due to inflated importance that is placed on it by the user (e.g., educators, administrators, legislators, general public, etc.).

Short answer items

Since ______________________ items require a minimal written response, they are particularly helpful in evaluating and measuring knowledge retention and the general comprehension of a student.

Essay question

The most common and effective constructed response item utilized for the examination of higher-level thinking and processing is the _______ -The essential high standard for student-generated work on written tests This type of item can be designed and crafted so that specific and detailed student responses are required that can be aligned with identified instructional goals and objectives. -Yet, with this format, there exists an extensive range of student information that can be gathered and reviewed. For example, with an___________, students can provide the teacher with a sample of their understanding, analysis, or evaluation of the principles or theories associated with a specific content or knowledge base

Norm-referenced, criterion-referenced and aptitude or self-referenced

The most common grade comparison models include: - - -

Multiple choice, true-false, and matching

The most common types of selected response test items include:

Grading Systems

The most commonly implemented system is categorical by design and requires performances to be evaluated based on letters (e.g. A, B, C, etc. and "+" and "-" are sometimes added to the letter grades). Other systems may include percentages (e.g., passed 90% of the material in the course); standards-based performance indicators (e.g., ratings such as exceptional, proficient, etc.) or simple binary options like pass or fail The narrative format typically involves an individualized and detailed written review of each student's performance at the end of a grading period Each system evidences particular strengths as well as limitations, so careful consideration is warranted no matter what system is chosen.

Letter grades

The most commonly implemented system is categorical by design and requires performances to be evaluated based on letters (e.g., A, B, C, etc. and "+" and "-" are sometimes added).

Its greatest limitation

The simplicity of utilizing a single grade or symbol is viewed by many as _____________________.

Consistent with multiple-choice items, true-false items should be centered on a singular main point within the item statement. -The decision on whether the statement is true or false should be contingent on that statement alone. Use only the words that are necessary and avoid any needless detail within the statement. The statement should be verifiable and the decision response should be clear to a knowledgeable respondent. Be very selective with the use of negative statements. -Respondents don't always recognize the "not" in a statement and are likely to misinterpret the statement because of it. -Also, double negatives should be avoided entirely due to the inevitable confusion that is created when they are used in a test item. Generate an approximately equal number of true and false answered items within a test. Make sure the items are of comparable length regardless of being true or not. -As a general pattern, true responses tend have longer statements and false responses are often associated with shorter statements.

True-False Test Item Do's and Don'ts:

Narrative grading format

Typically involves an individualized written review of a student's performance that focuses on his or her particular learning accomplishments or skill acquisitions as well as continuing needs and/or learning issues or problems that must be addressed and remediated

The elements that are selected and the evaluation practices that are followed are just as significant as the scale that is used to provide and describe the evaluation mark or grade. So what really makes up a grade? It actually depends upon you the teacher. The evaluation measures (e.g., tests, quizzes, projects, homework, etc.) that are selected by you and used within a designated marking system (e.g., letter grades, percentages, rating, etc.) constitute the grade or official performance record or mark for students. The selection of the evaluation factors, and the relative weighting or impact of those factors, should depend on the purpose and the intended use of the grades.

What Should Make Up a Grade?

1. What do you want and need your grading system to do for you as a teacher? 2. How is the collected information from this system to be used? 3. Who is to benefit from this information? 4. What measurement procedures will be used in determining the grades of my students?

What are Questions to Ask in Constructing Your Grading System? 1) 2) 3) 4)

Make sure that the answer responses make grammatical sense with the question stem so that all alternatives present as complete and logical responses. Avoid the use of articles "a" or "an" at the end of the stem, and if used list as a(n) so that both articles must be considered in the test item. -Can provide unwarranted clues as to the correct answer based solely on grammatical alignment. When constructing responses or alternatives, make sure all the responses are possible and are connected to the content. -They need to be viewed as viable and legitimate answers to the question. Varying the word length of the responses is necessary since in general longer answers tend to be correct and test-wise students often identify this trend. -Providing correct answer responses that are short, moderate, and long in regards to sentence length can help minimize this tendency. General test construction wisdom dictates that certain alternative responses are to be avoided or used on a restricted basis. -For example, the response "all of the above" is not an effective response option due to the fact that if only two of the presented responses can be determined to be true then this response becomes the automatic choice and answer. -If present, this response option can artificially inflate the passage rate of an item and it has little to do with genuine knowledge on the student's part. The "none of the above" response can and should be used when it is desirable to increase the difficulty level of the item. -This response requires the learner to examine and eliminate all remaining item responses as not being viable answers and that may be necessary for the design of some test items It is important as the test constructor to make sure that you randomly alternate the position (e.g., A, B, C, or D) of the correct responses across test items. -Each letter used in the response should demonstrate about the same percentage usage across the entire test. -Also, never intentionally embed a specific pattern or try to spell out words with the letters of the responses. Make sure no item is dependent upon the answer of another item. -Each item should remain independent of all other items.

What are the Multiple-Choice Test Item Do's and Don'ts?

One of the greatest advantages is that these items can be constructed to evaluate a wide range of cognitive processes (e.g., retention and knowledge-based responses to questions that involve application and analysis skills).

What is a great advantaged for Multiple choice items?

that the respondent is required to actually produce the correct response as opposed to "discovering" the correct answer from a set of provided responses

What is a major advantage with short answer items?

The distinct advantage to the narrative approach is that rich, detailed information on student performance, particularly when feedback is provided relative to specific skills or goals, is obtained and can be used to direct further instruction and learning Unfortunately, providing this kind and level of feedback requires considerable time that teachers may not have in their already overloaded schedules.

What is the distinct advantage to the narrative approach?

Restricted and Extended response

When constructing essay questions, two basic forms or types are recognized: Both are useful and effective for their intended purposes

Is essential to plan out and organize the test before it is administered. As you construct the test framework and decide on the items that make the test, it is important to confirm and check-off that basic assessment actions have taken place during the test-construction process.

When putting together a summative measure, usually a test, it is essential to what?

Standards- Based Method

With_______________________________, performance level descriptors are used to describe student progress relative to grade-level standards. Student progress can be described several ways which can involve numerical ratings (e.g., 1 beginning standard level - 3 meets standard level), achievement descriptors (e.g., emergent, proficient, etc.) or even behavioral explanations (e.g., rarely evidenced, consistently evidenced, etc.). This allows the teacher to provide more detailed feedback to the students regarding their progress as well as to their parents. This is important as many listed skills within standards may require the entire academic year before they are acquired and mastered

fill-in-blank, listing questions, short answer and essay questions.

Within the standard classroom test, the most commonly used constructed responses are ___________, ________________, _________________, _______________

Selected and constructed response

______ and _______ are typically used when making up a test..

Good test construction practices

__________ reflect the use of sound measurement practices along with good common sense.

Grading systems

_____________ Can even include checklists where individual skills are reviewed and evaluated. In addition, combined systems that incorporate elements of different grading systems are also used.

Tables, matrices and graphs

______________, __________________, and _________________ can list and present information in meaningful visual ways, and that is why they are so often present in books and other learning materials

Symbol-based methods

_______________________ methods, like letter grades, simply lack the capacity to provide detail and richness of a student's work or performance

Extended response

allows a respondent maximum flexibility in organizing and constructing a written response to a question. -Typically, few restrictions are included and the respondent can execute "free thinking" in the generation of the response. -The benefit of this question format is the opportunity to examine each student's highest levels of thinking and processing. -If constructed well, extended response items can examine the highest analysis, evaluation, and creation skills that are rarely tapped with other test-item formats. Due to the large time and effort required for this type of item, only a limited number of these items are usually included in a test. -These questions must be carefully selected and placed within assessments.

Matrices

also help to organize large amounts of information into focused and meaningful data laid out across selected rows and columns.

Logs

are often kept during scientific studies, experiments, or other long-term projects that require information and evidence collection.

Graphs

are particularly helpful in representing and clarifying complex relationships or organizing large amounts of information into visually meaningful units

Norm-Referenced grades

based on a student's positioning within a group and are not linked to the acquisition of specific learning goals or outcomes

Grading system

began to emerge with percentage grading (a scale ranging from 0 to 100 that indicated the percentage of material that the student had learned) as a popular approach among educators in the early part of the 20th century That system was later surpassed by the more popular categorical grade systems that involved a three point scale (excellent, average, and poor) and the contemporary five point letter grade system (excellent - A; good - B; average - C; poor - D; failing - F), which most of the general public recognizes and is familiar with today. Concerns with the inconsistency of grades created interest in a pass-fail system, but that was short lived as the standard letter grade system became strongly entrenched within education in the later decades of the 20th century and has continued to the present day

entries

can incorporate verification of behavior with brief descriptions or summaries, as well as personal impressions of what was experienced and what was particularly important at that moment of documentation