assessment methods

ASSESSMENT METHODS

Creating MeaningfulAssessments

SELECTED AND CONSTRUCTED RESPONSE

SELECTED RESPONSE Classic, “objective” pencil & paper test Foundational knowledge test Typical item formats include:

Multiple choice True/false Matching

MULTIPLE CHOICE: GUIDES

When to use?

Large number of examinees Wide range of information were discussed Wide range of skills is to assess


Use Plausible Distractors

What is the main idea of the passage “Frogs and Toads”? [Stem] A Frogs and toads share many differences and similarities. * [Key] B Frogs live closer to water than toads. [Distractor] C Frogs and toads are like cousins. [Distractor] D Frogs are different than toads . [Distractor]

MULTIPLE CHOICE: USING PLAUSIBLE DISTRACTORS What is the main idea of the passage “Frogs and Toads”? A Frogs and toads are cute. [Level 1: prior knowledge, not text-based] B Toads have shorter legs than frogs have. [Level 2: text-based detail unrelated to main idea] C Frogs are different than toads. [Level 3: only part of main idea] D Frogs and toads share many differences and similarities. * [Level 4: correct response]

MULTIPLE CHOICE: USING PLAUSIBLE DISTRACTORS What is the main idea of the passage “Frogs and Toads”? A Frogs live closer to water than toads.

B Frogs and toads are like cousins.

C Frogs are different than toads.

D Frogs and toads share many differences and similarities. *

All distractors are essentially Level 3: Each is related to the main idea but is not the best answer.


Use Plausible Distractors Use a Question Format


Use a Question Format

Incomplete Statement Format: The capital of California is in _______________. Less effectiveDirect Question Format: In which of the following cities is the capital of California? More effective


Use Plausible Distractors Use a Question Format Emphasize Higher-Level Thinking

Use memory-plus application questionsPlace the concept in a life situation or context


Emphasize Higher-Level Thinking

Memory Only (Less effective) Memory & Application (More effective)

Which of the following best characterizes whole foods? a. orange juiceb. toast c. bran cereal d. grapefruit

Sally’s breakfast this morning included one glass of orange juice (from concentrate), one slice of toast, a small bowl of bran cereal and a grapefruit. What “whole food” did Sally eat for breakfast? a. orange juiceb. toastc. bran cereald. grapefruit


Use Plausible Distractors Use a Question Format Emphasize Higher-Level Thinking Keep Option Lengths Similar Balance the Placement of the Correct Answer (2nd or 3rd option) Avoid the “All the Above” and “None of the Above” Give Clear Instructions


Give Clear Instructions

Questions 1 - 10 are multiple-choice questions designed to assess your ability to remember or recall basic and foundational pieces of knowledge related to this course. Questions 11 – 20 are multiple-choice questions designed to assess your ability to think critically about the subject. Please read each question carefully before reading the answer options. When you have a clear idea of the question, find your answer and mark your selection on the answer sheet. Please do not make any marks on this exam…

TRUE OR FALSE When to use?

Assess reliability Useful for questions where there are only two reasonable answers Testing misconceptions Need short exam that is less dependent on reading ability

TRUE OR FALSE: GUIDES

Randomize the sequence of true and false statements.Less effective Less effective More effective

1. True2. False3. True4. False5. True6. False7. True8. False9. True10.False

1. True2. True3. False4. False5. True6. True7. False8. False9. True10.True

1. True2. False3. False4. True5. False6. True7. True8. True9. False10.False


Randomize the sequence of true and false statements Make use of popular misconceptions or beliefs as false statements

True or False: The first mass in the Philippines was held in Limasawa?

Answer: False. It was held in Masau (Agusan Del Norte)


Randomize the sequence of true and false statements. Make use of popular misconceptions or beliefs as false statements Do not use "specific determiners," such as "always", "never", "every“ just to make a proposition false Make true and false items of approximately equal average length throughout the test Avoid double negatives


Avoid double negatives

A double negative is usually produced by combining the negative form of verb (cannot, did not, have not) with a negative pronoun (nothing, nobody, a negative adverb (never, hardly) or a negative conjunction (neither/nor)

• I didn’t see nothing.• It wasn’t uninteresting.• She is not unattractive.


Avoid double negatives

True or False: Aspirin is not an illegal drug.

Answer: True. Cancel out negatives and the statement will become positive.

Avoid this.

MATCHING TYPE When to use?

Need to measure the learner’s ability to identify the relationship or association between similar items.

Works best in: Causes and Effects Scenarios and Responses Symbols and Proper Names

MATCHING TYPE GUIDE

One correct answer Unequal responses

MATCHING TYPE GUIDE

One correct answer Unequal responses Try to order the responses

MATCHING TYPE GUIDE

Try to order the responses

Premises ____ 1. airplane____ 2. steamboat____ 3. automobile____ 4. radio____ 5. iron stoves____ 6. television

Responsesa) Benjamin Franklinb) Frederick Bantingc) Henry Fordd) John Bairde) Marchese Marconif) Orville Wrightg) Robert Fulton

ADVANTAGES

efficient - a teacher can ask many questions in a short period of time can be administered quickly and easily to large numbers of students cover a broad range of topics ease and reliability of scoring

DISADVANTAGES

provide little to no diagnostic utility tend to focus more on recall and other low-level cognitive skills

CONSTRUCTED RESPONSE A type of question that requires the respondent to compose an answer rather than select from a list of choices (e.g., selected response).. Students explain or describe Open ended

COMPLETION ITEMS The supply or completion test is a free response type of test in which the students must supply the missing information.

Neil Simon is a __________, Marshall Mason is a __________, Ming Chou Lee is a ___________.

COMPLETION ITEMS GUIDE

Keep the desired responses brief and specific Must be unambiguously written


Must be unambiguously written

Less effectiveColumbus landed in this country in __________ . Columbus landed in this country in the year __________ .

More effectiveIn what year did Columbus land in this country? __________


Keep the desired responses brief and specific Must be unambiguously written To aid scoring, place answer blanks on the same place.

1. There are ______ inches in a foot.

___________ 1. There are ______ inches in a foot.

___________ 2. There are 2.52 centimeter in one ________.


Keep the desired responses brief and specific Must be unambiguously written To aid scoring, place answer blanks on the same place. Avoiding multiple blanks (the “Swiss-cheese” effect), unless it’s clear that the response calls for a series of related terms.

The intellectual flexibility inherent in a multicultural nation has been ____ in classrooms where emphasis on __________ literature has not reflected the cultural ____ of our country.


Keep the desired responses brief and specific Must be unambiguously written To aid scoring, place answer blanks on the same place Avoiding multiple blanks (the “Swiss-cheese” effect), unless it’s clear that the response calls for a series of related terms Eliminating only key or important words (usually nouns)

ASSOCIATION OR IDENTIFICATION VARIETY

consists of a list of terms or a picture for which students to have to recall and supply definitions, labels, numbers, symbols, or other terms.

ASSOCIATION OR IDENTIFICATION VARIETY

Example. ___________ 1. The capital of the Philippines. ___________ 2. Name the three primary colors. ___________ ___________3. What are the symbols on the periodic table for the following elements?a. Gold ____________b. Mercury ____________c. Lead ____________d. Tin ____________e. Potassium____________

ESSAY When to use? We need to see if the students…. …understand concepts that provide the basis for the course …can use those concepts to interpret specific materials …can make connections, see relationships, draw comparisons and contrasts …can synthesize diverse information in support of an original assertion …can justify your own evaluations based on appropriate criteria …can argue your own opinions with convincing evidence …can think critically and analytically about a subject

ESSAY GUIDES

Clearly define the intended learning outcome to be assessed by the item.

Example A Less effectiveStudents will appreciate the process of cell division. Example B More effectiveGiven a chart illustrating the process of cell division, students will compare and contrast each major step in the process.

ESSAY GUIDES

Clearly define the intended learning outcome to be assessed by the item Avoid using essay questions for intended learning outcomes that are better assessed with other kinds of assessment Clearly define and situate the task within a problem situation.

ESSAY GUIDES

Clearly define and situate the task within a problem situation.

Intended learning outcome:

Analyze the impact of America at war on the American economy.

Less effective Describe the impact of America at war on the American economy.

More effective Analyze the impact of America at war on the American economy by describing how different effects of the war work together to influence the economy.

ESSAY GUIDES


Less focusedEvaluate the impact of the Industrial Revolution on England.

More focused Evaluate the impact of the Industrial Revolution on the family in England.

More focused Evaluate the impact of the Industrial Revolution on the role of fathers in poor communities of England.

ESSAY GUIDES


More focused

Evaluate the impact of the Industrial Revolution on the role of fathers in poor communities of England based on whether or not the Industrial Revolution improved fathers’ abilities to provide the material necessities of life and education and training for their children.

ESSAY GUIDES

Clearly define the intended learning outcome to be assessed by the item Avoid using essay questions for intended learning outcomes that are better assessed with other kinds of assessment Clearly define and situate the task within a problem situation State the criteria for grading

The content of all of your responses to essay questions will be graded in terms of the accuracy, completeness, and relevance of the ideas expressed. The form of your answer will be evaluated in terms of clarity, organization, correct mechanics (spelling, punctuation, grammar, capitalization), and legibility.

ESSAY GUIDES

Clearly define the intended learning outcome to be assessed by the item Avoid using essay questions for intended learning outcomes that are better assessed with other kinds of assessment Clearly define and situate the task within a problem situation State the criteria for grading Use several relatively short essay questions rather than one long one

INCLUDE A SERIES OF QUESTIONS WHICH BUILD FROM SIMPLE TO COMPLEX.

1. A general or specific question with the answer found in the stimulus. "What was the population in the year?“

2. Second question: Make connections between and among the different parts of the stimulus. "In which year was the immigration the greatest?“

3. Third question: Require the student to respond with information related to (but not included in) the stimulus. "State a historic trend that explains the data?"

ADVANTAGES

application-level cognitive skills as well as content knowledge can provide a deeper, richer picture of what a student knows and can do can be more diagnostic and formative if designed well measures complex skills

CONSTRUCTED RESPONSE QUESTIONS CAN ASSESS HIGHER LEVEL THINKING:• comparisons, contrasts, causes, effects, changes

• identify patterns or conflicting points of view

• categorize or summarize information

• construct graphs or charts from data

• state a generalization, conclusion, explanation or prediction

DISADVANTAGES

Time consuming To accomplish To score

Inaccuracy in scoring

No assessment method that will suite for all kinds of learning because it depends and varies on the different factors such as: needs of the learners, the learning outcomes that should be assessed, individual differences and multiple intelligences of the learners, facilities and materials to be used , the purpose of assessment and others.

Generalization

Learners are the main factor to be considered in choosing the best assessment method to be used. In assessing learners should be the center of the assessment process because they are the ones to be assessed.

assessment methods

Education

false statements true

sequence of true

false items

double negatives true

passage frogs

main idea c frogs

main idea d frogs

distractor c frogs