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Creating An Exam Using the Item Bank

Creating An Exam Using the Item Bank. Objectives. List the advantages and disadvantages of item bank exams. Introduce and analyze different type of item banks. Investigate and demonstrate types of measures used for various type of items. Describe how to search for items and build an exam.

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Creating An Exam Using the Item Bank

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  1. Creating An Exam Using the Item Bank

  2. Objectives • List the advantages and disadvantages of item bank exams. • Introduce and analyze different type of item banks. • Investigate and demonstrate types of measures used for various type of items. • Describe how to search for items and build an exam.

  3. Using Item Bank to create an exam Advantages • Items are already created • Items have been tied to standards • Easy to identify cognitive difficulty of questions • Easy to create exams • Exam booklet can be easily printed Disadvantages • Cannot control content of questions (unless user created) • Mistakes in items are slow to correct (unless user created) • Limited to multiple choice questions

  4. Item Banks Data Director • 5597 Items + 3117 Harcourt School Publisher Items =8714 items • ELA 1034 • Math 1726 HSP 3117 • Science 1623 • Social Studies 1214 Assess 2 Know • 18,252 items • HSCE 2489 • ELA 6961 • Math 5348 • Science 3454

  5. Assess 2 Know • Each item is identified by where it falls on Bloom’s Taxonomy. • Each item is also identified by cognitive ability (Depth of Knowledge).

  6. Cognitive Difficulty (Assess 2 Know) • Level 1 Basic Skills • Level 2 Conceptual Understanding • Level 3 Extended Reasoning • Level 4 Extended Reasoning

  7. Cognitive Difficulty levels: • Level 1: Basic Skills • Involves recalling previously learned material such as facts, events, persons, dates, methods, procedures, concepts, principles, and theories. • Comprehension-level standards or test items may require students to: count, define, label list, match, name, quote, recite, repeat, reproduce, select or sate content information.

  8. Cognitive Difficulty levels: • Level 2: Conceptual Understanding • Involves the understanding or grasping the meaning of a concept or information (e.g., students explaining an idea or concept in one’s own words.) • Comprehension-level standards or test items may require students to: translate, rephrase, interpret, describe, classify, compare, contrast, estimate, generalize, explain, give examples, infer, interpret or summarize.

  9. Depth of Knowledge levels: • Level 3: Extended Reasoning • Involves the process of using information to solve problems. • Includes – using abstract ideas, rules, or generalized methods in new concrete situations. • Application – level standards or test items may require students to: apply, construct, demonstrate, illustrate, modify, produce, show, solve or use.

  10. Examples People in the United States enjoy freedom of speech. This freedom is protected by the A. Declaration of Independence B. Bill of Rights C. Emancipation Proclamation D. Articles of Confederation Depth of Knowledge : 1 Recall of Information This item requires students to simply recall information from a historical document.

  11. In a contest, Matt threw a ball 10 yards. Brett threw a ball 400 inches. How much farther did Brett's throw travel than Matt's throw? A. 40 inches B. 80 inches C. 100 inches D. 280 inches Depth of Knowledge : 3 Extended Reasoning This item requires students to convert measurements and then compare to solve problem.

  12. In a free market economy, the price and quality of goods and services are most strongly affected by A. advertising B. competition C. borrowing D. regulation Depth of Knowledge: 2 Basic Reasoning This item requires students to understand terminology and clarify concepts.

  13. Under our system of checks and balances, the Supreme Court can limit the power of both the Congress and the President by A. impeaching public officials. B. vetoing a law. C. making appointments. D. declaring a law unconstitutional Depth of Knowledge: 1 Recall of information This item requires students to recall information.

  14. Jess has 395 square feet of ceramic tile, which she will use to tile the floors in three square rooms. If the side lengths of each room are given in feet, for which set of lengths would Jess NOT have enough tile to cover the floors? A. 8, 10, 15 B. 9, 11, 14 C. 9, 12, 13 D. 10, 11, 13 Depth of Knowledge: 3 Extended Reasoning This item requires students to solve multiple step problems.

  15. If you are looking for a place to live that has warm winters and cool summers, which city would be your best choice? A. Albany, NY B. San Diego, CA C. Anchorage, NY D. San Antonio, TX Depth of Knowledge: 2 Basic Reasoning This item requires students to read and interpret a graph.

  16. My Items Items created by the user and added to the item bank. • Is only available for the individual to use until it is approved for district use. • Can be added to any exam.

  17. Building an exam www.achievedata.com/michigan_demo

  18. Questions?

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