Outcomes. Apply a systematic process for creating a test blueprintIdentify attributes of effective test questionsExplain the advantages and disadvantages of different types of test questions Assess the quality of tests and test itemsCreate samples of effective questions. What type of assessment?
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1. Summative Assessment: Rubrics and Tests Effective Teaching and Learning
2. Outcomes Apply a systematic process for creating a test blueprint
Identify attributes of effective test questions
Explain the advantages and disadvantages of different types of test questions
Assess the quality of tests and test items
Create samples of effective questions
3. What type of assessment? Procedural knowledge
4. Test Writing Process Planning the test
Writing test items
Selecting test items
Formatting the test
Assessing the test
Revising the test
Using the test
After the test
5. Planning the Test Content Blueprint
Types of items
Number of items
6. Test Blueprint
7. Types of Items Recognition
8. Average Response Time
9. Writing Test Items Simple and direct wording
Avoid trivia items
Match items to learning outcomes
Each item has an agreed upon correct answer
Write more questions than you will need
10. Multiple-choice Items Stem
One correct answer
11. Stem Clearly worded
Avoid the use of negatives
Enough information to answer the question
Direct questions preferred
Blanks at the end of the stem
Include words repeated in all responses
12. Responses 3-5 per item
Avoid “all of the above” and “none of the above”
Grammatically correct with stem
Similar length and structure
Avoid absolute words
Listed in a logical order
Mutually exclusive and not overlapping
13. Distracters Plausible
Technical terms or jargon
14. Example What is the minimum number of responses for a multiple-choice item?
15. Application Example What problem exists in the following multiple-choice stem:
________ is the most common type of test item.
Absolute words should be avoided in the stem.
The stem contains more than one idea or concept.
Not enough information is presented to answer the question.
The fill-in the blank should come at the end.
16. Analysis and Evaluation Example Stem
17. Analysis and Evaluation Example Responses Based on the process described in “Effective Classroom Tests,” how would you judge this answer?
A) EXCELLENT (all steps in the right order with correct, clear, and complete descriptions)
B) GOOD (all stages correct in the right order, but the descriptions are not as complete as they should be).
C) MEDIOCRE (one or two stages are missing, OR the stages are in the wrong order, OR the explanations are not complete, OR the explanations are irrelevant)
D) UNACCEPTABLE (one or more stages are missing AND the explanations are not complete AND/OR they are irrelevant)
18. Poor Question 1 Good multiple choice items:
A) are easy to write
B) can only test memorized content
C) are better than essay items
D) there is no such thing
E) can test a wide range of content
19. Poor Question 2 Which of the following characteristics is not true of completion test items but is an important distinguishing attribute of matching tests, multiple-choice questions, and true-false items?
A) They are objective test items.
B) They require knowledge recognition but not production.
C) Much more difficult to construct.
20. Poor Question 3 Which of the following statements is FALSE?
A) Misfeasance is the improperly doing of an illegal act.
B) Nonfeasance is improperly doing a legal act.
C) Nonfeasance is the failure to do an act that one must do legally.
D) Misfeasance is the failure to PROPERLY do an act that one has a duty to perform.
E) None of the above.
21. Poor Question 4 __________ is/are the best method to determine if students have learned something.
A) Comprehensive Exam
B) Homework Assignments
C) Pop Quizzes
D) Research Paper
22. Selecting Test Items Outcome Weight x # Questions by Type = #Questions of Each Type for Outcome
23. Formatting the Test Group items by type
Sort items by increasing difficulty
Review layout and pagination
Write answer key
24. Assessing the Test Self
2-3 days after writing the test
Clues in items to other items
Weighting to outcomes
25. Test Taking Procedures Use of notes or other materials
26. After the Test Item Analysis
Areas for review
27. Activity Write two test questions on any topic
One question should be an example of a good test item
One question should be an example of a poorly written test item
28. Share Share your two questions with a partner
Can they determine which is good and which is bad?
Can they explain what makes one poorly written?
As a team, how can you fix the poorly written questions?
30. Outcomes Determine what characteristics are important in evaluating student work
Evaluate rubrics, analytic scales, and other evaluation methods
Describe the contents of a good rubric
Identify rubrics already in use at Baker College
Begin work on a rubric for a class
31. What is a Rubric? A rubric is a scoring tool or guide that lists the specific criteria and the ranges for multiple levels of achievement for a piece of work or performance. A rubric consists of a set of well-defined factors and criteria describing the dimensions of an assignment to be assessed or evaluated.
32. Parts of a Rubric Scale (columns)
Criteria descriptions (cells) Reference a sample rubric handout at this point.Reference a sample rubric handout at this point.
33. Benefits of Rubrics Communicates the instructor’s expectations
Streamlines the process for feedback to the student
Facilitates equitable grading
Standardizes assessment across different instructors
34. Uses for Rubrics Papers
Homework Case Studies
35. Types of Rubrics Analytic
Page 12 and 13
Page 15 Show examples of all 4Show examples of all 4
36. Creating a Rubric Identify components/outcomes of the assignment
Determine a scale
Set component weights (optional)
Assess the rubric
Test and revise
37. Activity Split into groups of 3-4
Determine team roles
Select an assignment that needs a rubric
Can be a specific assignment, such as a research paper for ENG 102
Can be of a more general nature such as a class presentation
38. Step 1: Identify Components List 5 major objectives/outcomes of the assignment
Write these items as the row headers of the sheet provided
39. Step 2: Determine a Scale Aim for 3-5 levels
Can use an odd or even number of items
Use the headings on the next slide for ideas
Write these as column headings on the sheet provided
40. Potential Column Headings Outstanding | Accomplished | Proficient | Developing | Beginning
Accomplished | Average | Developing | Beginning
Excellent | Good | Needs Improvement | Unsatisfactory
Exceptional | Acceptable | Marginal | Unacceptable
Expert | Practitioner | Apprentice | Novice
Professional | Adequate | Needs Work | You’re Fired
Exceeds Expectation | On Target | Beginning
Exemplary | Competent | Developing
High | Medium | Low
Outstanding | Proficient | Shows Potential
41. Step 3: Add Criteria Create descriptions for each level of performance for each criteria in the cells of the rubric
Write these criteria in the cells of the sheet provided
42. Step 4: Assign Points Assign points for each level of performance
Can use either of the following:
Discrete values (5, 4, 3, 2, 1)
Ranges (10-9) for each level
Indicate the point value on the sheet provided
Normally placed with the scale
43. Step 5: Set Component Weights Allows for different levels of importance
Spelling/grammar – more or less important than content?
Determine if weights are necessary for your rubric
Assign weights accordingly
See example on page 17-18 of the handout
44. Step 6: Assess the Rubric Assess your rubric using a metarubric
See examples on page 11-15 of your handout
Conduct a peer review
Ask one or two other instructors to review your rubric
Provide time for student review
Allow students to ask questions and make comments
45. Group Project Trade rubrics with another group
Assess the rubric using a metarubric from page 11-15
46. Discussion What metarubric(s) did you use? Why?
What did you see on the other team’s rubric that you liked?
Could you understand the assignment easily by reviewing the rubric?
47. Step 7: Implement and refine Refine your rubric based on feedback from other instructors and students
Make notes each time you use the rubric for continuous improvement purposes
Share with others
48. Rubric Reliability & Validity Reliability
“the likelihood that a given measurement procedure will yield the same description of a given phenomena if the measurement is repeated.”
“the extent to which a specific measurement provides data that relate to commonly accepted meanings of a particular concept.”
49. Reliability Requires Instructor should reach same conclusion each time
Different instructors should reach similar conclusion (interrater reliability)
50. Interrater Reliability Independently score a set of student samples
Review responses for consistent and inconsistent responses
Discuss and reconcile inconsistencies
Repeat with second group of samples
Maki, 2004, p. 127
51. Validity Requires Reliability
Cover all outcomes
Space is usually limited, so be selective about what goes into the rubric
Balanced scoring and weighting
52. Discussion and Questions