1 Annemarie Garvey

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Annemarie Garvey

http://teachershavemerit.wikispaces.com/assessment



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Purposes of Assessment

• To assist in student learning

• To identify students’ strengths and weaknesses

• To assess the effectiveness of a particular instructional strategy

• To provide data that assist in decision making about a student’s future

• To provide data to communicate with and involve parents and guardians in their children’s learning

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Standard Format of a Standardized Test

What is a Standardized Test?

A test that is developed using standard procedures and is then administered and scored in a consistent manner for all test takers.

Standardization of:Test questionsTimingDirectionsConditions of testingScoring

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Standard Format of a Standardized Test

Most Common Question Formats

Multiple Choice (Selected Response)

Constructed Response

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Standard Format of a Standardized TestMultiple Choice (Selected Response) Requires students to select a

single correct response to each test question (item) from among a set of choices

Usually no more than four choices

Requires students to use knowledge of content

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Classroom Connections

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Standard Format of a Standardized TestConstructed Response

Requires students to fill in a blank or provide a brief written response

Focuses on the content of the written response and not on mechanics (unless stated explicitly)

Requires a short, 2-5 minute response

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Typical Components in Reading Language Arts Levels 10-11

Teacher reads aloud items and directions.

Reading passage with questions and answer choices. (Levels 10-11, choices may be pictures.)

Vocabulary in context

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Word or Sentence Completion

Language Conventions

Typical Components in Reading Language Arts

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• Write a complete sentence using a detail from the story.

• Use correct spelling, capitalization and punctuation (when indicated.)

• Complete story sequence.• Use own background of experience.• Identify and use various types of writing.• Analyze poetry and a poet’s style.• Complete a story frame.

Typical Components in Reading Language Arts

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Constructed Response Examples

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Constructed Response Examples

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Typical Components in Math

Identifying Place Value

Using Charts and Graphs

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Ordering from Greatest to Least

Computation

Measurement and Metrics

Geometry

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Logic

Estimation

Money and Time

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• Figure out a math problem and explain answer.

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Typical Components in Science Life Science – • Basic understanding of the life cycle of living

things• Knowledge of the relationships between living

things and their environments• Knowledge of body systems

Science Inquiry – • Basic understanding of scientific instruments and

their use.• Knowledge of laboratory skills, particularly

observation, hypothesis and experimentation.

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Physical Science – • Basic understanding of matter and energy.• Knowledge of chemical and physical changes.

Typical Components in Science

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Science and Technology – • Basic understanding of technological

developments and how they are used

Earth and Space Science – (Levels 15-18)• Basic understanding of geology, meteorology and

the solar system


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Personal and Social Perspectives in Science – • Basic understanding of health and disease• Understanding of situations of social concern –

population growth, waste management, pollution and effects of scientific developments on the individual and workplace


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Constructed Response• Use a table and predict results from data• Recognize and name a process• Explain a diagram and its significance


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Typical Components in Social Studies

Geographic Perspectives – • Basic understanding of maps and other

geographic representations• Knowledge of places and regions, human systems

and environment and society

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Historical and Cultural Perspectives – • Basic understanding of cultures, cultural

diversity, people, places, events and historical research

• Ability to use primary sources such as diaries, letters, documents and political cartoons

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http://www.clrep.org/website%20publication.pdf

Analyzing Political Cartoons

1.Identify the main idea.• Message• Symbols• Captions, titles,

speech bubbles

2.Analyze the method used by the artist.• Juxtaposition• Irony• Exaggeration

http://www.clrep.org/website%20publication.pdf

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Economic Perspectives – • Basic understanding of production, distribution,

and consumption• Knowledge of economic institutions and global

interdependence


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Civics and Government Perspectives – • Basic understanding of government, laws and

roles of government officials• Knowledge of world affairs and what it means to

be a good citizen


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Multiple Choice or Selected Response

Fill in the Blanks

True/False

Matching

Essay

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Strengths

Maintains high reliability and validity

Is effective in measuring learning at all levels

Is resistant to random guessing

Provides for large sampling of content

Lends itself to variation

Provides for little ambiguity

Can be scored on a completely objective basis

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Weaknesses

Is limited in measuring the ability of students to organize and present ideas

Is difficult to construct in that plausible incorrect choices are difficult to design at times

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1. Be sure the stem of the item clearly formulates a problem and the answer choices are homogeneous in content.

2. Include as much of the item as possible in the stem and keep the answer choices as short as possible and of uniform length.

3. Write the stem in the form of a question or an incomplete statement.

4. Avoid specific determiners so as not to provide a grammatical clue. (e.g. a/an)

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5. Provide at least four choices with only one correct or clearly best answer.

6. Vary the position of the correct answer.

7. Make all answer choices plausible and about the same length and complexity.

8. Use “none of the above” and “all of the above” but only sparingly.

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1. A figure with five sides and five angles is called a

triangle

quadrilateral

pentagon

hexagon

2. Temperature and precipitation in a place at a given time is called

environment

weather

community

climate

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Strengths

Is suitable for measuring recall.

Provides little opportunity for guessing.

Is useful in the areas of math and science where a computational answer, formula or equation is required.

Weaknesses

Is limited to strict recall of specific information

Requires single correct answer questions

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1. Omit only key words in a completion item. Do NOT omit a verb unless you are testing verb forms.

2. Put blanks near the end of the statement.

3. Keep answer blanks uniform in length, even if answer requires two or more words.

NOTE: Fill-In-The-Blank tests are traditionally used to test recall of factual information. Therefore, word banks are not appropriate. The use of a word bank classifies the test more as a Matching type of test than a Fill-In-The-Blank

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1. The standard numeral for CCXCII is .

2. 73g = cg

3. Money collected by the government is called a .

4. The direction finder on a map is called a .

5. Farmers guard against soil erosion by allowing fields to lie for a year or two.

6. The capital of Pennsylvania is .

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Strengths

Is applicable to most subject areas.

Gives a relatively large sampling.

Has potential to test higher level thinking skills.

Weaknesses

Is difficult to write items without including clues.

Is difficult to construct honoring the “absolutely true” or “absolutely false” notion.

Encourages guessing if not required to correct False responses. Student has 50% chance of getting the item correct!

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1. Limit true-false statements to a single idea.

2. Keep true and false statements of equal length.

3. Avoid using words like ALWAYS, NEVER, USUALLY, FREQUENTLY, SOMETIMES.

4. Underline the key word or term.

5. Have students correct underlined word if false.

6. Avoid copying statements word-for-word from the textbook.

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1. An ocean is a large body of salt water.

2. Philadelphia is the capital of Pennsylvania.

3. A story with a moral is called a fable.

4. A triangle has five sides.

5. A problem or struggle in a story is called the setting.

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Strengths

Evaluates a student’s ability to connect or associate related ideas or objects e.g. events and their dates; terms and their definitions.

Is relatively easy to construct.

Can be scored on a completely objective basis.

Requires little reading time on the part of the student.

Weaknesses

Is limited in measuring depth of understanding.

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1. Keep the statements homogenous and plausible.

2. Keep the set of items relatively short – minimum of 5/ maximum of 15.

3. Make the statements longer and keep the answer choices short.

4. List the statements in the left column and the answer choices in the right and provide a heading for each.

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5. Have more answer choices than statements unless answer choices can be used more than once.

6. Arrange the answer choices in a logical order.

7. Use numbers for the statements and letters for the answer choices.

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EVENT LOCATION

____1. 1955 bus boycott

A. Nagasaki, Japan

____ 2. First atomic bomb target 1945

B. Tehran, Iran

____ 3. City divided after World War II

C. Hiroshima, Japan

____ 4. 444 day hostage crisis 1979-1981

D. Montgomery, Alabama

E. Berlin, Germany

F. Philadelphia, Pennsylvania

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Strengths

Emphasizes freedom of expression and creativity.

Evaluates student’s achievement of higher thinking skills of application, analysis, synthesis and evaluation.

Develops and strengthens writing skills.

Has high validity.Weaknesses

Is more subjective and time consuming to grade.

Favors the verbally inclined student.

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1. Clarify the organization of the response with such words as:

COMPARE, CONTRAST, GIVE THE REASONS FOR, EXPLAIN HOW, ILLUSTRATE

2. Clearly state the main idea to help the students focus on the required response.

3. Include in the question the details of the topic which the student should develop.

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1. Illustrate the water cycle and explain how it is affected by climate.

2. Compare and contrast the planet Saturn to the planet Mars. Be sure to include weather, environment and size.

Identify what skills are being tested and where your weak areas were last year

Find pages in your manual and other resources to address problems.

Understand the format of the test

Practice with similar items (Classroom Connections published by CTB)

Modify classroom instruction and assessment to resemble test format

http://www.internet4classrooms.com/grade_level_help.htm

ILA

Math

Science

Social Studies

Created by Trish Gordon, Immaculate Heart of Mary School, Philadelphia

[email protected]

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Terranova Practice

Printable Practice Tests

http://jc-schools.net/terranova-res.htm#Printable

http://www.mhschool.com/math/2002/teacher/teachres/stateres/terranova/

McGraw Hill Terranova Practice

IXL Math

http://www.pdesas.org/module/assessment/Search.aspx

http://www.hand2mind.com/pdf/practests2/CTBSSAMPLERBOOKPGS-r.pdf

http://www.tv411.org/

http://www.internet4classrooms.com/grade_level_help.htm

Internet 4 Classrooms

Videos and Web Activities

http://www.clrep.org/website%20publication.pdf Political Cartoons

http://www.thelearningpage.org/fun_sites/CappsG_TerraNova.htm





http://www.ixl.com/promo?partner=google&phrase=Display%20-%20General%20-%20SCM&gclid=CJ6Vjfrvg7UCFQ-e4AodOVgAew

http://www.pdesas.org/module/assessment/Search.aspx

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1. Peruse sample tests on wiki.

2. Decide on subject for which to create a test.

3. Download template from wiki.

4. Create test!

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Documents

1 Annemarie Garvey