Law of ContrarinessLaw of Contrariness

"Our chief want in life is somebody who "Our chief want in life is somebody who

shall make us do what we can. Having shall make us do what we can. Having

found them, we shall then hate them found them, we shall then hate them

for it." for it."

Ralph Waldo EmersonRalph Waldo Emerson

Tyler’s Four QuestionsTyler’s Four QuestionsRalph Tyler (1971) concluded that when Ralph Tyler (1971) concluded that when

developing curriculum, planning instruction, developing curriculum, planning instruction,

and assessing learning, there are four and assessing learning, there are four

primary questions: primary questions:

(1)(1) What is the What is the purposepurpose of the lesson? of the lesson?

(2)(2) What What experiencesexperiences are necessary to achieve the are necessary to achieve the purpose? purpose?

(3)(3) How do you How do you organizeorganize the experiences into the experiences into meaningful learning? meaningful learning?

(4)(4) What What evidenceevidence is available to determine if you is available to determine if you accomplished the purpose?accomplished the purpose?

Assessing Student Assessing Student LearningLearning

Choosing and Constructing Choosing and Constructing Test QuestionsTest Questions

What makes a “good” What makes a “good” test?test?

A “Good” Test . . .A “Good” Test . . .

A “good” test is one that measures what it A “good” test is one that measures what it purportspurports to measure to measure

A test that does this is considered A test that does this is considered validvalid

A “Good” Test . . .A “Good” Test . . .

A good test is also A good test is also reliablereliable

In other words, if the tests were In other words, if the tests were administered to students with similar administered to students with similar learning experiences, and under similar learning experiences, and under similar testing conditions, the results would be testing conditions, the results would be about the same (grade distribution, etc.) about the same (grade distribution, etc.)

So, a “Good” Test has . . .So, a “Good” Test has . . .

ValidityValidity

ReliabilityReliability

A “Good” Test . . .A “Good” Test . . .

But for any test to be “good,” the But for any test to be “good,” the individual individual questionsquestions comprising the test must be comprising the test must be validvalid and and reliable reliable

A “Good” Test . . .A “Good” Test . . .

A good test will include questions that are A good test will include questions that are closely aligned with the closely aligned with the learning learning objectivesobjectives for the related lesson or series for the related lesson or series of lessons (i.e., unit of instruction) of lessons (i.e., unit of instruction)

A “Good” Test . . .A “Good” Test . . .

In fact, the In fact, the learning objectiveslearning objectives should should guide the selection of test questions that guide the selection of test questions that are chosen to measure student learning are chosen to measure student learning

A “Good” Test . . .A “Good” Test . . .

Also, a good test will have a Also, a good test will have a varietyvariety of of questions . . . questions . . .

Types of Test QuestionsTypes of Test Questions

Student Student Selects or ChoosesSelects or Chooses the Correct Answerthe Correct Answer

Multiple ChoiceMultiple Choice

MatchingMatching

True and FalseTrue and False

Multiple ChoiceMultiple Choice

Usually, either Usually, either four or fivefour or five possible responses possible responses (the (the more responses, the more difficult)more responses, the more difficult)

Include at least one Include at least one “distracter”“distracter” as a possible as a possible response (a similar response (a similar butbut incorrect answer) incorrect answer)

Vary letter of the correct response Vary letter of the correct response (not all letter (not all letter “C”)“C”)

Consider using “all of the above,” “none of the Consider using “all of the above,” “none of the above,” and/or above,” and/or “A and C but not B”“A and C but not B” type typeresponses for responses for somesome of the questions of the questions

MatchingMatching

Numerous words, phrases, statements, or Numerous words, phrases, statements, or numbers with many possible answers numbers with many possible answers

Consider providing more possible Consider providing more possible responses than are neededresponses than are needed

True and FalseTrue and False

The student selects from only two possible The student selects from only two possible responsesresponses

All statements must be worded All statements must be worded very carefullyvery carefully

Often, it is difficult to get beyond Often, it is difficult to get beyond only recallonly recall or or lower-order thinkinglower-order thinking with “T” & “F” with “T” & “F”

questionsquestions

Do not over useDo not over use

Student Student ProvidesProvides the Correct the Correct AnswerAnswer

Fill in the blankFill in the blank

ListingListing

Define, Explain, Discuss, or “Essay-type” Define, Explain, Discuss, or “Essay-type” QuestionsQuestions

Fill in the blankFill in the blank

Focus on Focus on KEYKEY words, names, phrases, words, names, phrases, numbers, dates, etc., and numbers, dates, etc., and NOTNOT on filler on filler words, articles, or minutia words, articles, or minutia

Consider providing a “word bank” only if it Consider providing a “word bank” only if it would be developmentally would be developmentally

appropriate appropriate to do soto do so

ListingListing

Useful for multiple steps, examples, types, Useful for multiple steps, examples, types, or kindsor kinds

Follow the rule of Follow the rule of “7, plus or minus 2”“7, plus or minus 2”

– Most people can remember about 7 “things” Most people can remember about 7 “things” plus or minus 2, depending on the degree of plus or minus 2, depending on the degree of relatedness of the information, and on the relatedness of the information, and on the individual’s aptitude for rememberingindividual’s aptitude for remembering

Define, Explain, Discuss, or Define, Explain, Discuss, or “Essay-type” Questions“Essay-type” Questions

Every test should have several questions of this Every test should have several questions of this typetype

Encourage or “require” that students answer Encourage or “require” that students answer using using complete sentencescomplete sentences

Develop either a formal or a Develop either a formal or a “working rubric”“working rubric” for grading students’ responsesfor grading students’ responses

Doing so will help you to be more consistent Doing so will help you to be more consistent when grading students’ paperswhen grading students’ papers

Thumb Rules for Test Thumb Rules for Test ConstructionConstruction

For a test to be For a test to be validvalid and and reliablereliable, its individual , its individual questions must be alsoquestions must be also

A A variety of questionsvariety of questions is essential is essential

Your lesson and unit Your lesson and unit objectivesobjectives should serve as should serve as a a “guide”“guide” for the types of questions that for the types of questions that

you you ask, and the level(s) of difficultyask, and the level(s) of difficulty

Do not forget to include some questions that Do not forget to include some questions that involve involve HOTSHOTS

Thumb Rules for Test Thumb Rules for Test ConstructionConstruction

Provide clear and precise instructions for Provide clear and precise instructions for each section or set of test questions, each section or set of test questions, such as such as specific directionsspecific directions for the for the multiple choice multiple choice questions, the matching questions, the matching questions, etc. questions, etc.

As much as possible, As much as possible, “pre-assign” point “pre-assign” point valuesvalues for each question and include the for each question and include the values in the values in the directions for each sectiondirections for each section

Thumb Rules for Test Thumb Rules for Test ConstructionConstruction

Use a Use a rubric rubric or a or a consistent “standard”consistent “standard” when evaluating students’ answers to when evaluating students’ answers to the more “subjective” questions (e.g., the more “subjective” questions (e.g., essays)essays)

The more The more “quality time”“quality time” that you spend that you spend developing a test, then the easier it developing a test, then the easier it should be to evaluate and grade; the should be to evaluate and grade; the inverse is often true as well inverse is often true as well

Thumb Rules for Test Thumb Rules for Test ConstructionConstruction

Developing a good Developing a good test is hard work!! test is hard work!! Allow adequate time Allow adequate time and preparation to do and preparation to do so properly so properly