Selected Response Assessment

SELECTED RESPONSEASSESSMENT

WORKSHOP

Prepared by the Office of Assessment & Analysis

October 14, 2014

OBJECTIVES

By the end of today’s workshop, you will:

Be able to evaluate the quality of a written assessment by applying the 4 quality standards

Be able to determine if a test is built of high-quality ingredients

Collaborate with your division/PLC groups to:

Apply the four quality standards to the creation or revision of an assessment

4 QUALITY ASSESSMENT STANDARDS

SELF- CHECK

Ask your PLC group the following questions:

__ Does the assessment utilize an assessment method that reflects the desired essential outcome?

__ Does the assessment consist of high-quality ingredients ?

__ Does the assessment “provide enough evidence” of student

achievement? __ Does the assessment refrain from involving bias??

Stiggins, 75

Does the Selected Response Assessment Method reflect the desired essential

outcome?

IF THE ESSENTIAL OUTCOME INVOLVES:

Selected Response Assessment Can:

Knowledge & Understanding

Can sample mastery of elements of knowledge

Reasoning Proficiency Can evaluate application of some patterns of reasoning

Performance Skills Can assess mastery of understandings needed for skillful performance or needed to create a quality product, but cannot rely on these to tap the skill itself or evaluate the quality of the product

Disposition Selected Response Questionnaire items can tap student feelings

*Table 4.1 An Introduction to Student Involved Assessment for Learning (Stiggins,81)(Stiggins,81)

Does the Assessment Consist of High Quality Ingredients?

GENERAL GUIDELINES For CREATING ASSESSMENT ITEMS

Write clear, concise questions Ask questions (eliminate incomplete sentence statements) Write for a low-reading level

Do not want student mastery to get confused with reading difficulties

Remove question clues (on test too) Students getting them correct for the wrong reasons Misleading to student and misleading in regards to what your

student learned Edit test

GUIDELINES FOR FORMATTING A TEST: Present the choices for a multiple choice question in a vertical

format Ensure all components of one question appear on the same page Group questions together by their format (Ex: Place all T/F together

and all multiple choice together, etc.)

Stiggins, 116-117


GUIDELINES FOR MULTIPLE-CHOICE:

Ask a complete question

Refrain from repeating the same vocabulary in the responses as you used in the question

Write one correct answer

Keep answer choices concise

Answer choices should keep a consistent grammatical structure

GUIDELINES FOR MATCHING:

Ensure directions are understandable

Limit your list of items to match (max. 10)

Keep the list of things to match focused on a single topic/issue

Limit the wording of response options & utilize a parallel structure

Allow students to use response options more than once and incorporate more response options than matching items...eliminates the possibility that mastery was achieved through process of elimination

Stiggins, 118-120


GUIDELINES FOR FILL-IN THE BLANK:

Ask a question and provide an answer or ensure that the heart of the question is incorporated in the incomplete statement

Use one blank at a time The goal is to determine

if the student has mastered the outcome

Ensure a clue is not included in the statement or question This prevents you from

determining if mastery is achieved

GUIDELINES FOR TRUE/FALSE:

The statement should be either entirely true or entirely false

Stiggins, 120-122

Does the assessment “provide enough evidence” of student

achievement?

SAMPLE SIZE In the available time

frame, ask as many questions as needed to assess the important material MUST ASSESS the

important elements of knowledge & reasoning

HOW DO I DECIDE WHAT THE IMPORTANT ELEMENTS

ARE?

ESSENTIAL OUTCOMES/ LEARNING

PROPOSITIONS National & State Standards Current Research in Subject

Area Consult Textbook

BEGIN WITH AN ASSESSMENT BLUEPRINT &

LEARNING PROPOSITIONS

Does the assessment refrain from involving bias??

THE ANSWER SHOULD BE NO:

___ Are there leading questions?

___ Do the questions involve cultural bias?

___ Is the reading level of the test too high?

THE ANSWER SHOULD BE YES:

___ Are the questions student- centered?

___ Is there enough time to complete the assessment?

___ Are the test items of high quality?

___ Was the test accurately scored?

REFERNCES

Stiggins, R. (2008). An Introduction to student-involved assessment for learning, 5th ed. Columbus, Ohio: Pearson.

Stiggins, R. (2008). Weblinks. In An Introduction to student-involved assessment for learning, 5th ed. (chapter 5). Retrieved from http://wps.prenhall.com/chet_stiggins_student_5/72/18643/4772626.cw/index.html

Education

Selected Response Assessment