HW 5.2: Developing Expertise in Item Writing
|Learning Outcome||Pedagogical Intent||Student Position|
Demonstrate knowledge and use of a variety of on-going, classroom-based assessments adapted to student needs.
Assessment: 50 pts.
Due: Session 6
Teachers can improve the quality of their assessments to receive clearer information about student learning of content, performance skills, and language development.
Students have learned about designing traditional paper-pencil tests, alternative assessment and how to develop rubrics and scoring guides. They are now prepared to revise and complete a draft of their unit assessment plan.
- Read about the principles governing technically adequate traditional test items in Barton and Gibbons’ Test Questions: A Self-Instructional Booklet.
- As you read, complete the Questions portion of the booklet, which asks you to identify when and if a principle is being violated. Mark your responses in the spaces provided.
- Check your answers using the answer key in the booklet
- Examine the chart titled Guidelines for Writing Traditional Tests and Test Items.
- Based on your reading in the Barton and Gibbons booklet. and the Guideline chart just discussed, analyze the quality of the Reform Movements Test sample provided.
- Evaluate the instructions and test items for clarity, conciseness, and coherence. Write comments or suggestions directly on the test.
End-of-Chapter Survey: How would you rate the overall quality of this chapter?
- Very Low Quality
- Low Quality
- Moderate Quality
- High Quality
- Very High Quality