1 Annemarie Garvey http://teachershavemerit.wikispaces.com/ass essment
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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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Constructed Response
• 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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Typical Components in Math
Ordering from Greatest to Least
Computation
Measurement and Metrics
Geometry
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Typical Components in Math
Logic
Estimation
Money and Time
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Typical Components in Math
Constructed Response
• Figure out a math problem and explain answer.
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Typical Components in Math
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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
Typical Components in Science
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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
Typical Components in Science
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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
Typical Components in Science
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Typical Components in Science
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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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Typical Components in Social Studies
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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Typical Components in Social Studies
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Typical Components in Social Studies
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
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Economic Perspectives – • Basic understanding of production, distribution,
and consumption• Knowledge of economic institutions and global
interdependence
Typical Components in Social Studies
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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
Typical Components in Social Studies
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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
ILA
Math
Science
Social Studies
Created by Trish Gordon, Immaculate Heart of Mary School, Philadelphia
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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
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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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