Alison Hutzell

University of South Florida

EDF 6432: Foundation of Measurement

February 27, 2010

Project 1: Develop an Objective Test

Name: __Alison Hutzell______________

Project Option 1 Scoring Rubric

1) Was packet turned in with all elements, in order, including rubric sheet? No Partial Yes

0 1 2

2) description of topics Absent Present

and students age/grade level 0 1

subject & unit 0 1

test type 0 1

test purpose 0 1

Scope is far Scope is too broad or Scope has appropriate

too narrow slightly too narrow breadth

0 1 2

3) test no content levels 1-2 content levels 3+ content levels

blueprint 0 1 2

no cognitive levels 1 cognitive level 2+ cognitive levels

0 1 2

major errors in minor errors in fully correct use of

marginals and cells marginals and cells marginals and cells

0 1 2

4a) initial test <15 objective items 15-20 objective items

items 0 1

no objective item types only 1 objective item type 2-3 objective item types used

0 1 2

no directions present some directions included all necessary directions

0 1 2

4b) item Only 1 reviewer, or 2 reviewers

review sheets No reviews 2 reviewers/no comments with comments

0 1 2

4c) appropriateness No discussion Appropriateness/accommodations Appropriateness/accommodations

and accommodations for student background differences for student background differences

OR students with special needs AND students with special needs

0 1 2

5) final test no key and item mapping key or item mapping key and item mapping

included included included

0 1 2

major problems in the minor problems in the test formatted attractively &

test format test format according to test design principles

0 1 2

major problems in the minor problems in the clear and appropriate

student directions student directions student directions

0 1 2

item un-modified; some item un-modified; items modified as appropriate,

no justification no justification or justification provided

0 1 2

major problems in the minor problems in the items correctly mapped

item mapping item mapping to content and cognitive levels

0 1 2

less than ¼ of the items at between ¼ - ½ of the items half the items at

comprehension or above at comprehension or above comprehension or above

0 1 2

many several minor, or a few major all items follow all

item writing violations item writing violations item writing guidelines

0 1 2 3 4 5

Total Points: ____ /40

Description of Topics, Students, Test Purpose, & Test Type

Topic

The topic being covered in this test is fractions. Students will take this test after a two week unit

on fraction is complete. The week following after the exam, students will build upon this basic

information to understand and use fractions containing whole numbers. Fractions have been split

up into two units. The material being tested on this exam is material covered in unit 1.

Students

The students who will be taking this test are in third grade classroom consisting of 22 students,

14 girls and 8 boys; ages of the class ranging from 7 to 9 years old. Students attend a school in a

middle-class suburban community. Of the 22 students, 3 students exhibit varying levels of

English proficiency. Students have been studying math problems and material needed in order to

understand fractions. They have just completed the first unit on fractions which contains the

basic information and will begin unit two on fractions after this exam which contains the more

complex, whole number fractions. Students will be taking the math test during the regular 35

minute math time in class.

Test Purpose & Type

The purpose of this test is to measure the level of understanding and mastery regarding fractions.

Specific areas being tested are representation of fractions, comparing and ordering fractions, and

equivalent fractions. Students will have to call upon information they have learned about

reducing fractions which requires basic math skills such as addition, subtraction, multiplication,

and division.

The test type is an objective test containing multiple choice, true/false, matching, and completion

items. While regards to the taxonomy levels, more than half of the test items are above

knowledge level. The content areas and taxonomy levels are listed in the blueprint. This test is

also a teacher-made test, summative, achievement test, criterion-referenced, non-verbal, and

power/speed test. The test is summative because it is testing students on what they have learned

in the lesson. Achievement based because it measures what knowledge and skills the students

have learned in school. Criterion-referenced test because it compares students’ performance on

the test to a mastery level. The test is mainly figures with minimal sections requiring reading

therefore is a non-verbal test. Lastly, the test is a mixture of a power and speed test. Students are

given enough time to attempt each item but will be required to complete the test in 35 minutes

because that is the amount of class time set aside for math.

Test Blueprint

Test Blueprint Categories

Content Outline Knowledge Comprehension Application Total Percentage

1. Represent: Students

can represent fractions

using area, set, and

linear models.

4

4

22%

2. Compare/Order:

Students can compare

and order fractions using

models and strategies.

4

4

22%

3. Equivalent: Students

can use models to

represent equivalent

fractions.

6 4 10 56%

Total 4 6 8 18

Percentage 22% 33% 45% 100%

Initial Test Items Name: __________________________________ Date: _______________________

Fraction Unit Math Test Directions: This test contains 18 questions which are in FOUR (4) parts and worth 55 point

total. Section and point values are as follows: Part 1- Multiple Choice 4 points each, Part 2-

True/False 3 points each, Part 3- Matching 2.5 points each, and Part 4- Completion 3 points

each. Be sure to select the answer that fits the best for each question.

Part 1:

Multiple Choice- Read each question carefully. Circle the letter next to the best answer.

1. What fraction of this circle is colored in?

a. 1 / 2

b. 1 / 4

c. 1 / 6

d. 1 / 8

2. What fraction of this circle is colored in?

a. 1 / 2

b. 1 / 4

c. 3 / 5

d. 5 / 10

3. Which circle has 3 / 4 colored in?

a. b.

c. d.

4. Which circle has 2 / 5 colored in?

a. b.

c. d.

Part 2:

True/False- Review each statement. Determine if the statement is True or False and circle

the option which is correct.

5. True or False 2 / 3 = 6 / 9

6. True or False 8 / 10 = 3 / 5

7. True or False

8. True or False

Part 3:

Matching- The left column is unreduced fractions while the right column is reduced

fractions. Match the correct reduced fraction with the unreduced fraction. Write the letter

next to the reduced fraction in the space provided. There is only once correct answer for

each unreduced fraction. Reduced fractions will be used once, twice, or not at all.

Unreduced Fractions Reduced Fractions

9. _______ 2 / 6 a. 1 / 2

10. _______ 2 / 8 b. 1 / 3

11. _______ 4 / 8 c. 1 / 4

12. _______ 3 / 9 d. 1 / 5

13. _______ 2 / 10 e. 1 / 6

14. _______ 5 / 10

Part 4:

Completion- Section A- Fill in the missing fraction to complete the sequence.

15. 1, 4 / 5, 3 / 5, ______, 1 / 5

16. 1, 3 / 4, 1 / 2, ______, 1 / 8

Completion- Section B- Shade in the correct amount of the circle to complete the sequence.

If needed, use the lines provided to write out the fractions for each circle to help solve the

missing fraction.

17. , , , ,

___________, ____________, _____________, ____________, ______________

18. , , , ,

___________, ____________, _____________, ____________, ______________

Review Form 1

Reviewer: _Amanda Batastini_____________

Directions: Evaluate each item according to the guidelines listed.

If an item violates one of these elements, place an ‘X’ to the right of the element, under the corresponding item number.

True-False 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

Explain method for marking T/F

Statement must be definitely T or F

Use short statements

If opinion used, must be attributed

to a source

Don’t use:

o Verbal clues

o Double negative

statements

o Broad, general statements

o Terms with degree (large,

long time, regularly)

o Absolutes (never, only,

always)

o Statements taken directly

from the text

o Double-barreled items (2

ideas to evaluate in 1 item)

Matching 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

Descriptions and options should be:

o short

o homogeneous

o arranged in a logical

order

All options should be plausible

distractors for all descriptions

Lists should be homogenous

Labels should be present and

meaningful

Descriptions should be the longer

phrases or statements

Descriptions should be numbered

and options lettered

Include more options than

descriptions x

x x x x x

In directions specify how to match

and whether or not to use

options more than once

Multiple Choice 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

Problem should be stated clearly in

the stem

Only one correct answer to each

item

All distractors must be plausible

Avoid grammatical clues Length and grammatical form of

options must be equal/parallel

Three to five options

Don’t use “all of the above”

Use “none of the above” sparingly

If using negative statements, make

the “NOT” stand out (bold,

etc.)

Put response options in a logical

order (e.g. alphabetical,

numerical, etc.)

If the item (stem & response option)

forms a sentence, end with a

period.

If the item (stem & response option)

doesn’t form a sentence, don’t

end with a period.

If the response options aren’t proper

nouns, don’t capitalize.

List multiple-choice response

options vertically.

Completion 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

Single-word answer or brief, definite

statement

Use direct questions instead of

confusing, incomplete

statements

Omit only key words

Put the blank near the end of the

sentence

If a numerical answer is needed,

indicate what units should be

used

Overall Test 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

The items deal with important

content material, not trivia

Each item is independent of every

other (doesn’t clue any other)

Items of similar format are grouped

together (MC, T/F)

Items and their answer options are

on the same page

clear student instructions are

provided x x

the test is formatted in a clear,

attractive way

Other comments regarding the test, possible improvements and strengths (If needed, use the back or another sheet):

Alison, great job with the overall theme of the test. It seems to flow very well. The only things I think you should think about

changing is adding some options in your matching. I think there should be at least the same amount of options as descriptions. Also

you may want to add to the directions for the last two questions something about how the circle they should fill in is the blank one.

The directions need to be really explicit. That’s all I can think of. Great job!

Review Form 2

Reviewer: ___Stephanie Edwards_____

Directions: Evaluate each item according to the guidelines listed.

If an item violates one of these elements, place an ‘X’ to the right of the element, under the corresponding item number.

True-False 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

Explain method for marking T/F

Statement must be definitely T or F

Use short statements

If opinion used, must be attributed

to a source

Don’t use:

o Verbal clues

o Double negative

statements

o Broad, general statements

o Terms with degree (large,

long time, regularly)

o Absolutes (never, only,

always)

o Statements taken directly

from the text

o Double-barreled items (2

ideas to evaluate in 1 item)

Matching 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

Descriptions and options should be:

o short

o homogeneous

o arranged in a logical

order

All options should be plausible

distractors for all descriptions

Lists should be homogenous

Labels should be present and

meaningful

Descriptions should be the longer

phrases or statements

Descriptions should be numbered

and options lettered

Include more options than

descriptions

In directions specify how to match

and whether or not to use

options more than once

Multiple Choice 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

Problem should be stated clearly in

the stem

Only one correct answer to each

item

All distractors must be plausible

Avoid grammatical clues Length and grammatical form of

options must be equal/parallel

Three to five options

Don’t use “all of the above”

Use “none of the above” sparingly

If using negative statements, make

the “NOT” stand out (bold,

etc.)

Put response options in a logical

order (e.g. alphabetical,

numerical, etc.)

If the item (stem & response option)

forms a sentence, end with a

period.

If the item (stem & response option)

doesn’t form a sentence, don’t

end with a period.

If the response options aren’t proper

nouns, don’t capitalize.

List multiple-choice response

options vertically. X X

Completion 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

Single-word answer or brief, definite

statement

Use direct questions instead of

confusing, incomplete

statements

Omit only key words

Put the blank near the end of the

sentence

If a numerical answer is needed,

indicate what units should be

used

Overall Test 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

The items deal with important

content material, not trivia

Each item is independent of every

other (doesn’t clue any other)

Items of similar format are grouped

together (MC, T/F)

Items and their answer options are

on the same page

clear student instructions are

provided

the test is formatted in a clear,

attractive way

Other comments regarding the test, possible improvements and strengths (If needed, use the back or another sheet):

There wasn’t much I could find to critique on your test. I think it looks very good and is well developed. It seems like it is a well-

rounded, challenging test. The directions and format of the test are laid out in a very organized way.

Test Appropriateness and Accommodations

Appropriateness

This test was written without bias towards or against any student’s diverse background. Math

tests deal with the information the students were presented with mainly using symbols therefore

doesn’t show bias. The test is age level appropriate for third graders as well as the directions are

written containing words the students are familiar with. Student have been working with the

symbols used in the test throughout the unit therefore are familiar with how to use them the

proper way. The questions do not contain any reference to gender therefore no gender-bias is

present. All of the test content is relevant to the material students have learned in this unit.

Accommodations

As previously stated, the class taking this test contains 3 students with varying

levels of English proficiency. These students have been working with similar

problems for two weeks and understand the symbols being used in this test. If

students did not understand the symbols, they would be able to work with a

specialist in order for them to complete the test. Directions for the test will be read

aloud to all students in the classroom therefore is anyone is having trouble reading

them they will hear them before the test. Also students are aware of the fact that if

they need help during the test whether it is on solving a problem or reading

directions, they can raise their hand and the teacher will can assist them. There are

a few students in the class with learning disabilities but they are mild and will not

be a problem during this test. No students in the class have physical challenges.

Final Test Items **Did not fix alignment of question 3 & 4 in order to save space.

Name: __________________________________ Date: _______________________

Fraction Unit Math Test Directions: This test contains 18 questions which are in FOUR (4) parts and worth 55 point

total. Section and point values are as follows: Part 1- Multiple Choice 4 points each, Part 2-

True/False 3 points each, Part 3- Matching 2.5 points each, and Part 4- Completion 3 points

each. Be sure to select the answer that fits the best for each question.

Part 1:

Multiple Choice- Read each question carefully. Circle the letter next to the best answer.

1. What fraction of this circle is colored in?

a. 1 / 2

b. 1 / 4

c. 1 / 6

d. 1 / 8

2. What fraction of this circle is colored in?

a. 1 / 2

b. 1 / 4

c. 3 / 5

d. 5 / 10

3. Which circle has 3 / 4 colored in?

a. b.

c. d.

4. Which circle has 2 / 5 colored in?

a. b.

c. d.

Part 2:

True/False- Review each statement. Determine if the statement is True or False and circle

the option which is correct.

5. True or False 2 / 3 = 6 / 9

6. True or False 8 / 10 = 3 / 5

7. True or False

8. True or False

Part 3:

Matching- The left column is unreduced fractions while the right column is reduced

fractions. Match the correct reduced fraction with the unreduced fraction. Write the letter

next to the reduced fraction in the space provided. There is only once correct answer for

each unreduced fraction. Reduced fractions will be used once, twice, or not at all.

Unreduced Fractions Reduced Fractions

9. _______ 2 / 6 a. 1 / 2

10. _______ 2 / 8 b. 1 / 3

11. _______ 4 / 8 c. 1 / 4

12. _______ 3 / 9 d. 1 / 5

13. _______ 2 / 10 e. 1 / 6

14. _______ 5 / 10 f. 2 / 3

Part 4:

Completion- Section A- Fill in the missing fraction to complete the sequence.

15. 1, 4 / 5, 3 / 5, ______, 1 / 5

16. 1, 3 / 4, 1 / 2, ______, 1 / 8

Completion- Section B- One circle in each question is not shaded in. Use the other circles in

each question to guide the pattern and shade in the correct amount of the blank circle to

complete the sequence. If needed, use the lines provided to write out the fractions for each

circle to help solve the missing fraction.

17. , , , ,

___________, ____________, _____________, ____________, ______________

18. , , , ,

___________, ____________, _____________, ____________, ______________

Key

# 1

# 2

# 3

# 4

# 5

# 6

# 7

# 8

# 9

# 10

# 11

# 12

# 13

# 14

# 15

# 16

# 17

# 18

Correct Response

b.

c.

d.

b.

True

False

False

True

b.

c.

a.

b.

d.

a.

2 / 5

1 / 4

5 / 8

9 / 10

Content Area

1. Represent

1. Represent

1. Represent

1. Represent

3. Equivalent

3. Equivalent

3. Equivalent

3. Equivalent

3. Equivalent

3. Equivalent

3. Equivalent

3. Equivalent

3. Equivalent

3. Equivalent

2. Compare/Order

2. Compare/Order

2. Compare/Order

2. Compare/Order

Taxonomic Level

Knowledge

Knowledge

Knowledge

Knowledge

Application

Application

Application

Application

Comprehension

Comprehension

Comprehension

Comprehension

Comprehension

Comprehension

Application

Application

Application

Application