Education 325: Assessment for Classroom Teaching
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Transcript of Education 325: Assessment for Classroom Teaching
Education 325: Assessment for
Classroom Teaching G. Galy PhD
Summer 2014
Week 6
Matching Format
Matching Format
Two lists: Premises (on left) and Responses (on right)
Include an unequal number of Responses
Arrange both columns in logical or alphabetical order
Limit to 10
Used for matching:- Definitions/Terms - Dates
- Principles - People
- Classifications - Symbols
- Descriptions - Parts/Functions
Matching Checklist
Is ‘premise’ first, then ‘response’?
Is space for answers provided beside premise?
Do ‘responses’ out-number premises?
Did you use the ‘draw-a-line’ technique? If so, don’t!!!
Are premises and responses organized logically?
Are columns clearly labeled?
Can responses be used ‘once’ or ‘more than once’?
Multiple Choice Format
Content Free Test
Multiple Choice Format
Express as question or statement in ‘stem’
One answer is provided with ‘plausible distracters’
Usually 3-5. Why?
Guessing can still occur (reliability)
If critical thinking is the goal, more than one answer can be right, however, there must be one ‘best’ answer
Can be combined with graphs, charts, maps
Multiple Choice Guidelines
Stem:- State in simple, clear language
- State positively
- Put as much information in the stem as possible
Answers should ‘flow’ with stem
Avoid cues (e.g. length of answer) and word clues
Use ‘None of the Above’ sparingly. Why? (Trickery)
Arrange in logical, alphabetical, chronological order
Limit to 5 alternatives
Graphics Format
Graphics Format
Do directions identify correct graphic?
Are directions clear? (especially if asked to create)
Is the graphic labeled clearly?
Has enough space been provided to answer question?
Is it clear how points are given or marks allocated?
Graphics Format
Two basic forms:
- Presentation
- Production
Essays
Require higher levels of Blooms’ Taxonomy (HOT)
Require students to:- collect facts - interpret & argue a point
- analyze - explain differences
- evaluate - form conclusions
Drawbacks:- time consuming - subjective (marking)
How do you reduce marking subjectivity?
Restricted Essay Example
Question: Outline the three principle reasons for the demise of the USSR? Place the reasons in priority and explain each reason.
Reasons 3x1= 3 marks
Priority 3x1= 3 marks
Explanation 3x3= 9 marks
Total: 15 marks
Extended Essay
Subjectivity is reduced when:
- criteria is discussed
- rubrics or rating scales are developed
(preferably as a class)
- samples are reviewed, critiqued
Objective?
Essay Guidelines
Question stated clearly?
Do directions clearly indicate how marks are awarded?
Is a scoring guide or rubric provided?
Is grammar, punctuation and presentation marked?
“Live” Session