Selected Response Assessment
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Transcript of 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
Does the Assessment Consist of High Quality Ingredients?
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
Does the Assessment Consist of High Quality Ingredients?
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