Designing a Traditional Test EDU 300 Newberry College Jennifer Morrison

Designing a Traditional Tests What are some traditional selection-type and supply-type test items? What do they look like? What are the rules for writing good effective traditional test items? When are different types of test items most appropriate? By the end of class you should be able to answer these questions.

What types of items have you seen on traditional classroom and/or standardized tests?

Selection-Type Items Multiple Choice Stem | alternatives | distracters Stem may be a question or an incomplete statement True-False Only two responses are possible Picture: http://commons.wikimedia.org/wiki/File:Pick.png

Selection-Type Items (cont.) Matching Variation of the multiple-choice format Series of premises (stems) and alternative answers (responses) Interpretive Exercise Common selection of introductory material followed by related test items

Restricted-Response Essay Supply-Type Items Short Answer Restricted-Response Essay Strict limits placed on student’s answer (form of answer, special directions, etc.) Extended-Response Essay Few limits placed on student’s answer Picture: http://www.gfxvoid.com/forums/showthread.php?t=25296

What are the rules for writing traditional test items? Gronlund, N., & Waugh, C. (2008). Assessment of student achievement (9th ed.). Allyn & Bacon. Student need to read and be familiar with Chapters 6-8 of Assessment of Student Achievement. Assign an item type to student groups and have each group create a poster displaying the type definition, rules, and examples. Give each student a Traditional Test Item worksheet and have students complete their worksheets alone or in pairs using the posters and/or copies of the chapters. Give each student a copy of the handout, Rules for Writing Traditional Test Items.

Chpt 8, p. 132 Gronlund, N., & Waugh, C. (2008). Assessment of student achievement (9th ed.). Allyn & Bacon.

More Rules for Test Formatting Edit your test; no typos are allowed. Give clear directions for every section. Make certain your numbering makes sense. Make certain it looks clear and neat on the page. Include point values for sections and/or items.

Which rules were followed? Which rules were not? Have students review and discuss several traditional sample tests. Use poster pass strategy. Have students refer to Gronlund & Waugh rules. Thumbs Up: http://love-your-neighbour.blogspot.com/2009/04/thumbs-up-for-you.html Thumbs Down: http://emilytheperson.com/2010/12/

Task 3: Traditional Unit Test Go over Task 3 description and checklist.

What’s Due?