Selected-Response Tests Chapter 6 (p.139-162) W. James Popham

Make sure your test-taking directions are clear, and do not assume they are obvious.

Avoid ambiguous statements. The teacher was speaking to the boy and he looked upset. Kids make nutritious snacks. Don’t write test items that have unintended clues that help students guess the correct answer. The bird in the story was an ___? (eagle, hawk, seagull) Choose to use simple sentences instead of complicated sentences. Make sure the vocabulary you use in the test is suitable to your students.

SELECTED-RESPONSE items Selected-response requires that the student choose one correct answer per item. Students do not have to come up with their own answers; they instead are given options to select. Selected-response items measure the students' ability to apply their knowledge and skills.

BINARY-CHOICE = (2) options TRUE-FALSE YES-NO RIGHT-WRONG FACT-OPINION (Popham 143)

Binary choice: TRUE-FALSE Phrase items thoughtfully, so that none are obviously true or false. Avoid using negative words in true-false items. King Tut was NOT a pharaoh of Egypt. Sharks are NEVER found in lakes. Include only one concept in each statement. Have about an equal amount of true-false answers in all. The written length of your statements should be very similar. (None extra long, or too short.)

MULTIPLE BINARY-CHOICE A cluster of items requiring a binary response to each item. SEE PAGE 146 !

STEM: The first part of the item preceding the response options or “stimulus material.”

MULTIPLE-CHOICE The STEM should have a self-contained question or problem. (148). Avoid negative words in the stem. There are typically 4 to 5 choice items for each stem; with 3 choices for younger students. The written length of your choices should be very similar. (None extra long, or too short.)

MULTIPLE-CHOICE continued Randomly assign correct answers, yet make sure that all 4 choices are equally used. Do not use an “ALL OF THE ABOVE” choice, but do use a “NONE OF THE ABOVE” which is more difficult (151).

MATCHING ITEMS Two parallel lists of words or phrases requiring students to match entries on one list with entries on the other list. (Popham 153)

MATCHING Use lists that are homogeneous or in the same kind of group. Lists should be brief, with the shorter words or phrases listed on the right. Add extra responses, more than is actually needed, to the list on the right. Alphabetize or arrange the responses on the right in a chronological sequence.

Describe the directions clearly: •How the matches are to be made; •How many times the responses can be used. Finally, place the matching items on the same page.

FIGURE 6.3 (An Illustrative Matching Item), page 153 Directions: On the line to the left of each military conflict listed in Column A, write the letter of the U.S. president in Column B who was in office when that military conflict was concluded. Each name in Column B may be used no more than once. Column B A. Bush B. Clinton C. Eisenhower D. Johnson E. Nixon F. Roosevelt G. Truman H. Wilson Column A ____1. World War I ____2. World War II ____3. Korea ____4. Vietnam ____5. First Persian Gulf

Go to page 160, #4. Evaluate the matching items and explain if they were well written or not.

Constructed-Response Tests Chapter 7 (p.163-186) W. James Popham

CONSTRUCTED RESPONSE Is also a Performance Assessment because students are constructing or performing their own responses without the help of provided choices.

CONSTRUCTED-RESPONSE Constructed-response items can be very simple, requiring students to answer with only a sentence or two, or quite complex, requiring students to read a prompt or a text, reflect on the key points, and then develop a meaningful essay or analysis of the information. Whether simple or complex, all constructed-response questions measure students' ability to apply, analyze, evaluate, and synthesize the knowledge that they have acquired in a more abstract way.

SHORT-ANSWER Use direct questions rather than incomplete statements. Structure the item to get a brief response. Position the answer blanks at the end of the question or towards the right side. For incomplete statements, use only one or two blanks, don’t “swiss-cheese” the item (See166). Keep the answer blanks the same length.

ESSAYS Higher level of cognitive abilities used: students synthesize, evaluate and compose in writing. May be more difficult for the student to write. May be more difficult for the teacher to reliably score student responses.

RESTRICTED RESPONSE: Limits the form and content; (Describe 3 ways… RESTRICTED RESPONSE: Limits the form and content; (Describe 3 ways….. In 25 words explain…) Teacher may limit the space to write on the paper. EXTENDED RESPONSE: (See p.170) The question or item stem requires several tasks to be done by student. Responses will be more extensive with explanations and examples.

GUIDELINES FOR ESSAYS Describe clearly to students their task, with a writing prompt. Explain how extensive their responses should be. Be straightforward about how much time should be spent on their responses, and the point value for particular items. Do not give options like “Do 3 out of the 5 essay questions.” Mentally ‘preview’ likely student responses and put yourself in their minds as you create essay questions (172).

SCORING ESSAYS Score responses holistically and/or analytically. Create a tentative scoring key, and even write out the responses that you are expecting. Decide early about the importance of ‘mechanics’ or if you’re scoring on content only. Score one essay item at a time on all of your students’ essays, before scoring the next item. If possible, try not to peek at the students’ names as you score their essays.

EXAMPLES OF SCORING See pages 174, 175 and 178.

BALANCED ASSESSMENT PROJECT DISCUSSION •Decide to make this Balanced Assessment useful to you and your students and NOT just created for the sake of this required project. •What unit will be assessed? What broad-scope Objectives-Indicators-Standards could be used? (Decide on just 2 or 3). •If your particular teaching assignment does not have a unique set of standards, what objectives can you cover in relationship to other content areas close to your grade level, and help reinforce them?

BALANCED ASSESSMENT PROJECT DISCUSSION PART ONE: • 10 SELECTED-RESPONSE items • 5 CONSTRUCTED-RESPONSE items + Objective/Indicator, Bloom’s Taxonomy level, # of items correct for mastery of each objective. + Student test and Scoring keys/guides/rubrics

10 SELECTED-RESPONSES ONE correct answer per item from given choices. BINARY CHOICE (True-False; Yes-No) MULTIPLE BINARY-CHOICE MULTIPLE-CHOICE MATCHING Use a combination of these types of Selected-Responses for your chosen Objectives in your unit.

CONSTRUCTED-RESPONSE items For your Balanced Assessment, you will need: 2 CLOSE-ENDED CONSTRUCTED RESPONSES and 3 OPEN-ENDED CONSTRUCTED RESPONSES

CONSTRUCTED RESPONSE Constructed-response items can be very simple, requiring students to answer with only a sentence or two, or quite complex, requiring students to read a prompt or a text, reflect on the key points, and then develop a meaningful essay or analysis of the information. Whether simple or complex, all constructed-response questions measure students' ability to apply, analyze, evaluate, and synthesize the knowledge that they have acquired in a more abstract way.

The first part of the item or question preceding the response… STEM: The first part of the item or question preceding the response… Make use of the Bloom’s Taxonomy hand-out to begin your question or item “stems.” Try to use upper levels (Analysis, Synthesis, Evaluation) in your questions, or at least some types of combinations with Application,Comprehension or Knowledge.

CLOSED CONSTRUCTED-RESPONSE Closed constructed-response questions are similar to more traditional fill-in-the-blank types of questions and have only one right answer. They ask students to fill in a word or a phrase or a number. Closed constructed-questions require students to give the correct answer, perhaps through simple recall. Divergent or unusual thinking is unnecessary.

CLOSED CONSTRUCTED-RESPONSE In this Math closed constructed-question, the student gives a short numerical or verbal response. A small number of items require students to fill in a form according to written instructions. Math objective/ indicator? Bloom's level? KNOWLEDGE "What"

CLOSED CONSTRUCTED-RESPONSE In Social Studies, this closed constructed- question, makes use of a map, with written directions on how the student is to find the information, and give the correct one word response. Bloom's level? APPLICATION "Use", KNOWLEDGE "Tell" Use the map of South America to answer this question. Tell the name of the country labeled with an “A” on this map? Answer: ______________________ A Soc. St. objective/ indicator?

CLOSED CONSTRUCTED-RESPONSE In Language Arts, this closed constructed- question, gives written directions for the student to find information from a sentence and give the correct phrase. The red balloon floated into the sky. Read the underlined sentence, above. Identify the prepositional phrase in this sentence and write it in the answer blank. Answer: ______________________ Reading objective/ indicator? Bloom's level? ________ "Identify," "Write"

OPEN-CONSTRUCTED RESPONSE Short Response items require students to provide a wider variety of possible answers, and may be in the form of numbers, words, phrases or sentences. Students may also be asked to refer to a text or diagram, or respond by using a drawing or graphic organizer. (Depending on age appropriateness, verbal responses may be necessary.) These can be restricted or extended responses. When students are asked to relate some information to their own experience or opinions, the acceptability of their answers depends on their ability to justify or explain or give examples.

OPEN CONSTRUCTED-RESPONSE A possible Math open constructed-question could present the students with an equation to solve, require the students to show their work and explain the 3 steps they used to solve the problem, in addition to giving the correct answer. Credit or full points are given for solving the equation and giving the correct answer, with correct explanation and 3 steps. Partial credit is given for partially correct or less sophisticated explanations.

OPEN CONSTRUCTED-RESPONSE In Physical Education, this open constructed- question, requires the student to explain in several sentences. It is actually a four-part response. Notice the higher level of cognitive thinking this requires. Name two kinds of overhead serves in volleyball. Explain the benefits of using each one. Answer: (Two kinds of overhead serves are the top spin and the floater. Top spin would be used for speed projection and the floater for height. ) SCORING ON 4 POINTS AND/OR USING A RUBRIC Bloom's level? KNOWLEDGE, COMPREHENSION, APPLICATION and ANALYSIS Physical Education objective/ indicator?

Reading objective/ indicator? OPEN CONSTRUCTED-RESPONSE In Language Arts, this open constructed- question, requires the student to recall knowledge, give an opinion, and refer to a poetic text to explain the information required. It is also a four-part response. Bloom's level? KNOWLEDGE, COMPREHENSION, APPLICATION and ANALYSIS Reading objective/ indicator? QUESTION: How does the word "person" give you a clue as to the meaning of personification? Why do you think a writer would want to use personification in a poem? Identify and write two examples of personification found in the poem at the left. The sky is low THE sky is low, the clouds are mean, A traveling flake of snow Across a barn or through a rut Debates if it will go. A narrow wind complains all day How some one treated him; Nature, like us, is sometimes caught Without her diadem. Emily Dickinson

BALANCED ASSESSMENT PROJECT DISCUSSION PART ONE: • 10 SELECTED-RESPONSE items • 5 CONSTRUCTED-RESPONSE items + Objective/Indicator, Bloom’s Taxonomy level, # of items correct for mastery of each objective. + Student test and Scoring keys/guides/rubrics

“Seashore Poetry unit” BALANCED ASSESSMENT “Seashore Poetry unit” Objective: 2:1.2 (6th grade reading standard)▲ The student will identify and describe the SETTING and explain the importance of the setting. Selected-Response items: #1,3,4,5: (3 out of 4 = mastery) Objective: 1:3.5 (6th grade reading)▲ The student will use figurative language (metaphors, onomatopoeia, personification) (7 out of 9 in all = mastery) Selected-Response Questions #2,6,7,8,9,10 Constructed-Response items: #1,3,4 Objective: 2:1.3 (6th grade reading) ▲ PLOT: The student will identify major and minor events related to the conflict in a story and explain how one event gives rise to another. Constructed-Response items: #2 and 5 (+2 = mastery) You decide on the # of items needed to be correct for mastery of each objective.