1. 1 Time for a Quiz

2. 2 301-806-7252

3. 3 Going Over the Quiz 1. Instruments used to assess students must be both valid and reliable. Define each term: validity - _________________________________________________________________________ ________________________________________________________________________________ reliability - ________________________________________________________________________ ________________________________________________________________________________ The question hits the target.. It asks something students should know. Students who know the concept get the answer right, and students who do not know get it wrong.

4. 4 Going Over the Quiz 2. Explain why a valid question must also be reliable. __________________________________ _______________________________________________________________________________ _______________________________________________________________________________ To be valid, a question must hit the target every time and with every student. If it occasionally misses it is not as valid. 3. A multiple-choice question has three parts. Label the parts of the following question. All dogs have which one of the following characteristics? a.All dogs are the same size. b.All dogs have short hair. c.All dogs have 78 chromosomes. d.All dogs have webbed feet. Stem Correct Response Distracter

5. 5 Going Over the Quiz 4. Write a multiple-choice question to determine whether or not a student understands the meaning of force. Follow all guidelines for writing a good multiple-choice question. _______________________________________________________________________________ ________________________________________________________________________________ _____a__________________________________________________________________________ _____b__________________________________________________________________________ _____c__________________________________________________________________________ _____d__________________________________________________________________________ Which of these actions does not demonstrate a force? A loud sound causes a drum head to vibrate. A person turns the knob and opens a door. A cab driver shines his spotlight on the house number. A ball rolling across the floor slowly comes to a stop.

6. 6 Going Over the Quiz 6. In a good multiple-choice item, the wrong answers should: a. be longer than the correct answer. b. be written in more technical language to confuse the reader. c. seem logical to someone who is unfamiliar with the subject. d. not be based on student’s misconceptions. 7. In a good multiple choice item, the correct answer should: a. occupy the C position as often as possible. b. have wording similar to the question. c. be either longer or shorter than the incorrect answers. d. never be all of the above.

7. 7 Going Over the Quiz 8. In multiple-choice questions, although a direct question is best, sometimes incomplete statements are necessary in order to: a. mislead the test taker. b. maintain validity of the item. c. achieve reliability. d. avoid awkward phrasing. 9. After a multiple choice test is given, it is important to perform a test-item analysis. This kind of analysis gives you the information you need to: a. calculate the mean, median, and mode. b. determine the effectiveness of each question. c. identify students who cheated. d. calculate a Pearson Product Moment Correlation.

8. 8 Going Over the Quiz Essay questions often require students to demonstrate their deep understanding of a subject. However, to improve the reliability of essay questions, teachers need to be careful when scoring student responses. Questions 10 and 11 deal with scoring issues on essay questions. 10. Require all students to answer all items. Allowing students to select a sub set of questions to answer prevents comparison because it detracts from: a. complexity. b. difficulty. c. reliability. d. validity. 11. Score all students’ answers to a single item before moving to the next item. Explain why this is important: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Scoring all answers to the same question at the same time improves scorer reliability

9. 9 Going Over the Quiz 12. Embedded assessment is part of all teaching and learning experiences in our classrooms. All teachers do it whether or not they are aware of it. Which of these techniques is an example of embedded assessment? a. A pop quiz on material presented yesterday. b. Exit cards at the end of the lesson. c. Listening to students as they discuss a problem. d. Journal entries by engaged students. 13. Embedded assessment provides some of the richest data available to teachers about the depth of their students’ understanding. Why do most teachers not include these data in their evaluation of student performance? a. Embedded-assessment data are not recorded. b. Embedded-assessment data are not valid. c. Embedded-assessment data are not reliable. d. Embedded-assessment data are not correlated with student success.

10. 10 Going Over the Quiz 14. The following multiple-choice question contains a fatal flaw. Do not answer the question! Instead, identify the flaw and explain why it is a flaw. Every organism is made of cells and every cell comes from another cell. This is the: a) Relativity Theory b) Evolution Theory c) Heat Theory d) Cell Theory The flaw is _______________________________________________________________ This is bad because ________________________________________________________ 15. Which of the following is an example of a BCR? a. a fill-in-the-blank question. b. a matching question. c. a multiple-choice question. d. an essay question. The word cell in the stem appears only in the correct answer. It provides a clue to students who do not know the answer.

11. 11 Scoring the Results Add up the points you earned and apply the results to this scale: 45 – 41 A 40 – 36 B 35 – 31 C 30 – 27 D ≤ 26 F

12. 12 Scoring the Results The problem with guessing. The True/False Test Conundrum: If a student knows everything on a T/F test what will be her score? If a student knows nothing, and guesses on every question, what will be his score? 100% 50%

13. 13 Scoring the Results The fix! To fix this problem we need to subtract something when a student guesses. How much should we subtract? With a true false test, subtract one point for every mistake. Now, if a student known nothing, and guesses on every question what will be his score?

14. 14 Scoring the Results The fix! Now, if a student guesses on every question he will have 50% correct = + 50% and 50% incorrect = -50% Final Score 0%

15. 15 Scoring the Results But how do you fix the guessing problem if there are 4 choices? If the question has 4 alternatives, it would be unfair to award 1 point for a correct response, and subtract 1 point for each incorrect response. Instead, the total points for the incorrect responses must off-set the points awarded for correct responses. Therefore, if the correct answer is awarded 1 point, then 0.3333 points should be subtracted for each incorrect response.

16. 16 Scoring the Results Are you kidding me?? 0.333?? Okay… Okay… Instead of working with fractional points, it is easier to work with whole numbers. Let’s award 3 points for a correct answer, and deduct 1 point for each incorrect answer. The formula Points for Correct Answer = No. of Choices – 1 Subtraction Points for Incorrect Answer = 1 Does it work? Check it out!

17. 17 Scoring the Results Check it out! Assume that a student who knows nothing takes a 20-question multiple choice test in which each answer has 4 options. We award 3 points for each correct response and subtract one point for each wrong response. How many question will the student get right by chance? 5 x 3 points = 15 points How many questions will they get wrong? 15 x -1 point = -15 points Final score = 0 points

18. 18 Scoring the Results The Secret? Make the total points awarded for a correct answer one point less that the number of options provided. Subtract one point for a wrong answer. Neither award nor subtract points when a question is skipped.

19. 19 Scoring the Results Reexamine your quiz…. for items 6, 7, 8, 9, 10, 12, 13, and 15 subtract one point for every wrong answer. Raise your hand if your grade would go down? 45 – 41 A 40 – 36 B 35 – 31 C 30 – 27 D ≤ 26 F

20. 20 Item Analysis

21. 21 Embedded Assessment – Our Goal Use Embedded Assessment More

22. 22 Embedded Assessment – Our Goal Use Embedded Assessment More Advantages? Obstacles? 5-minutes in groups

23. 23 Embedded Assessment – Our Goal Another Video Clip (59:40)Video Clip As you watch, think about how you can embed assessment into the unit plan you are developing and how best you can describe all of your assessments in your unit plan.

24. 24 The purpose of assessment is to help students learn better. Students are entitled to a user-friendly assessment system. Assessment is central to instruction. Assessment anchors teaching, and authentic tasks anchor assessment. Performance improvement is local. Educative Assessment – A Vision

25. 25 Current methods of testing and grading are deep seated and unthinking habits. Too often we give contrived tests, return scores with little meaning, then move on. Assessment can be much more than this. It can inspire students and focus their work. It can lead to the kinds of improvement we are hoping for. From Grant Wiggins Educative Assessment – A Vision