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