Katelyn Williams December 12, 2013 EDU360/ Prof.

Rubio Technology Assessment 2 As a result of creating a series of questions for the tech assessment 2 I learned not only how to create good questions, but how to evaluate myself as a instructor, and create questions of varying difficulty. I created my questions based off of a lecture provided by my professor, which was focused on Race to the Top and Title One. After the in class lecture I took my notes and began to analyze what I thought was important from the lecture and our in class discussion. I attempted to create questions of varying difficulty based off of Marzanos hierarchy of questioning. As I created my questions I put them in order of what I thought I understood based off of Marzanos scale of easier to more difficult or 2, 3, and 4. I believe, as we later discussed in class, that it would have been more beneficial for me to construct questions based off of my experience and field of study. In creating questions based of off my expertise I would get more real world understanding as to how creating clicker questions can be beneficial. Now, as I review the data I can see that two of my three questions were very consistent with a discrimination index and difficulty index, as both received a score of 0.17. As a result of analyzing the data I would adjust my questions in the future to be a more fit to Marzanos scale, however through this paper one can see my results, and what was learned as a result of completing the second technology assessment.

Question 1: What specific areas did Michigan have to modify before reapplying for Race to the Top funding?

Based upon the data collected from clicker question number one, we can see that the question had a difficulty index of .17 (meaning it was quite difficult). Because of these results I can evaluate and determine that this question would most likely fit in Marzanos scale as a four. However, as I created this question my intension was for it to be easier. The results also state that the question had a positive discrimination index of 0.17 (meaning that the high-performing students were more likely to get this item correct). As a result of this data one can determine that most students who did well on this question did well on the rest of the assessment. Overall on question one resulted in being a harder question and as a result I would adjust the other possible answers and attempt to make the correct answer easier to determine. Several comments were made in class that I have reflected on. In class most people stated that the question was tricky but good because students had to determine the correct answer based of off their knowledge rather then simply guessing. I would keep the question the same, however I would change the other possible answers and try to make them a little less tricky for this first question in attempts to create a level two question on Marzanos scale to make sure the student understand the simple content. As the instructor presenting I would adjust my lecture to specify in a bit more detail and clarity exactly what Race to the Top, and Title One are to help my students in the future.

Question 2: How do Title One programs help schools?

Based upon the data collected from clicker question number two, we can see that the question had a difficulty index of 0.17 (meaning it was again, quite difficult). Because

of these results I have evaluated and determined that this question would again most likely fit Marzanos scale as a four (being the most difficult) due to the fact that the question scored close to a zero, which means that few students answered it correctly. This question also had a positive discrimination index of 0.17 (meaning that the highperforming students were more likely to get this item correct). As I created this test question the difficulty of this question was not quite my intent, I desired to create a level three question that would challenge deep thinking and the targeted learning goal rather then more complex content (a four on Marzanos four point assessment scale). This data has helped me determine that most students who did well on this question did well on the question one too, and will do well on the remainder of the assignment. Overall question two still resulted in being slightly more challenging that I had intended, as a result rather then simplifying the question I would adapt the teacher instruction. Comments were made in class in regards to question two that I have taken time to reflect on. In class most people stated that the question was tricky but because once I explained the correct answer every student remembered when the professor stated that even sports were a way that Title One helped schools. I would keep the question and answers the same but adapt the lecture given in class. I believe if some sort of discussion had occurred in regards to Title One rather then simply teacher talk then perhaps the content would have stuck with more students. As a instructor I would try to involve the students in the discussion more rather then simply lecturing.

Question 3: Do you think Michigan should have applied, and continued to apply for Race to the Top funding when education was doing so well?

Based on the data this question had no correct or incorrect answer. I purposefully allowed students to select and defend their answer through in class discussion because either answer could be correct. Students simply had to provide support, evidence, and reason that their answer was best. I believe this question had a difficulty index however it cannot be calculated based off of the answers but rather the response of each student as they supported their argument. I enjoyed this question because I believe its discrimination index is rather balanced meaning that both high performing and low performing students have an equal chance at answering this question correctly. However, I would state that

this question must be carefully graded if one is to try to get a difficulty and discrimination index because scores would have to be created for each student and then analyzed. Overall I really like question three and would simply allow for more discussion time or perhaps even a mini date among students to provide them with an opportunity to practice supporting their stance. In class several comments were made about question three that I have reflected on since then. Many students really enjoyed being able to discuss their options knowing that there was no right or wrong answer. Having no exact right answer I believe freed up more conversation, as students were not worrying that their answers may be rejected. Initially I thought that this question was perhaps to easy and should be moved to be the first question however I really enjoyed the discussion that this question lead to. Overall I really liked this question and would not make any adjustments. In conclusion creating and analyzing the clicker questions helped me to assess the rest of the classs ability to recall what we learned, as well as how the professor did on covering the content. Analyzing the results provided me with a unique experience I only wish I understood how to calculate the results independently rather then relying on the technology to do it for me. Creating clicker questions helped me understand the importance of using multiple methods of assessment to engage learners. Now as a result of understanding the importance of using clicker questions I hope to use this in the future as I teach so allow me as an instructor to check my students understanding and to evaluate myself as an instructor.