Artifact #2: French I Unit 2 Test Analysis + Data Spreadsheet

(LLT 808)
Goals: 1, 2
Standards: 1, 4
This artifact is an analysis of an assessment that I did during my
time in LLT 808. The assessment was a midterm test that I gave to my
French I students each year at the completion of the first quarter. In
this analysis, I took a close look at the test and questioned its validity,
its fairness, and ultimately whether or not it was a reliable assessment.
Along with this analysis is a spreadsheet of the data gathered from the
answers on the assessment. The data was organized and studied, and
then the analysis was created. Each question was carefully studied and
certain ones stood out for a lack of fairness. Specifically, while some
selected response questions offered three similar choices with one
correct answer, there were a few whose answers were not all related,
which warrants a question unfair. There was also a question of
dependability in the test as a whole. At the end of the analysis, I
determined that a whole test rewrite was unnecessary at that time, but
that I wanted to change some of the unfair questions for the next year
and gather more data. This artifact is mostly representative of a course
experience, but also had everything to do with my experience in the
field as the results of the assessment are real and were taken from my
students at that time.
As a young test writer, I found myself creating questions that
were often too easy, leading students to the right answer without them
really having to prove their knowledge. After doing much research in
this course, however, I became more and more aware of the need for
well-written tests that can actually show you what your students have
learned (Goal 1). In gathering data from this test in order to analyze
the tests strength, I was also looking to see how I had done as a
teacher. I wanted to know if the new methods I had been implementing
in my teaching were paying off, and this evidence came in the form of
high scores on the fair and valid questions of the test. In analyzing this
assessment, I was also showing a strong commitment to my students
understanding and French acquisition (Goal 2). I am very sensitive to
my current students who come from other countries and am trying to
understand applicable cultural references, particularly when they
appear on tests. To the best of my ability, I avoid test questions that
may discriminate based on cultural experiences (Standard 1). I am
constantly reflecting and changing the ways in which I deliver new
information, the way I facilitate review of material, and the way in
which I allow for students to produce and present evidence of their
knowledge. This aspect of reflection in my teaching was very present in
this test analysis and follow up. I looked closely at what was taught

well to students based on the answers given on the test, and

furthermore investigated the test to be sure that it is a good judge of
the knowledge gained by my students. I have come to appreciate how
much can still be learned each and every day that I am in the
classroom with my students, based on what I learn both in and outside
of our four walls (Standard 4).