Professional Documents
Culture Documents
2/11/2016
Module III
information to the student, teachers, and parents about the learning progress of the
were discussed.
Formative scores are just that. They are scores given to represent the
progress of the student. However, formative scores should generally not be used for
giving an actual grade to the student. This is because the scores are developed as
the student is learning. They do not represent the actual culmination of knowledge
One of the main problems that I see with using formative scores for grades is
that every student learns at a different rate. Some students can learn and pick up
new knowledge very quickly while other students learn relatively slower. At the end
of the unit both students could very easily have the same level of knowledge and
skill. It would be logical that both of these students should receive similar grades in
the course. However, if a traditional grading system were used where a student
received grades throughout the unit the slower learning student could very well
this situation represents a clear example of where using formative scores as grades
2. Assessments are a great tool to let teachers get information about the
progress of their students. Its fairly obvious that to most that a students grades
gives an indication as to the learning progress of that individual student. Depending
on how the grade is determined the grade can show the students progress to the
actual criteria of the class, or their progress compared to their peers. These scores
can also be used to help teachers identify students that are struggling and lagging
behind, or even students that are excelling and need to be pushed harder.
Not only can assessments be used to help teachers identify the needs of
individual students, they can also be used to help a teacher identify ways that the
teacher can improve. A key to making sure that insight gained from scores is to use
criteria based assessments. This will allow teachers to make specific observations
about the topics that students are struggling with as a whole. By looking at the
performance of students across the board, teachers can also gain an idea of how
effective their current teaching methods are with their students. If the students are
not meeting the criteria that have been set, then one reason that this could be
happening is because the teachers methods are not connecting with the students.
If students are meeting the criteria then its safe to assume that the methods are
effective.
didnt seem upset by that trend. In fact, some of the professors seemed almost
proud when their averages dipped significantly below 50%. I think a truly effective
teacher would realize that their teaching methods were not effective for the
majority of their students. Although it would have been more work for the
professors and assistants, I think in many cases it would have been beneficial to
adjust the classroom structures in order to increase the learning of the students.
3. There are several reasons why a teacher would want to design an effective
multiple choice test. A well-constructed test should test specifically the learning
requirements of the course. The two items to remember when designing any type of
test is reliability and validity. The teacher must make sure that the test will give
students the same grade regardless of various factors that may interfere with a
students test taking ability. Also, the test must actually test and show quantifiable
multiple choice test taking skills in previous classes. Therefore, I would aim to
create a multiple choice exam that might be similar to ones they will have to take in
challenge them in order to help them learn how to learn so that they can be
Its important to make sure that a multiple choice exam does not contain
trick questions. In my mind, there are two separate ways to make sure that this
does not occur. The first is the stem of the question, and the second is the choices
of the question.
The stem of the question is the part of the question that asks the question,
and might give additional information. A good stem question should mean
something when its stated by itself. This means that the question should ask for
are true. A main benefit of having meaningful stems is that it allows the teacher
and student to identify the specific learning goals that the question is aiming to
address. Also, because the stem must be clear, all un-needed information should
not be included in the stem. This will help to reduce perceived trickiness inherent
within the test. Finally, Ive found that its almost always better to phrase the
that knows the material may get the negative question wrong because they once
again get thrown off by thinking that Ive tried to trick them.
choice tests before entering my classroom it is important for me to realize that they
have probably become very good at playing the test. Meaning, they can use
elimination and other patterns in order to figure out the correct answer without
actually knowing the material. Because I want my test to be valid, I need to make
sure that the test actually measures a students knowledge in relation to the
learning goals. Therefore its important to make all the choices of a question be
potentially correct. For questions involving numbers, Ive found it helpful to give the
correct answer, and then give answers that are close to it, or could have gotten by
doing a step incorrectly in the work. Chemistry and physics also deal a lot with
significant figures, which means your answer should have a specific number of
digits depending on the data given in the problem. Therefore, I can give choices
that give the correct answer, but with the wrong number of significant figures.
Thus, I can truly test a students knowledge of the content without giving them
undue hints as to the correct answer. When listing the choices I try to keep the
actually know the correct answer, because there was no input bias from me when
knowledge of the material, while not creating tricky tests that would erode a
4. In this module I learned a lot about how to correctly write assessment items.
This was something that Id struggled with in the past but I hadnt realized why. I
think there are a lot of bad habits present in the hard sciences in relation to writing
multiple choice tests. And, because these tests were the most recent examples that
Id had I had also picked up some of those bad habits without realizing it. Spending
time reading, watching, and thinking about how to write good test questions really
opened my mind to some of the major pitfalls that Ive created in past tests and
One thing that I want to look into further is how to create multiple choice
tests that effectively test a students higher level thinking. As Ive learned more
about standards based grading, Ive become more enthralled in the idea of having
material at a high level. It would be really nice to be able to assess that thinking
that students that have worked hard to master the material get a way to show off
their knowledge.