Tests and Assessments

Classical and Alternative forms

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Traditional assessments

Also known as Paper and pencil tests

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True or false

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Sometimes referred to as binary choice item

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Advantages:
Short More

materials can be covered Faster to construct Scoring is easy

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Disadvantages:
Encourages guessing and memorization No place for relatively true or relatively false (real world situations) Tends to emphasize role of memorization of knowledge 7/22/12

True or false samples

Modified

true or false (underline the false part and add the correct answer)
Philippines is north (south) of Cuba

Interpretative

via picture narrative data/information

Given the following data, which of the following statement is true or 7/22/12 false?

True-False Test Tips

Items should be defensibly true or false Never use double negative or rarely use negative statements Dont include two concepts in one statement Avoid lifting statements from a book (each sentence is related to paragraph) Avoid tricky questions Avoid specific determiners like always, never, all or none, when used, the correct response is typically false 7/22/12 Have more or less same number of true

Matching test

Includes description Click to edit Master subtitle style list or premise (column A) and option list or response (column B)
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Advantages:

Objective Excellent for testing associations and recognition such as:

Historical events Novels Tools Problems Elements Causes Dates and other objective data
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Disadvantages:
Emphasizes

memorization Tends to tackle trivial information Encourages guessing

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Matching Test tips

Should be homogeneous Should fit one page Options should be plausible, consists of short phrases, words or symbols Description list (column A) should contain longer phrases/statements Description list in number (1, 2, 3) and options (column B) are in letters (a, b, c) Description list should be between 57/22/12 12

Multiple choice
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Consists of stem (statement portion) and response alternatives

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Advantages:
Most

versatile (from low level to high level) Scoring is objective Reduces effects of guessing Amenable to statistical analysis
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Disadvantages:
Difficult

to prepare If not carefully written, may have more than one defensible correct answer
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Multiple Choice Test Tips

Be sure theres only one correct or clearly best answer Be sure that wrong answer choice (distractions) are plausible Minimize using negative statements Response alternatives maybe 3-5 Use the options, none of the above or all of the above sparingly Do not indicate correct answer by the 7/22/12 grammar

Carefully define the task or be specific about what students should write about Retrieval (simple recall) Comprehension (synthesis, representation)

Guidelines in writing essay questions

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Analysis (compare and contrast) Classification Error analysis Generalizing Specifying (predicting) Decision making Problem solving

Guidelines in writing essay questions

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How to score essay questions

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Have a scoring key and point distribution (a rubric will be helpful) Score papers one question at a time Shuffle test papers/ booklets after scoring each question Minimize the opportunity to know who (halo effect) If several criteria are to be graded, assess them separately like grammar, spelling, organization, etc.

Alternative forms of evaluation

Click to edit Master subtitle style Performance-centered, behavioral, process-oriented, also known as authentic assessment

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Group activities
Click to edit presentations, Creative Master subtitle style discussions, poster-making, symposia, projects, advocacy planning and works are some of the group-oriented evaluation tools
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Individual works
Click to edit Master subtitle style Journal entry, reflection paper, research, creative projects, portfolio, checklist, case analysis, social analysis, simulations are some possible assessment styles which may be done individually 7/22/12

Use of rubrics
Click alternative forms For to edit Master subtitle style of evaluation, criteria for gauging desired output must be set and understood by the students before engaging in activities or works
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RUBRIC
A rubric is a scoring tool that lists the criteria for a piece of work, or what counts (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor.

What is a rubric?
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Why Use Rubrics?

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First, they are powerful tools for both teaching and assessment.
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They help students become more thoughtful judges of the quality of their own and Click to edit Master subtitle style others work.

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Third, rubrics reduce the amount of time teachers spend Master subtitle style student evaluating Click to edit work.

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Fourth, teachers appreciate rubrics because their accordion nature allows Click to edit Master subtitle style them to accommodate heterogeneous classes.
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Finally, rubrics are easy to use and to explain.

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How Do You Create Rubrics?

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The rubric design process should engage students in the following steps: Click to edit Master subtitle style

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1. Look at models
Click to students examples Show edit Master subtitle style of good and notso-good work. Identify the characteristics that make the good ones good and the bad ones bad.

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2. List criteria
Click Useto edit Master subtitle style models to the discussion of begin a list of what counts in quality work.

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3. Articulate gradations of quality

Click to edit the best and worst levels of Describe Master subtitle style quality, then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work.

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4. Practice on models
Click to Have edit Master subtitle style rubrics to students use the evaluate the models you gave them in Step 1.

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5. Use self- and peerassessment

Click to edit Master subtitle style Give students their task. As they work, stop them occasionally for self- and peer-assessment.

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6. Revise
Click to edit Master subtitle style Always give students time to revise their work based on the feedback they get in Step 5.

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7. Use teacher assessment:

Click Useto edit Master subtitle style students used the same rubric to assess their work yourself.

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