Topic Progress:

SOUND ASSESSMENT DESIGN IN ACTION

Think about the content, skills and processes you teach in your classroom and answer the three questions below.

What content information and simple skills do you teach in your classroom that would lend itself well to being assessed by using SR items?

What concepts, principles and processes do you teach in your classroom that would lend itself well to being assessed by the use of CR items?

When might you ask students to do a PT to show their application of multiple skills and processes?

Evaluating Your Test

  1. Collectively, do the assessment items produce the necessary evidence to determine whether or not the student has mastered the standard(s) targeted for assessment?
  2. Are the assessment items the most appropriate type to use to measure the targeted standard?
  3. Do the assessment items require students to demonstrate the same level of rigor as specified by the targeted standard?
  4. Are the items worded clearly and concisely?
  5. Are the directions written so students clearly understand what they are to do?
  6. Are the items free of any type of bias?

After administering the post-assessment, completing an item analysis and looking at student results can help teachers improve their test writing skills.  Additionally, looking at student results can give teachers ideas as to improvements that need to be made in instruction and/or curriculum.

Possible Causes for Faulty Items/Low Scores on Items

  • Basic content or skills have not been addressed or taught.
  • Lack of reading ability. Vocabulary used in item stem or stimulus is too difficult.
  • Wording of the item is unclear or confusing.
  • The rubric does not align with the test item. The rubric holds students accountable for something that was not cued in the item stem.
  • The rubric holds students to a standard that is not grade-level appropriate. 
  • The item is asking the impossible or improbable (i.e. Asking for two similarities and two differences when there are not that many. Asking for three details when there are not that many.)
  • The stimulus material used as a basis for item development is at fault.
  • Students are unfamiliar with the process needed to solve the problem/answer the question (i.e. problem solving, deductive/inductive thinking, making an inference, etc.).
  • Students are unfamiliar with the format needed to answer the question. (i.e. political cartoon, letter, graph, etc.).
  • Students are unfamiliar with the meaning of the language used in the test item. (i.e. compare and contrast, paraphrase, illustrate, evaluate, etc.).