Constructed reponse tests popham 2007
- 1. Chapter 7: Constructed Response Tests Popham, W. J (2007). Classroom assessment: What teachers need to know. Pearson/Allyn and Bacon. Presentation by Jeanne Sinclair / UTSA October 22, 2014
- 2. Constructed Response Selected Response •Predetermined list of answers • e.g. Multiple Choice questions, True/False, and Matching •Open-ended assessment, e.g. fill-in-the- blank, short answers, essays, oral presentations, demonstrations, portfolios, writing tasks • a.k.a. Performance Assessment •This chapter focuses on Short Answer Items and Essays
- 3. It is said that constructed response questions (like essays) are more difficult for students than selected response questions. Do you agree or disagree? Why?
- 4. Popham says… Partial knowledge is not enough to produce the correct answer in constructed response questions.
- 5. Part 1: Short-Answer Items
- 9. Short Answer Items • Student supplies a word, phrase, or sentence to answer a question or complete a statement. • These items usually show acquisition of knowledge. However, they can be constructed to demonstrate higher levels of thinking. Examples: Who was the first Prime Minister of Canada? Columbus landed in this country in the year __________. In 100 words or less, describe the water cycle.
- 10. Popham’s Guidelines for Short Answer Items • Use direct questions, not incomplete statements (especially for young students). • If you use incomplete statements, construct them so there is only one unique answer. • The item should require a very concise response. • Use no more than one or two blanks in each. • Make all blanks equal in length • Use blanks at the end, not in the middle.
- 11. Let’s Grade the Test!
- 12. Let’s Grade the Test Short Answer Item – 1. Ms. Joyce has dinner with three of her friends. The four friends decide to split the cost equally. The bill comes to $31.00, and the women plan to leave a small tip. How much should Ms. Joyce pay for her share of the dinner? ____________________
- 13. Let’s Grade the Test Short Answer Item – 2. _____________ consists primarily of ____________ and _____________.
- 14. Let’s Grade the Test Short Answer Item – 3. ____________ is the measure of central tendency that is most affected by extremely high or low scores.
- 15. Let’s Grade the Test Short Answer Item – 4. Teachers’ salaries should not be based on their students’ test scores. Do you agree or disagree? Explain. _______________
- 16. Part 2: Writing essay prompts
- 19. Essay Items… • Are longer than short answer • Are useful to gauge a student's ability to synthesize, evaluate, and compose. • Can be a “performance test” if it is a writing sample. • take time to create (prompts). • sometimes have unreliable scoring.
- 20. Popham’s Guidelines for Essay Items • Be clear about: • how long response should be (preferably in words) • explicit description of task: as detailed as possible • time to be spent on each item and its value so students know where their energy should be spent • no optional items • imagine a quality response to see if the essay prompt is reasonable
- 21. Let’s Grade the Test!
- 22. Let’s Grade the Test Essay Item – 1.
- 23. Let’s Grade the Test Essay Item – 2.
- 24. Let’s Grade the Test Essay Item – 3. Using details and information from the article (America’s Saltiest Sea: Great Salt Lake), summarize the main points of the article.
- 25. Let’s Grade the Test Essay Item 4. Scientists have found that oceans can influence the temperature of nearby landmasses. Coastal landmasses tend to have more moderate temperatures in summer and winter than inland landmasses at the same latitude. List three coastal landmasses.
- 26. Let’s Grade the Test Essay item– 5. Sample Question (10th Grade Social Studies) Consider the time period during the Vietnam War and the reasons there were riots in cities and at university campuses. Write an essay explaining three of those reasons. Include information on the impact (if any) of the riots. The essay should be approximately one page in length. Your score will depend on the accuracy of your reasons, the organization of your essay, and brevity. Although spelling, punctuation, and grammar will not be considered in grading, please do your best to consider them in your writing. (10 points possible)
- 27. Part 3: Essay scoring
- 28. Popham’s Guidelines for Scoring Essays • Holistic scoring vs. analytical scoring • Holistic can include evaluative criteria, but does not give points for each criterion • Analytical: gives points for each category • Hybrid: holistic for high achievers, analytical for low achievers • Make a key before you grade • Decide if mechanics are important • score all of the same item at one time • Try to keep it anonymous
- 29. Let’s Grade the Test!
- 30. Let’s Grade the Test Scoring – 1. A high school class called U.S. Government Service. "l was using a four-item essay examination. I worked up a tentative analytic scoring guide for each item. My scoring keys placed no emphasis on a student's use of mechanics. l scored each student's response to all four items at a single sitting, and I found I could usually interpret students' responses more sensibly because, from the student's name on the first page of the response booklet, I could tell whose responses I was grading.”
- 31. Let’s Grade the Test Scoring – 2. (From earlier example about Vietnam War) Content Accuracy -- up to 2 points for each accurate reason the riots ensued (6 points total) Organization -- up to 3 points for essay organization (e.g., introduction, well expressed points, conclusion) Brevity -- up to 1 point for appropriate brevity (i.e., no extraneous or "filler" information) No penalty for spelling, punctuation, or grammatical errors.
- 32. Constructed Response Pros and Cons
- 33. Popham says… Authentic! Real-life Requires that students create their responses Time-consuming to grade Inaccuracies in scoring In sum…”they give up scoring accuracy for greater congruence between constructed response assessment strategies and the kinds of student behaviors about which inferences are to be made” (p. 150).
- 34. References http://home.messiah.edu/~ab1418/cartoon.png http://wamu.org/sites/wamu.org/files/styles/headline_landscape/public/ images/attach/08.15.12news-flickr-multiple-choice-test-pencil-edit_ 0.jpg?itok=jErIcnEK http://cache.boston.com/bonzai-fba/ Globe_Photo/2007/09/20/1190276115_1963.jpg http://4.bp.blogspot.com/- zBRZTIY_MxE/Ui9i7ONkfnI/AAAAAAAAAFI/d4iY3Jp5ZX4/s1600/agree-to-disagree. jpg http://lunar.thegamez.net/greenenergyimage/pros-and-cons-of-alternative- energy-sources/people-often-make-lists-of-pros-and-cons-when- making-a-decision-1000x709.jpg http://fcit.usf.edu/assessment/constructed/constructa.html