Retiring Exam Questions? How to Use These Items in Formative Assessments
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The document outlines a webinar session on using retired exam questions for formative assessments led by Dan Thompson from Oklahoma State University. Participants will learn to identify effective retired items for use in assessments, choose appropriate methods of formative assessment, and create engaging assessments that enhance student understanding. The session emphasizes the importance of analytics and best practices for effective feedback and student engagement.
Retiring Exam Questions? How to Use These Items in Formative Assessments
- 1. EAC 2018 | Fort Lauderdale | June 27-29 Thank you for joining. The webinar will begin shortly. Retiring Exam Questions? How to Use These Items in Formative Assessments Dan Thompson, M.S. Manager of Instructional Design and Educational Technology Oklahoma State University Center for Health Sciences
- 2. Retiring Exam Questions? How to Use These Items in Formative Assessments Dan Thompson, M.S. Manager of Instructional Design and Educational Technology Oklahoma State University Center for Health Sciences
- 3. Session Objectives At the completion of this session, participants will be able to: Use exam item analytics to identify which retired items are best to use in formative assessments Determine the best method(s) of formative assessment to implement for your lesson/content Create valuable formative assessments to engage students with course content
- 4. Introduction Things we know: We retire exam items (or we should) Use of formative assessment can improve: Student outcomes Student self-awareness Faculty awareness of student knowledge Use ExamSoft (and your exam items that are already in there!) to engage students with formative assessments David, N, & Macfarlane-Dick, D. (2006). Rethinking Formative Assessment in HE: a theoretical model and seven principles of good feedback practice. http://www.heacademy.ac.uk/assessment/ASS051D_SENLEF_model.doc
- 5. Which Retired Items Should I Use? Stats to review: P-value Discrimination Index Biserial Mastery vs. Discrimination items Assessment for learning Assessment of learning
- 6. Goals/Objectives What is your goal with your formative assessments? Exam prep Reinforcing concepts Creating student self-awareness Others??
- 7. Best Practices Which methods of formative assessment to use…and when Exam prep “Guided study” Practice exams During class Engaging students in course content “Assessment breaks” Reinforcing concepts Exit quiz Transitioning to new content Student self-awareness / faculty awareness Real-time scores for faculty and quick feedback for students
- 8. More Best Practices Outside class Pre-class prep Prepare students for active learning in-class sessions (mastery items) Pre-test/post-test Post-class review Are students understanding content? “Muddiest point”
- 9. Feedback! Feedback is the necessary final step of formative assessment Timely Quality Rationale
- 10. Thank you!! Questions/Comments? Dan.Thompson@okstate.edu @danthompsonidts
- 11. EAC 2018 | Fort Lauderdale | June 27-29