Writing questions
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- 2. Purpose Evaluation - Checking the understanding Practice - Providing practice Reinforcement Preparation for exam Assessment2
- 3. Points to keep in mind Learner ( age, learner category etc.) Purpose Balance • Coverage of topic • Difficulty level • Question type 3 Assessment
- 4. 4 Multiple Choices (Recall, Interpretations, Summaries, predictions, Best Answer) Matching (concepts, cause & effect) Sequencing Multiple True/False Short Answer Essay Comprehension Item Set Interlineal Item Set Pictorial Item Set Lab: High-Inference Lab: Low-Inference Interactive video/simulation Instrumented lab Visual observation/rating Project Instrument-aided observation Anecdotal (formative) Demonstration with rating scale/checklist Exhibition Performance Knowledge mapping Problem-solving item set Discussion (formative) Essay (rated on use of principles, procedures, etc.) Review/critique Constructed Response Self-assessment Test items can be of various types: Assessment
- 5. Good Test Items Measure the required skill or information Focus on important, not trivial, subject area content Contain accurate information (including correct spelling) Are at an appropriate level of difficulty Are clear and concise Are bias free 5 Assessment
- 6. 6 Bloom’s domain & types of test items Dimensions Remember Understand Apply Analyze Evaluate Create Factual Knowledge • Multiple choice • Multiple choice • True or false • Multiple choice – interpretation • Short answer - essay • Multiple choice • Apply memorised facts to simple authentic situations • Multiple choice • Lab: high inference • Knowledge mapping • Problem – solving item set • Multiple choice • Discussion (formative) • Essay (rated on use of principles) • Essay (rated on use of procedures) • Review/ critique • Constructed response • Exhibition • Portfolio Conceptual Knowledge • Matching • Recall order • Match cause effect • Multiple choice – predict using principles • Comprehension item set • Choose best (new definition) • Match • Classification • Multiple choice – Examples & non- examples • Multiple choice - Summaries • Lab: high inference • Pictorial item set • Apply memorised facts to simple authentic situations Procedural Knowledge • Recall steps of procedures • Interlinear item set • Lab: low inference • Interactive video/ simulation • Instrumental lab • Visual observation / rating • Project • Pictorial item set • Instrument – aided observation • Anecdotal (formative) • Demonstration with rating scale/ check list • Exhibition • Performance Assessment
- 7. It’s NOT about the verb... The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required. Assessment
- 8. Verbs are not always used appropriately... Words like explain or analyze have to be considered in context. • “Explain to me where you live” does not raise the DOK of a simple rote response. • Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting. Assessment
- 9. Same Verb—Three Different DOK Levels DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it) Assessment
- 10. DOK is about intended outcome, not difficulty DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. • Adding is a mental process. • Knowing the rule for adding is the intended outcome that influences the DOK. • Once someone learns the “rule” of how to add, 4 + 4 is DOK 1 and is also easy. • Adding 4,678,895 + 9,578,885 is still a DOK 1 but may be more “difficult.” Assessment
- 11. 11 Assessment
Editor's Notes
- #7: Refer “Bloom’s Taxonomy - Questioning” to explain the outputs of each test item and its examples