Transcript Biology Partnership 2012-2013

Biology Partnership
2012-2013
Assessment Pedagogy Session
Saturday, September 29, 2012
Dr. Susan Butler
FEAPs: 4. Assessment
• Analyzes and applies data from
multiple assessments and
measures to diagnose
student’s learning needs,
informs instruction based on
those needs, and drives the
learning process.
• Designs and aligns formative
and summative assessments
that match learning objectives
and lead to mastery.
Part I
DEVELOPING SELECTED
RESPONSE QUESTIONS:
A REVIEW
True False Test
Number papers 1-10.
Answer True or False for each question.
1.
2.
3.
4.
5.
?
?
?
?
?
6. ?
7. ?
8. ?
9. ?
10. ?
True-False Test
Number papers 1-10.
Answer True or False for each question.
1. True
2. True
3. False
4. False
5. True
6. False
7. True
8. True
9. False
10. False
What does a high score on a True-False
test really tell you about the student’s
knowledge and understanding of
concepts?
Multiple Choice Items
• Multiple-choice items can be used to
measure one or more learning
objectives.
• Like True-False, they are easy to
grade.
• They are NOT objective, as no
test/assessment is totally objective.
(The instructor/designer determines content,
objectives, and amount of emphasis placed on various
topics.)
• They can be scored objectively.
Multiple Choice Questions
Multiple-choice items contain three parts:
1) stem. This is the actual question.
2) correct answer.
3) distractors. These are incorrect, but
plausible answers.
Multiple Choice Items
• Comparing True-False to MultipleChoice
– True-False
• Panama City is located in Bay County.
– Multiple-Choice
• In which county is Panama City located?
distractor
– Franklin
stem
distractor
– Gulf
– Calhoun
distractor
– Bay
answer
Writing Appropriate
Distractors
• To be plausible, the distractor must
have the potential for being selected
as the correct answer. Two
distractors are as effective as three
if one of the three is not plausible
(highly unlikely to be selected).
• In which county is Panama City
located?
•
•
•
•
Franklin
distractor
Gulf
Cedar Grove
Bay
answer
distractor
Less plausible distractor
WHY?
Multiple Choice “DOs”
1. Use the same number of
WHY?
distractors for every question
2. Use plausible distractors that are
related to the stem and are
similar in character (no cute, throwaway distractors)
WHY?
3. Have all distractors and the
answer about the same length
WHY?
Multiple Choice “DOs”
4. If the stem is an incomplete
sentence, each distractor should
grammatically complete the
sentence.
Why?
5. Put all distractors in a single
column, not side by side. Why?
6. Attempt to always or sometimes
to some extent avoid ambiguity
(mostly, generally sometimes, etc.).
Why?
Multiple Choice “DOs”
7. State the authority to be used in
items calling for judgment (Based
on….)
Why?
8. Vary the position of the correct
answer. (What is most usual position?)
Why?
9. Avoid subtle clues in word choice
or phrasing.
Why?
“DO” Activity
You have 10 minutes to do the following:
• Work with a partner. (How many is that
in a group?)
• Review the FTCE question books and
find questions that are NOT “DOs.”
Let’s shoot for 4.
• Be prepared to explain why each is not
a “DO.” Refer to the number (1-9) with
which the question fails to comply.
Multiple Choice “DON’Ts”
A. Don’t use specific determiners in
distractors as “all, none, only,
alone.” Why?
B. Don’t use “generally, often, usually,
most, and may.” Why?
C. Don’t use negatives, as “without” or
“except.”(If you must use a negative,
highlight it.)
Why?
D. Don’t use clues in the stems as “a
or an” at the end. (Put these in the
distractors.)
Why?
Multiple Choice “DON’Ts”
E. Don’t use “all of the above.”
F. Don’t use “none of the above.”
Why?
If you absolutely can’t control
yourself and MUST use them, make
them as frequently incorrect
answers as they are correct
answers.
Use the “DOs” & “DON’Ts”
You have 10 minutes to do the following:
• Work with a partner. In any order (but
don’t label them as DO or DON’T):
• Write 1 very bad multiple choice question.
(Prize for the one that has the most DON’Ts & least
DOs.)
• Write 2 very good multiple choice
questions. (No prize, just the satisfaction of
excellent work!)
• Write questions on chart paper and post.
Writing Multiple-Choice
Items
• "Best" answer items are usually more
difficult for the students than
"correct" answer items. These items
assume that your instruction has
included activities in which students
are required to compare and evaluate
information.
• If students have been instructed that
a particular aspect is the most
important one, the question measures
only knowledge or recall of
information.
• Think before you write: What will this
question tell me about a student’s
level of understanding?
Do you remember
Fractographing Mexicathon?
It is very important that you learn about mexicathon.
Mexicathon is a new form of diodine. It is factographed
in Guanocartera. The Guanocarterrans marborate large
amounts of pavoline and then montisorate it to bractorize
mexicathon. Mexicathon may well be one of our most
symbonized chethorens in the future because of our
fastulator zenorith.
Given this question:
Who factographs Mexicathon?
–
–
–
–
A. Pavolines
B. Diodines
C. Guanocarterans
D. Marborates
If students got the
“right” answer, what
would this tell you
about their
knowledge or
understanding?
Part II
ASSESSING CONSTRUCTED
RESPONSE QUESTIONS
Simple versus Complex
Constructed Response
•
•
•
•
•
Simple
Fill in the Blank (no
word bank)
Venn Diagram
Open Response
Short Answer
Question
Flow Chart
Food Chain
•
•
•
•
•
•
Complex
Research Paper
Lab Report
Project
Open Ended Essay
Question
Debate
Food Web
Rubric Definition
• Scoring guides that contain the criteria
for high quality work
• Contain descriptors of different
proficiency levels
• Provide mechanisms or strategies
students can use to improve work
• Are instructional in nature; student can
use to self-assess own work
Advantages/Disadvantages
Advantages
• Save time during
grading
• Clearly inform
students of the
teacher’s
expectations
• Provide formative
feedback
Disadvantages
• Require lots of upfront construction time
• Require frequent
revision
• Require a plan to
convert rubric scores
to grades
Restaurant Rubric
Criteria
Cleanliness
Poor
Acceptable
Excellent
Several (>5)
people have died
in the last month
after eating here
A few (<5)
people have died
in the last month
after eating in
this restaurant;
10 more have
sought medical
help
No one has died
in the last month
after eating in
this restaurant
and <10 have
sought medical
help
Work with your partner. Select an
appropriate criterion by which to
judge a restaurant. Write the
“Excellent” descriptor for this
criterion.
Sample Rubrics
• Choose one of the 4 sample Science
Rubrics found on pages 40-50 (Figures
4.6, 4.7, 4.8 & 4.9).
• Choose one of the Application
exercises (p. 38 or p. 39).
• For p. 38, use the Criteria for High
Quality Rubrics handout
• For p. 39, only answer questions 1, 2, 3,
& 6.
Parting is Such Sweet Sorrow!
• Brown: Review one important learning point
from today’s session.
• Green: One idea you learned today that
you’ll use in the classroom.
• Yellow: Something that surprised you.
• Red: One barrier that will make it difficult for
you to implement your new knowledge.
• Orange: Your favorite quote from today.
• Blue: One thing you’d like to hear more
about.