EDU 503 Belhaven University Unit 5

EDU 503 Belhaven University Unit 5

EDU 503 Belhaven University Unit 5

Part 1 Assessment 1 Class Introduction  Online assessments’ overarching goal is to improve student learning via a systematic and documented process.      Focused on individual learner and school achievement Reliable measurement of an instructional design model Outcome-based Compares with an adopted national standard and provides a norm comparison of like curriculum/objectives/targets Aids schools in determining learning priorities (lack/knowledge of skills) 2 Topics we’ll cover   Online Assessment Models—gain awareness of current trends in online assessment models and necessary test-taking skills. The Mississippi Department of Education’s resources—gain awareness for a better-informed instructional practice 3 Class Objectives   Gain awareness of current trends in online assessment models and necessary testtaking skills. Explore online resources for a betterinformed assessment practice and instructional practice. 4 Biblical Foundation  The precious possession of a man is diligence; the diligent seizes opportunity. Proverbs 12:27 5 21st Century Assessment The Assessment Model is a top/down structure  Federal – ESSA — recap  President Obama’s ESSA speech – signing day December 2015  ESSA/NCLB – Some Comparisons  MDE ESSA information  State –  Accountability Standards  (Business rules, page 25)  Local –  College and Career Readiness Standards 6 Accountability Standards and Business Rules Page 25, performance standards followed by ‘Business Rules’ Beginning on page 43, Graduation options, State Board Policy 3804 & 3803 & concordance tables Office of Student Assessment (OSA) Office of Student Assessment-MAAP Choose a hyperlink to see data in spreadsheet format Office of Student Assessment (OSA) See parent resources The normal in a normal distribution …. A look at the Normal Distribution Student data and how you should perceive all results 0 – 20 percentile low 21 – 40 percentile low average 41 – 60 percentile average 61 – 80 percentile high average 81 – 99 percentile high A student scores in the 50th percentile on a standardized test. How will the student likely score on the same test on a different day? A student scores in the 80th percentile on a standardized test. How will the student likely score on the same test on a different day? Why do you need to know who your “bubble” students are? Blueprints Blueprints BLUEPRINTS … are they printed on your desk … AND have you printed the next year’s grade level blueprints and standards … you must know where your students “are going”; what has been added to your students’ skill requirement for next year? Consider … If you teach 8th/9th grade Social Studies, should you also have copies of the US History blueprint on your desk? If there are ten Civil Rights questions on the US History test and your middle school framework has a Civil Rights strand, then you should PORTFOLIO assess your students so they will have a portfolio (folder) to take with them to high school. You must prepare the foundation for those strands and objectives of which your students will be tested for their high school exit exams. E/OAE/OEER/Literacy/Writing/mde_questar_writing_ti ps_handout_2.12.19.pdf ACT ent/act/en/productsand-services/stateand-districtsolutions/ ml ACT Documents – Document libraries, etc. See how districts and schools earn points! Before the year begins, locate the testing calendar … Public Access Documents Testing Calendar Accountability Results Prior years’ accountability: EDU 503 Belhaven University Unit 5

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Standards and Frameworks Before teaching, before testing, before lesson planning, teachers must …. -Read the standards -Read and study the scaffolding document must know the grade before, the grade you teach and the next grade (a 5th-grade teacher should have 4th, 5th and 6th in mind at all times) These should be printed and on your desk at all times. These along with your lesson plans are your guide to leading your students to success. Practice tests … are you using these and have you informed your students and parents of where to find online practice tests/resources? (the beginning of the year and at the beginning of the 2nd semester is a good time to provide informational hyperlinks again) Math and ELA testlets Item Samplers and Practice Tests may answer parental questions and serve as a student support for all pupils. Note: This is one part of your writing assignment. Join mailing lists Subscribe to MDE’s listservs Listservs Recap of the class We educators are responsible for graduating children. Through provided online resources, we can better prepare our students and substantially support our daily instructional practice.  We use grade-level (and next grade-level) practice tests and blueprints       Align curriculum content with practice tests and blueprints Prepare students for grade level success using practice tests and blueprints We adhere to standards, benchmarks, etc., because our goal is that our students will be content ready for their high school exit exams (state tests). We keep copies of practice test questions and blueprints for our grade and the next grade level on our desks because our goal is preparing our students for academic success leading to graduation. We share online resources with students and their parents. We join listservs in our quest for a better educated student. 25 What’s next?    Complete your assigned reading Answer the discussion question Complete the writing assignment 26 References The Mississippi Department of Education multiple online resources included on various slides 27 Dimensions of Learning II EDU 503 Belhaven University Unit 5, Part 2 Assessment 1 Class Introduction  Test-item development is a critical component of classroom instruction. Testitem development for day-to-day instructional practice is often without blueprint specifics and meeting the following targets:     Measuring desired skill(s) and objective Minimum scoring time Objective rather than subjective Informing the daily instructional practice 2 Topics we’ll cover  Developing Good Test Items—learn and explore rules for creating a better test item for a valid assessment. 3 Class Objectives  Learn and explore rules for creating a better test item for a valid assessment. 4 Biblical Foundation  And whatever you do, in word or in deed, do everything in the name of the Lord Jesus, giving thanks to God the Father through him. Colossians 3:17 5 Deciding on a testing format  EDU 503 Belhaven University Unit 5

The choice of item format is sometimes determined by your instructional objectives.  At other times, the advantages and disadvantages of the different formats should influence your choice.    What is the goal of your test? Design items where guessing is minimized Test items should be objective in scoring 6 Interactive activity Print the handout “Test Item Activity”; then record your answers on your printout Pretest your knowledge: Determine whether each of the test items are good (G) or poor (P) True-False items  True-false items  require less time to construct  are most prone to guessing   have a variety of other faults Faults include (features that make poor items):  Absolutes in wording (i.e., always, all, never, only)  Double negatives  Opinionated  Double-barreled statements (i.e., use of and, or)  Excessive wordiness  A tendency to reflect statements taken verbatim from readings (w/o context, or out of context) 8 Section I – True/False T/F items are popular because they are easy and quick to write – or seem to be; however, good T/F items are not that easy to write. Instructions: Consider the following and use common sense to determine which are good (G) and which are poor (P). __1. High IQ children always get high grades in school __2. Will Rogers stated, “I never met a man I didn’t like.” __3. If a plane crashed on the Mexican-US border, half the survivors would be buried in Mexico and half in the United States. __4. The use of double negatives is not an altogether undesirable characteristic of diplomats and academicians. __5. Prayer should not be outlawed in schools. __6. Of the objective items, true/false items are the least time consuming to construct. __7. The trend toward competency testing of high school graduates began in the late 1970s and represents a big step forward for slow learners. True/False key  1- always is an absolute and absolutes (all, always, never) cue student that the question is false  2-G – in order to answer, students would have to know that Will Rogers made the statement  3-survivors are not buried, and students would suspect this is a trick question. This statement should have perhaps used fatalities instead of survivors  4-not and undesirable are both negatives – a single negative in a test question is confusing enough for students, make positive statements instead – The use of double negatives is an altogether desirable trait of diplomats and academicians.EDU 503 Belhaven University Unit 5

However, this item is still flawed in that it states an opinion, not a fact. It is better written “According to the National Institute of Diplomacy, the use of double negatives is a desirable trait of diplomats and academicians.”  5-opinion – therefore not obviously true or false. Rewritten, “The ACLU has taken the position that prayer should not be outlawed in schools” and Notice the negative not is italicized, when using a negative, italicize!  6-G-this is factual information from the text  7-this is a double-barreled item…there are two parts, the learner has to determine if both are true or both are false or is one false and one true … simply construct two items here The trend toward competency testing of high school graduates began in the late 1970s The trend toward competency testing represents a big step forward for slow learners How to construct good true/false items 1. Instructions for marking true or false should be explained 2. Construct statements that are definitely true or definitely false – opinions must be attributed to a source 3. Use relatively short statements and eliminate extraneous material 4. Keep true and false statements at approximately the same length and approximately of equal number 5. Avoid double negatives, absolutes and terms denoting indefinite degrees (long time, regularly, never, only), 6. Avoid patterns TTFFTTFF OR TFTFTFTF and so on, 7. Avoid taking statements from the text and presenting them out of context 8. And, always allowing the student the opportunity for a restricted response to explain why the statement is false is good practice Completion Items Completion items (fill in the blank)  rival true-false items in ease of construction.  Since answers must be supplied, they are least subject to guessing.  require more scoring time Faults include:  Too many blanks  Lack of specificity (too many potential responses)  Failure to state a problem Section II – Completion Items Instructions: EDU 503 Belhaven University Unit 5

Consider the following and use common sense to determine which are good (G) and which are poor (P) __1. The evolutionary theory of ______ is based on the principle of ________. __2. Columbus discovered America in ______. __3. The capital of Mexico is ______. __4. In what year did William J. Clinton become president of the United States? ______ __5. ______ blanks cause much frustration in ______. __6. ______ was the first American to ______. Completion – Key      1-avoid more than one blank per question. The evolutionary theory of Darwin is based on the principle of survival of the fittest 2-most people would choose Good; however, a plausible answer could be fifteenth century 3-poor as “is larger than the capital of Alaska,” or “is a beautiful city” … rewritten, “The name of the capital city of Mexico is _____.” 4-G because no other answer seems plausible here 5 & 6 too many blanks Suggestions for Writing Completion (or Supply) Items If possible, items should require a single-word answer/brief and definite statement. The answer required is factually correct. Omit clue/key words Don’t eliminate so many elements that the sense of the content is impaired.


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