| Assessments |
| Assessing Performance Knowledge Tasks and Self-Checks Types of Test Items True/False Often used since they appear to be easy to write (actually not true). Several modifications see Duenk, pg. 148, or Finch & Crunkilton, page 271. Should be used when there are only two possible responses. Useful in measuring knowledge mostly at the recall and comprehension levels. See page 149 for advantages and disadvantages (A&D). Most serious disadvantage is the 50-50-guess rate. Completion Require the student to recall specific information and supply the correct response. Useful for testing information that should be remembered. A&D are listed on page 151. Matching Columns Used to measure the student's ability to indicate relationships between two columns of items. Seen as most useful in measuring lower level cognitive skills. A&D are given on page 153. Multiple Choice Measures all levels of cognitive achievement from simple recall through evaluation. A&D are provided 156. Essay Two kinds: open-ended and restricted answer. Requires that student read and understand the question, create, organize and write the response. Best choice when measuring higher levels of cognitive thought. A&D on pg. 160. Biggest disadvantage is that ability to read and write is often measured instead of knowledge. Writing Knowledge Test items Items should test the task and nothing outside the task. Keep the purposes in mind: has the learner learned the task? Avoid trick questions. Avoid recall items when possible. Include enough items to fully assess the task. Make sure that item requires a high degree of learning if it requires a high degree of teaching. Test should be easy to take and easy to score. Test should be fair. It should test what was taught. Answer key should be clear and inflexible. Should reflect effectiveness of materials and instruction. Check for number of failures. Check for item integrity. If many people misunderstand, junk the item. Each item should stand alone. Avoid cueing one answer from another question. Have test reviewed for clear directions and for unclear test items. Include clear directions. Include number of items required for mastery, time limit, things to avoid, etc. Avoid trivia. Skip questions on quotes, specific book pages, etc. Aim for all students to achieve 100% Performance Tasks Writing Performance Tests: Should be performed before writing a learning guide or doing any instructional planning. Should be criterion referenced, not norm-referenced. Criterion referenced tests are based upon pre-determined conditions. Norm referenced measures results against each other (e.g. 4 A's, 8 B's, 10 C's, 4 D's and 2 F's). Both types have advantages and disadvantages. Developing Performance Tests Determine exactly what should be tested. Decide whether process, product or both is critical. Construct the items to be included on the test. Determine how the items will be rated. Determine the minimum acceptable score for mastery. Write the directions for the student. Assemble the test and try it out. |