1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. SELECTED RESPONSE ASSESSMENTS

2. Assessment For Learning – Formative Assessment  For clarification:  We take a standard  We pull learning targets from the standard  The learning target becomes the “Topic” of our Instructional Objective  Each Instructional Objective has an assessment  The assessment here is a FORMATIVE ASSESSMENT  The goal is for the assessment to be given either at the end of the period, at the beginning (or both) to gather information that will guide instruction

3. Selected Response Assessment  A selected response assessment is a method of giving a formative assessment  It can be either grade or not graded  The end goal is obtaining data that will directly affect instruction  When does one use a selected response assessment?  It is worth looking at the misconceptions in FAQ 5.1 p. 124 of the Stiggins text

4. Using a selected response test  Selected response tests are best when:  The content to be assessed id broad  Enables teacher to sample student achievement of a broad topic in a thorough manner  These tests can also help you discover student misconceptions (this will guide further instruction) and flaws in reasoning

5. Designing a Selected Response Assessment  Here we are going to focus on designing an actual test  This could be applied towards designing questions you would include in a Canvas quiz or even a quiz using an app

6. Designing a Selected Response Assessment  Step 1:  Taking into account the content material you will be teaching (REMEMBER you start planning from the test first) and the learning targets you have identified, begin writing statements/propositions with important content facts  There are two types of prepositions:  Knowledge prepositions – These tend to be basic statements that will become questions aimed at verifying students know the content  Reasoning prepositions – These are statements about how the knowledge will be applied

7. Designing a Selected Response Assessment  Step 1 continued:  Interpretive Exercises – Prepositions that ask a student to infer an answer based on information that has been provided to the student  NOTE: There are times when prepositions are not necessary – lower level math is such a time

8. Designing a Selected Response Assessment  Step 2:  Choosing the type of Selected Response assessment – See Figure 5.4 on p. 133 of the Stiggins text for a guide

9. Guidelines for writing Quality Questions - General  Keep wording simple and focused – Aim for the lowest possible reading level  Ask a full question in the stem – do not leave a blank at the end for students to fill in  Eliminate clues to the correct answer that can be within the test  Do not make the correct answer obvious to those who have not studied the material

10. Guidelines for writing Quality Questions - General  Highlight critical, easily overlooked words (e.g. NOT, MOST, LEAST, EXCEPT)  Have a colleague read your questions to check for appropriateness  Double-check the scoring key for accuracy before scoring a test

11. Guidelines for writing Quality Questions - General  Highlight critical, easily overlooked words (e.g. NOT, MOST, LEAST, EXCEPT)  Have a colleague read your questions to check for appropriateness  Double-check the scoring key for accuracy before scoring a test

12. Guidelines for writing Quality Questions – Multiple Choice Questions  Ask a complete question  Don’t repeat the same words within each response option – to not use repetitive words in the options  Be sure there is only one correct answer and one possible answer  Choose the verbiage of other response options carefully – they must be plausible – choices that can’t be ruled out without having knowledge of the material

13. Guidelines for writing Quality Questions – Multiple Choice Questions  Word responses as briefly as possible and make them grammatically parallel  Make all response options the same length  Don’t use “all of the above”, or “none of the above” to fill space use only if they fit the question  Use “always” or “never” in your response options with caution  It is permissible to vary the number of responses

14. Guidelines for writing Quality Questions – Matching Questions  Provide clear directions for making the match  Keep the list of things to be matched short (10 max)  Keep the listing of things to be matched homogeneous – don’t mix events with dates or names  Keep the list of response options brief in wording  Include more response options – this eliminates a false positive score through the process of elimination

15. Guidelines for writing Quality Questions – Fill in the Blank Questions  Ask students a question and provide a space for an answer – make your question complete  Try to stick to one blank per item  Don’t let the length of the line to be filed be a clue as to the length or the nature of a correct response  Put the blank towards the end of a sentence

16. Other considerations for Selected Response Assessments  Did students have enough time to complete the assessment?  Were there students frantically trying to finish and/or incomplete assessments?  Are there questions students asked for clarification on?  Consider clarifying directions or the actual item before administering next time.