Writing test items that are reliable, valid, and free from bias is a key component of assessment literacy.
In this module’s Application assignment, you will write a variety of tests to be used with the unit of study selected in Module 2.Part 1: Follow the “Summative, Multiple-Choice Test” directions to complete the activity. Part 2: Follow the “Formative Assessment” directions to complete the activity.
Part 3: Create the three tables in the Word document, and follow the “Performance Task” directions to complete the activities. Submit a single document that includes: an APA-formatted title page, 5-7 pages containing Parts 1-3, and a references page. Part 1: Summative, Multiple-Choice Test You will use the table of test specifications and the curriculum map you developed in Module 2 as your guide in writing a 10-item multiple-choice, summative exam for your selected unit of study.
Step 1. Review the table of test specifications and curriculum map you created in Module 2.Step 2. Review the tips on writing multiple-choice items in the Module 3 presentations and Module 3 Learning Objects. Step 3. Compose 10 multiple-choice items for a summative, end-of-unit assessment. Include for each item: a stem. four answer choices. a starred correct answer.
Step 4. Use the questions compiled by Izard (2004) to complete an item analysis of the exam. You do not have to submit the analysis template.
Answer the following question in a well-developed paragraph, and submit the paragraph in the Word or text document. Based on the item analysis, did you revise any exam items? If so, provide a before-and-after example. Part 2: Formative Assessment
In Part 2 of the Application, you will design a formative assessment. The goal of the formative assessment is to measure student progress on the learning objectives and to provide feedback to you on the instructional process.
Step 1. Review the learning objectives and the summative exam.
Step 2. Compose a five-item formative assessment.
Step 3. Write three selected-response questions and two constructed-response questions.
Step 4. Provide answers for the five questions. Part 3: Performance Task
In Part 3 of the Application, you will design a performance task. The goal of the performance task is to have students apply their learning in an authentic way. You will also design a rubric – either an analytic or holistic one – to evaluate the process for formative purposes or a holistic one to evaluate the product for summative purposes.
Step 1. Create and complete the chart to describe the performance task in detail. (Refer to the template table in the Word document linked above.)Step 2. Review the Module 3 presentations and Module 3 Learning Objects information on rubric design.
Step 3. Create an analytic rubric or a holistic rubric to score the performance task. (Refer to the template tables in the Word document linked above.)Analytic Rubric:
State each criterion precisely. The criteria should match the steps outlined in the performance task description.
Weight each criterion, and state the number of points beside each criterion. Assign the highest points to the criteria that are most important to the performance task. (For example, if the entire analytic rubric has a total of 10 points, and I have four criteria, I might award 4 points each to the two most important criteria and 1 point each to the less important criteria.)Make a judgment about what the different levels of performance look like. Use words, such as excellent, above average, average, below average, to describe the levels.
For each level of performance, write a description of what that performance looks like in the boxes below the level.
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