Time for a Quiz
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Time for a Quiz
301-806-7252
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Going Over the Quiz
1. Instruments used to assess students must be both valid and reliable. Define each term:
The question hits the target.. It asks something students should know.
validity - _________________________________________________________________________
________________________________________________________________________________
Students who know the concept get the answer right, and
reliability - ________________________________________________________________________
students who do not know get it wrong.
________________________________________________________________________________
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Going Over the Quiz
2. Explain why a valid question must also be reliable. __________________________________
To be valid, a question must hit the target every time and with every student.
_______________________________________________________________________________
If it occasionally misses it is not as valid.
_______________________________________________________________________________
3. A multiple-choice question has three parts. Label the parts of the following question.
All dogs have which one of the following characteristics?
a.All dogs are the same size.
Stem
Distracter
b.All dogs have short hair.
c.All dogs have 78 chromosomes.
Correct Response
d.All dogs have webbed feet.
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Going Over the Quiz
4. Write a multiple-choice question to determine whether or not a student understands
the meaning of force. Follow all guidelines for writing a good multiple-choice question.
_______________________________________________________________________________
Which of these actions does not demonstrate a force?
________________________________________________________________________________
A loud sound causes a drum head to vibrate.
_____a__________________________________________________________________________
A person turns the knob and opens a door.
_____b__________________________________________________________________________
A cab driver shines his spotlight on the house number.
_____c__________________________________________________________________________
A ball rolling across the floor slowly comes to a stop.
_____d__________________________________________________________________________
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Going Over the Quiz
6. In a good multiple-choice item, the wrong answers should:
a. be longer than the correct answer.
b. be written in more technical language to confuse the reader.
c. seem logical to someone who is unfamiliar with the subject.
d. not be based on student’s misconceptions.
7. In a good multiple choice item, the correct answer should:
a. occupy the C position as often as possible.
b. have wording similar to the question.
c. be either longer or shorter than the incorrect answers.
d. never be all of the above.
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Going Over the Quiz
8. In multiple-choice questions, although a direct question is best, sometimes incomplete
statements are necessary in order to:
a. mislead the test taker.
b. maintain validity of the item.
c. achieve reliability.
d. avoid awkward phrasing.
9. After a multiple choice test is given, it is important to perform a test-item analysis. This kind
of analysis gives you the information you need to:
a. calculate the mean, median, and mode.
b. determine the effectiveness of each question.
c. identify students who cheated.
d. calculate a Pearson Product Moment Correlation.
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Going Over the Quiz
Essay questions often require students to demonstrate their deep understanding of a subject.
However, to improve the reliability of essay questions, teachers need to be careful when scoring
student responses. Questions 10 and 11 deal with scoring issues on essay questions.
10. Require all students to answer all items. Allowing students to select a sub set of
questions to answer prevents comparison because it detracts from:
a. complexity.
b. difficulty.
c. reliability.
d. validity.
11. Score all students’ answers to a single item before moving to the next item. Explain why
this is important:
_____________________________________________________________________________
Scoring all answers to the same question at the same time improves
_____________________________________________________________________________
scorer reliability
_____________________________________________________________________________
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_____________________________________________________________________________
Going Over the Quiz
12. Embedded assessment is part of all teaching and learning experiences in our classrooms. All
teachers do it whether or not they are aware of it. Which of these techniques is an example of
embedded assessment?
a. A pop quiz on material presented yesterday.
b. Exit cards at the end of the lesson.
c. Listening to students as they discuss a problem.
d. Journal entries by engaged students.
13. Embedded assessment provides some of the richest data available to teachers about the
depth of their students’ understanding. Why do most teachers not include these data in their
evaluation of student performance?
a. Embedded-assessment data are not recorded.
b. Embedded-assessment data are not valid.
c. Embedded-assessment data are not reliable.
d. Embedded-assessment data are not correlated with student success.
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Going Over the Quiz
14. The following multiple-choice question contains a fatal flaw. Do not answer the question!
Instead, identify the flaw and explain why it is a flaw.
Every organism is made of cells and every cell comes from another cell. This is the:
a) Relativity Theory
b) Evolution Theory
c) Heat Theory
d) Cell Theory
The word cell in the stem appears only in the correct answer.
The flaw is _______________________________________________________________
This is bad because ________________________________________________________
It provides a clue to students who do not know the answer.
15. Which of the following is an example of a BCR?
a. a fill-in-the-blank question.
b. a matching question.
c. a multiple-choice question.
d. an essay question.
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Scoring the Results
Add up the points you earned and apply the results to
this scale:
45 – 41 A
40 – 36 B
35 – 31 C
30 – 27 D
≤ 26 F
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Scoring the Results
The problem with guessing.
The True/False Test Conundrum:
If a student knows everything on a T/F test
what will be her score?
100%
If a student knows nothing, and guesses on
every question, what will be his score?
50%
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Scoring the Results
The fix!
To fix this problem we need to subtract
something when a student guesses.
How much should we subtract?
With a true false test, subtract one
point for every mistake.
Now, if a student known nothing, and guesses on
every question what will be his score?
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Scoring the Results
The fix!
Now, if a student guesses on every question he
will have
50% correct = + 50%
and
50% incorrect = -50%
Final Score 0%
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Scoring the Results
But how do you fix the guessing problem if
there are 4 choices?
If the question has 4 alternatives, it would be
unfair to award 1 point for a correct response,
and subtract 1 point for each incorrect response.
Instead, the total points for the incorrect
responses must off-set the points awarded for
correct responses. Therefore, if the correct
answer is awarded 1 point, then 0.3333 points
should be subtracted for each incorrect
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response.
Scoring the Results
Are you kidding me?? 0.333??
Okay… Okay… Instead of working with fractional points,
it is easier to work with whole numbers. Let’s award 3
points for a correct answer, and deduct 1 point for each
incorrect answer.
The formula
Points for Correct Answer = No. of Choices – 1
Subtraction Points for Incorrect Answer = 1
Does it work? Check it out!
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Scoring the Results
Check it out!
Assume that a student who knows nothing takes a 20-question
multiple choice test in which each answer has 4 options.
We award 3 points for each correct response and subtract one point
for each wrong response.
How many question will the student get right by chance?
5 x 3 points = 15 points
How many questions will they get wrong?
15 x -1 point = -15 points
Final score = 0 points
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Scoring the Results
The Secret?
Make the total points awarded for a correct answer one
point less that the number of options provided.
Subtract one point for a wrong answer.
Neither award nor subtract points when a question is
skipped.
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Scoring the Results
Reexamine your quiz….
for items 6, 7, 8, 9, 10, 12, 13, and 15 subtract
one point for every wrong answer.
45 – 41 A
Raise your hand if
your grade would
go down?
40 – 36 B
35 – 31 C
30 – 27 D
≤ 26 F
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Item Analysis
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Embedded Assessment – Our Goal
Use Embedded Assessment More
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Embedded Assessment – Our Goal
Use Embedded Assessment More
Advantages?
Obstacles?
5-minutes in groups
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Embedded Assessment – Our Goal
Another Video Clip
(59:40)
As you watch, think about how you
can embed assessment into the
unit plan you are developing and
how best you can describe all of
your assessments in your unit plan.
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Educative Assessment – A Vision
•The purpose of assessment is to help students
learn better.
•Students are entitled to a user-friendly
assessment system.
•Assessment is central to instruction.
•Assessment anchors teaching, and authentic
tasks anchor assessment.
•Performance improvement is local.
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Educative Assessment – A Vision
Current methods of testing and grading are
deep seated and unthinking habits. Too
often we give contrived tests, return scores
with little meaning, then move on.
Assessment can be much more than this.
It can inspire students and focus their
work. It can lead to the kinds of
improvement we are hoping for.
From Grant Wiggins
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