Language appropriateness Transfer & generalizability Reliability Fairness Fairness Rules Questions reflect course objectives
Expectations are clearly known Each item presents a clear task Ample time is allowed for completion Looking Closer
Blooms Taxonomy Recall of information Interpretation Grasping meaning
Application of methods, theories, and concepts to new situations Identification of patterns Recognition of
components and their Make judgments Assess value of ideas, theories Compare & discriminate between ideas
Generalize Use old ideas to create new Organize & relate The Value of Blooms http://www.learnnc.org/lp/media/articles/bloom0405-3/bloo
mpix.html Level 1. Remembering When was this picture taken? Where was this picture taken? Question cues: List, define, tell, label
Level 2. Understanding What is happening in this picture? Why are these boys dressed like this? Question cues: Describe, Level 3. Applying
How would you describe the photograph to others? What caption would you write for this photograph (say, in a newspaper)? Question cues: Modify, solve, change, explain
Level 4. Analyzing Why are these boys here and not in school? What do you know about their lives based on this photo? Question cues: Analyze, separate, compare, contrast
Level 5. Evaluating What is the significance of this photo for the time period depicted? Compare this photo with one of three boys from today of the same age. How
are their lives similar? How are they different? Question cues: Give opinion, criticize, Level 6. Creating What might these boys say about their work in an
interview setting? What might they say about their future? Question cues: Create, construct, plan, role-play The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection
Touring Turn-of-the-Century America: Photographs from t he Detroit Publishing Company, 1880-1920 , from the Library of Congress. Using Blooms Verb lists Question frames
Verb Lists Verb Lists Science Math Example Items
Remembering: Name the act that began the Civil War. Understanding: Explain Brutus motivation for participating in Caesars
Example Items Applying: Use the Addition Method to solve this linear system. Analyzing: Draw a Venn Diagram
illustrating the following argument. Example Items Evaluating: Decide if this argument is valid and provide your
reasons. Creating: Propose a solution to the traffic Question Frames Using Question
Frames Can you list three -- types of polygons? -- steps of cellular reproduction? What facts or ideas show -- the likely diagnosis? -- the protagonists
mindset? Using Question Frames What approach would you use to
-- identify the mammals skull? -- change the mood of the music? Can you make a distinction Using Question Frames
How would you select -- the bandaging method for a wound? -- the lighting for a scene? What is the importance of -- the antagonists
Even More Value Creates a culture of learning: Encourages deep thinking Models higher level thought processes Appreciates cognitive
challenges Shows students depth of Knowledge Domains Factual knowledge Conceptual knowledge Procedural knowledge Metacognitive knowledge
Give It a Try Factual knowledge Conceptual knowledge Procedural knowledge Metacognitive
Timer Quick Summary Write an accurate measure Consider good test design Know your testing goals Consider technical quality
Use Blooms Taxonomy Use verb lists, question frames This slide show is available on the blog. As are my notes for each slide.
The next direction for the blog is to study features of specific test item types. Thank You! Talk prepared by Tracy
Johnston as part of the STEM 1 grant of Palomar College August 2015 http://www2.palomar.edu/pages/testwritingstra tegies
What if God "took the day off"? Introduction: 1. I can remember when we were boys and our parents would take on vacation to the south from up north and that we never went anywhere without communion items in case...
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