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Traditional Assessment Tutorial
Links to an external site.
Tutorial for traditional assessment watch to provide details for respective assignment. Ignore references to EDUC 360, as this is a reused video that I coordinated in the past but all the material is the same..
Test Authoring Project (200 Pts)
I.
Assessment Framework/Matrix (25 pts): Students will create a frame work that details the objectives or performance standards covered within the assessment and the number of question(s) for that objective/standard at each of the three combined levels of blooms. Matrix should outline which questions numbers in the actual assessment specifically reach specified objectives/standards and levels. There should be a minimum of 25 questions on the test. Of those 25, 12 should be at the
Remember / Understand
level, 8 should be at the
Apply / Analyze
level and 5 should be at the Evaluate/Create. Minimally, there should also be 5 short response, 5 T/F, 13 M/C, 2 Essay questions.
Bloom’s Level
Objective 1 or NCES or CC _/_/_
Objective 2 NCES or CC _/_/_
Objective 3 NCES or CC _/_/_
Total
3 (1,4, 7)
Evaluate/Create
II.
Objectives and Measurement Documentation (100 pts): Much like your first assignment expand upon it and develop 25 Cognitive Learning Objectives that tie appropriately to the Georgia Performance Standards. The objective documentation should follow the testing framework. Include
NCES or CC. Objectives will be measured on its focus on the elements of CONDITION…….VERB……CRITERIA. Include the actual measurement or test item that will be used in your test document. The correct answer or scoring rubric should be highlighted or included. Items will be graded on the adherence to suggested attributes for each as outlined in the text. Objectives and items should be able to be measure the level of Bloom’s specified.
Example:
Item 1: Blooms Level: Remembering/Understanding
GPS: _/_/_ or Objective # with description
(category within matrix)
Assessment Objective: Upon completion of the unit, the learner will be able to recognize that a large portion of the earth’s surface consists of water with 80% accuracy. (These should reflect the blooms level authored towards and in the framework)
Measurement: (these should match the blooms level from the objective)
Multiple Choice Question:
1. Which of the following percentages is an accurate depiction of the Earth’s surface water?
A. 75%
B. 50%
C. 25%
D. 99%
III.
Test Document (75 pts): Attach a document that reflects the actual test that you would provide the class. This will be graded by its format and how it adheres to suggestions outlined in the text. There should be no grammatical errors. Items should be grouped accordingly; directions should be clear and appropriate for each changing section. Readability should be on grade level. A place for name identification and date should be included. Test items need to reflect the framework. Lastly, on a separate page discuss how to establish an appropriate testing environment in a single paragraph of no more than 150 words.
I. Assessment Framework/Matrix
Bloom’s Level
Objective 1 or NCES SCOS K.MEH.1.1
Objective 2 or NCES SCOS
K.MEH.1.2
Objective 3 or NCES SCOS
K.MEH.1.3
Total
Remember/
Understand
5
(1, 2, 3, 6, 7)
4
(4, 5, 8, 9)
3
(10, 11, 12)
12
Apply/
Analyze
2
(19, 20)
3
(16, 17, 18)
3
(13,14, 15)
8
Evaluate/
Create
2
(21, 22)
1
(23)
2
(24, 25)
5
Total
9
9
7
25
II. Objectives and Measurement Documentation
Item 1: Bloom’s Level: Remember/Understand
Standard:
K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of this unit, the learner will be able to
relate actions to emotions with 85% accuracy.
Measurement: Multiple Choice Question
Relate the action to the most likely emotion represented in the statement:
Jill slammed her book on the floor very loudly. How may she have been feeling?
a. Happy
b. Frustrated
c. Patient
Item 2: Bloom’s Level: Remember/Understand
Standard:
K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of this unit, the learner will be able to
identify uncomfortable feelings with 85% accuracy.
Measurement: Multiple Choice Question
Identify the feeling indicated by the statement:
Tommy sat alone during lunch because his friends were absent from school.
a. Sick
b. Excited
c. Lonely
Item 3: Bloom’s Level: Remember/Understand
Standard:
K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of this unit, the learner will be able to
interpret comfortable feelings with 85% accuracy.
Measurement: Multiple Choice Question
Interpret the feeling described below:
Stacy smiled and laughed while speaking with her sister.
a. Joy
b. Fear
c. Unhappy
Item 4: Bloom’s Level: Remember/Understand
Standard:
K.MEH.1.2 Recall stressors and stress responses.
Assessment Objective: Upon completion of the unit, the learner will be able to
indicate stressors with 85% accuracy.
Measurement: Multiple Choice Question
Indicate the stressor in the statement:
Jason cried when he fell off of the monkey bars at recess.
a. Jason cried
b. Jason was at recess
c. Jason fell off the monkey bars
Item 5: Bloom’s Level: Remember/Understand
Standard:
K.MEH.1.2 Recall stressors and stress responses.
Assessment Objective: Upon completion of this unit, the learner will be able to
define the term stressor with 100% accuracy.
Measurement: True/False Question
A stressor is something that causes stress.
TRUE or FALSE
Item 6: Bloom’s Level: Remember/Understand
Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of this unit, the learner will be able to
explain the term uncomfortable with 100% accuracy.
Measurement: Short Response Question
Feelings that are uncomfortable are _________. (not good, negative, unhappy, etc…)
Item 7: Bloom’s Level: Remember/Understand
Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of this unit, the learner will be able to
explain the term comfortable with 100% accuracy.
Measurement: Short Response Question
Feelings that are comfortable are _________. (good, positive, happy, etc…)
Item 8: Bloom’s Level: Remember/Understand
Standard:
K.MEH.1.2 Recall stressors and stress responses.
Assessment Objective: Upon completion of the unit, the learner will be able to
define the term stress response with 100% accuracy.
Measurement: Short Response Question
A stress response is a __________ to stress. (reaction)
Item 9: Bloom’s Level: Remember/Understand
Standard: K.MEH.1.2 Recall stressors and stress responses.
Assessment Objective: Upon completion of the unit, the learner will be able to
identify trusted adults.
Measurement: Multiple Choice Question
Select the answer that identifies a trusted adult:
a. Stranger
b. Teacher
c. Classmate
Item 10: Bloom’s Level: Remember/Understand
Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
Assessment Objective: Upon completion of this unit, the learner will be able to
give examples of self-control with 90% accuracy.
Measurement: True/False Question
Michelle displayed self control when she quietly walked in the hallway.
TRUE or FALSE
Item 11: Bloom’s Level: Remember/Understand
Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
Assessment Objective: Upon completion of this unit, the learner will be able to
demonstrate taking proper care of classroom supplies with 100% accuracy.
Measurement: True/False Question
Jessica threw the basket of crayons across the room. Jessica demonstrated taking good care of the classroom supplies.
TRUE or FALSE
Item 12: Bloom’s Level: Remember/Understand
Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
Assessment Objective: Upon completion of this unit, the learner will be able to
identify examples of self-control with 90% accuracy.
Measurement: True/False Question
Everyone in the class displayed self-control when they yelled while the teacher was talking. TRUE or FALSE
Item 13: Bloom’s Level: Apply/Analyze
Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
Assessment Objective: Upon completion of this unit, the learner will be able to
model personal responsibility for their possessions with 100% accuracy.
Measurement: True/False Question
Stacy modeled personal responsibility for her backpack when she left it on the school bus. TRUE or FALSE
Item 14: Bloom’s Level: Apply/Analyze
Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
Assessment Objective: Upon completion of the unit, the learner will be able to
correlate classroom rules with appropriate behavior with 100% accuracy.
Measurement: Multiple Choice Question
When following the classroom rule of being a good listener, Steven will :
a. Bang his hand on desk during the lesson
b. Be quiet during the lesson
c. Shout during the lesson
Item 15: Bloom’s Level: Apply/Analyze
Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
Assessment Objective: Upon completion of the unit, the learner will be able to
interpret classroom rules with 100% accuracy.
Measurement: Multiple Choice Question
The rule “Be Kind To Others” most likely means:
a. Hit your neighbor
b. Take your neighbor’s pencil without asking
c. Ask to borrow a pencil from your neighbor
Item 16: Bloom’s Level: Apply/Analyze
Standard: K.MEH.1.2 Recall stressors and stress responses.
Assessment Objective: Upon completion of the unit, the learner will be able to
distinguish between positive and negative stress responses with 90% accuracy.
Measurement: Essay Question
Briefly describe a time when you felt stress and how you responded.
Identify the stressor.
Identify your stress response.
Distinguish if your response was positive or negative.
GRADING: Excellent responses will include proper identification of both stressor and response along with correct distinguishment of response. Satisfactory responses will include 2 correct identifications. Unsatisfactory responses will include 1 or fewer correct identifications.
Item 17: Bloom’s Level: Apply/Analyze
Standard: K.MEH.1.2 Recall stressors and stress responses.
Assessment Objective: Upon completion of the unit, the learner will be able to
interpret emotions with 90% accuracy.
Measurement: Short Answer Question
Janet’s dog ran away. She most likely felt _______. (sad, worried, unhappy, negative emotions…)
Item 18: Bloom’s Level: Apply/Analyze
Standard: K.MEH.1.2 Recall stressors and stress responses.
Assessment Objective: Upon completion of the unit, the learner will be able to determine
cause and effect during stressful situations with 85% accuracy.
Measurement: Multiple Choice Question
Stacy was excited because she was going on a trip to Disney World. What was the cause of Stacy’s excitement?
a. She was tired
b. She was going to Disney World
c. She forgot her lunch at home
Item 19: Bloom’s Level: Apply/Analyze
Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of the unit, the learner will be able to
analyze facial expression to determine emotions with 85% accuracy.
Measurement: Short Answer Question
Harry smiled as he entered the classroom. Harry was most likely _______. (happy, excited, any positive emotion)
Item 20: Bloom’s Level: Apply/Analyze
Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of the unit, the learner will be able to
use facial expressions to express their emotions with 95%.
Measurement: Multiple Choice Question
Tim and Kia are creating a chart with faces that express happiness. What faces should they include?
a. Frown and crying
b. Smiling and excited
c. Scared and shocked
Item 21: Bloom’s Level: Evaluate/Create
Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of this unit, the learner will be able to
justify emotions with 90% accuracy.
Measurement: Multiple Choice Question
Why was Mrs. Smith happy with the class when they were listening to her talk?
a. Because they were following the rules
b. Because they were yelling
c. Because they were not listening
Item 22: Bloom’s Level: Evaluate/Create
Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment Objective: Upon completion of the unit, the learner will be able to
hypothesize how a person is feeling based on their actions with 85% accuracy.
Measurement: Multiple Choice Question
Yasmine broke her necklace, which made her cry and stomp her feet. How might she have been feeling?
a. Happy
b. Mad
c. Pleased
Item 23: Bloom’s Level: Evaluate/Create
Standard: K.MEH.1.2 Recall stressors and stress responses.
Assessment Objective: Upon completion of the unit, the learner will be able to
elaborate as to whether stress responses are either positive or negative with 90% accuracy.
Measurement: Essay Question
Elaborate on the stress you wrote about in question number 24. Explain why your response was either negative or positive.
GRADING: All points awarded if explanation properly explains why response was either negative or positive.
Item 24: Bloom’s Level: Evaluate/Create
Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
Assessment Objective: Upon completion of the unit, the learner will be able to
construct a set of rules for proper behavior in the cafeteria with 100% accuracy.
Measurement: Multiple Choice Question
Select the rules which demonstrate good behavior:
a. Run in the cafeteria. Yell to your friends. Throw your food.
b. Throw your trash on the floor. Jump on the table. Pour milk on floor.
c. Walk quietly in the cafeteria. Stand quietly in line. Throw your trash away.
Item 25: Bloom’s Level: Evaluate/Create
Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
Assessment Objective: Upon completion of the unit, the learner will be able to
substitute positive behaviors for negative behaviors.
Measurement: Multiple Choice Question
Macie yelled at Mark for taking her seat. What could she have done differently?
a. Pushed Mark out of the seat
b. Sat somewhere else
c. Ran around the table yelling
III. Test Document Name: _____________________________ Date: _____________
Directions: For the following multiple choice questions, circle the best answer choice:
1. Macie yelled at Mark for taking her seat. What could she have done differently?
a. Pushed Mark out of the seat
b. Sat somewhere else
c. Ran around the table yelling
2. Select the rules which demonstrate good behavior:
a. Run in the cafeteria. Yell to your friends. Throw your food.
b. Throw your trash on the floor. Jump on the table. Pour milk on floor.
c. Walk quietly in the cafeteria. Stand quietly in line. Throw your trash away.
3. Yasmine broke her necklace, which made her cry and stomp her feet. How might she have been feeling?
a. Happy
b. Mad
c. Pleased
4. Why was Mrs. Smith happy with the class when they were listening to her talk?
a. Because they were following the rules
b. Because they were yelling
c. Because they were not listening
5. Tim and Kia are creating a chart with faces that express happiness. What faces should they include?
a. Frown and crying
b. Smiling and excited
c. Scared and shocked
6. Stacy was excited because she was going on a trip to Disney World. What was the cause of Stacy’s excitement?
a. She was tired
b. She was going to Disney World
c. She forgot her lunch at home
7. The rule “Be Kind To Others” most likely means:
a. Hit your neighbor
b. Take your neighbor’s pencil without asking
c. Ask to borrow a pencil from your neighbor
8. When following the classroom rule of being a good listener, Steven will :
a. Bang his hand on desk during the lesson
b. Be quiet during the lesson
c. Shout during the lesson
9. Select the answer that identifies a trusted adult:
a. Stranger
b. Teacher
c. Classmate
10. Jason cried when he fell off of the monkey bars at recess.
a. Jason cried
b. Jason was at recess
c. Jason fell off the monkey bars
11. Stacy smiled and laughed while speaking with her sister.
a. Joy
b. Fear
c. Unhappy
12. Jill slammed her book on the floor very loudly. How may she have been feeling?
a. Happy
b. Frustrated
c. Patient
13. Tommy sat alone during lunch because his friends were absent from school.
a. Sick
b. Excited
c. Lonely
Directions: For each TRUE/FALSE question, select the correct response.
14. A stressor is something that causes stress.
TRUE or FALSE
15. Stacy modeled personal responsibility for her backpack when she left it on the school bus.
TRUE or FALSE
16. Michelle displayed self control when she quietly walked in the hallway.
TRUE or FALSE
17. Jessica threw the basket of crayons across the room. Jessica demonstrated taking good care of the classroom supplies.
TRUE or FALSE
18. Everyone in the class displayed self-control when they yelled while the teacher was talking.
TRUE or FALSE
Directions: For each short response question, fill in the blank with the most appropriate answer.
19. Harry smiled as he entered the classroom. Harry was most likely ________________.
20. Janet’s dog ran away. She most likely felt _________________.
21. A stress response is a _________________ to stress.
22. Feelings that are uncomfortable are ________________.
23. Feelings that are comfortable are __________________.
Directions: For each essay question, write a brief paragraph.
24. Briefly describe a time when you felt stress and how you responded. Identify the stressor. Identify your stress response. Distinguish if your response was positive or negative.
25. Elaborate on the stress you wrote about in question number 24. Explain why your response was either negative or positive.
Appropriate Testing Environment
When establishing an appropriate testing environment, teachers must consider several factors. The room needs to be at a comfortable temperature and have good ventilation. As well, the classroom needs to be as quiet as possible. Also, students should not feel crowded, therefore, there needs to be adequate space. In addition to the physical environment, the teacher should do their best to minimize frustrations. This involves providing sufficient time for students to prepare for the test. As well, review sessions can help students to gauge their levels of preparedness. It is best to not make a test out to be a “huge deal” as this can result in anxiety. Of importance is the reduction of interruptions during the administration of the test. Clear instructions should be given before the test starts. Students should be directed to raise their hand if they need anything and the teacher will address the student appropriately.
