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Writing Selected Response Items. Common Formative Assessment. Common Formative Assessment (CFA). Overview and Purpose of CFA. Writing Selected Response Items. Developing Meaningful Learning Targets. Quality Assessment Design. Performance Events. Selected Response Items.
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Writing Selected Response Items Common Formative Assessment
Common Formative Assessment (CFA) Overview and Purpose of CFA Writing Selected Response Items Developing Meaningful Learning Targets Quality Assessment Design Performance Events Selected Response Items Constructed Response Items
Question Classification Activity(Handout Packet) Directions: Sort the questions into two categories by writing their numbers in one of the two boxes on the chart. After sorting the questions into two categories, write a title for each category. Be ready to share if called upon to do so.
Answers • Basic Level Questions 2, 5, 7, 8, 13, 14 • Higher-Level Questions 1,3, 4, 6, 9, 10, 11, 12
Learning Outcomes for Spin Off Module 3A: Writing Selected Response Items As a result of this training, you will learn….. • The various types of selected-response items • Guidelines for writing quality multiple-choice questions • How to write multiple-choice questions that measure higher-level cognitive processes
Definition of Selected-Response Items • Assessment items • Students select answers from a set of two or more choices. • Can be scored objectively • Several types of selected-response items • Multiple-choice • True-False or Yes-No • Matching • Short Answer/Fill in the blanks (Using a list of answer choices.)
For Your Reference (Handout) • Guidelines for writing true-false questions: http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/method/exams-truefalse.php Guidelines for writing matching questions: http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/method/exams-matching.php Guidelines for short-answer questions: http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/method/exams-shortanswer.php
Multiple-Choice Items • Most commonly used by teachers • Usually used to assess the basic level thinking • May also assess higher-levels of thinking if carefully crafted • Most multiple-choice items have one correct or best answer.
Smarter-Balanced Assessment Consortium (SBAC) has multiple-choice items that cue students to select more than one answer.
Rationale for Higher-Level MC Items • Why is it important to include more higher-level multiple-choice items on our classroom and common assessments? • Generate one good reason and be ready to share. • Degree Line or 4-Corner sharing.
Writing Higher-Level Multiple-Choice Questions • Learn guidelines for creating multiple-choice item stems and answer choices. • Learn how to use MC questions to measure higher cognitive processes by looking at sample questions.
Directions for Task Activity I: QUICKLY SKIMthe 7Rules for Item Stemsand write MVP next to one you feel to be most important or relevant. Activity II: QUICKLY SKIMthe 5 Rules for Answer Choices and write MVP next to next to one you feel to be most important or relevant.
Rule #Four Wiggle Room Which of the following hypotheses about the relationship between temperature and the density of a solid is best supported by the data in Figure 4? As the temperature of a solid increases, the density of the solid… • increases only. • decreases only. • increases, then decreases. • decreases, then increases.
Rule #Five Wiggle Room • Two/Two Rule • Example: The reader can tell that more discoveries will probably be made because… • Scientists are still doing all types of research. • Scientists are getting involved in more things. • People are complaining. • People want a solution.
Rule #Five Wiggle Room • Two/Two Rule Example: What is the article mainly about? • Ways to update older houses to make them modern. • Ways to shop for a house when operating on a budget. • Suggestions for locating a new home. • Suggestions for paying for a home.
Rule #Six Wiggle Room • If your students are preparing for a high stakes test (i.e. ACT, etc.) and the test uses “all of the above” or “none of the above”, it may be a good idea to do the same on your tests.
Math Answer Choices are Usually Written From Smallest to Largest Example 5: The table shows the price of different quantities of medium-sized apples at Tom’s Corner Grocery Store. What is the least amount of money needed to buy exactly 20 medium-sized apples if the bags must be sold intact and there is no tax charged? • $3.60 • $3.90 • $4.20 • $4.50 • $6.00
Four Parallel Choices… In Order of Appearance When Little Red Riding Hood veered off the path on the way to Grandmother’s house, she… • heard a bird singing. • saw a squirrel in a tree. • encountered a wolf. • saw a woodcutter.
Using Stimulus in Questions • Cue the use of stimulus prior to the question. • Examples…. • Use information from the poem, The Raven to answer questions 3-8. • Use the chart titled Autos in America to answer the next question. • Use the map of South America to answer the next question.
Processing Time Paired Verbal Fluency
How do I learn to write multiple-choice questions that are capable of measuring higher-levels of cognitive processes?
Writing Multiple-Choice Questions to Measure Higher-Level Thinking (Handout) Which statement best……. • describes the main idea or theme of…. • describes the change that occurs when…. • describes what might happen if… • summarizes the… • illustrates the concept or principle of… • illustrates how… • supports the idea of…. • justifies…. • explains the role/relevance/ function of… • explains the importance/significance of… • explains the impact/cause of/ effect of… • explains the reason(s) for/ reasoning behind… • explains the effectiveness of… • explains/predicts what might happen if… • explains how X and Y are similar/ different
Writing Multiple-Choice Questions to Measure Higher-Level Thinking • What is the most likely……. • reason/motive for…. • purpose for… • impact of… • outcome of… • Based on the data/specifications/information, which statement/picture/graph best describes/explains/illustrates… • MATH: Ask students to problem solve at a higher-level by choosing the correct answer to a non-routine, real-world problem.
Problem solve at a higher-level by choosing the correct answer to a non-routine, real-world problem. Ask students to problem solve at a higher-level by choosing the correct answer to a non-routine, real-world problem. • Example 1: According to experts, the first four moves in a chess game can be played in 197, 299 totally different ways. If it takes 30 seconds to make one move, how long would it take one player to try every possible set of 4 moves? (Answer choices.) • Example 2: The mass of the Great Pyramid is 557t greater than that of the Leaning Tower of Pisa. Stone Henge has a mass of 2695t which is 95t less than the Leaning Tower of Pisa. There once was a Greater Pyramid which had a mass twice that of a Great Pyramid, what was the mass of the Greater Pyramid. (Answer choices) • Example 3: Given the specifications for a storage building and a catalog showing prices, which amount is the closest estimation of the total cost to construct the building? (Answer choices) • Example 4: Given the specifications for a wedding reception and a listing of prices, which amount is the closest estimation of the total cost for the reception? (Answer choices)
Summary Use the passage to answer question 5.
Conclusion Use the graph to answer question 10.
Evaluation 7. Mike was asked the following question. “What steps are involved in creating a quality research paper?” As an answer, Mike wrote the following: “The first thing I would do is to choose a topic of interest. Then, I would do some research to learn what I wanted to find-out about the topic. I would narrow the topic. The next step is to write guiding questions to use as a focus for research. Then, I would start researching in by looking in several sources. I would take notes and put them in a written paper.” Which statement best describes Mike’s performance on the task? • EXCELLENT (all steps are correct and in the right order with clear and correct explanations) • GOOD (all steps are correct in the right order, but the explanations are not as clear as they should be) • MEDIOCRE (one or two steps are missing OR the steps are in the wrong order, OR the explanations are not clear OR the explanations are irrelevant) • UNACCEPTABLE (more than two steps are missing AND the order is incorrect AND the explanations are not clear AND/OR irrelevant)
Teaching Resource Audit • Examine your teaching materials and resources. • Determine if your teaching resources contain high-level multiple-choice questions. • If so, highlight or mark the high-level multiple-choice items and evaluate the items for quality. • Determine if you will….. • Use the item as is. • Use with minor revision. • Do not use item. Note: If your teaching materials do not contain any high-level multiple-choice items, find constructed-response items and change them into high-level MC items.
Journal Reflection • Based on what you learned about writing high-level multiple-choice items, explain three things you will you do differently.
