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How Do You Know if They're Getting It? Writing Assessment Items that Reveal Student Understanding.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Taylor, Melanie Smith, Sean |
| Copyright Year | 2009 |
| Abstract | The teacher had done a thorough job teaching the unit, and based on student responses to questions she asked during class, she was confident they would recognize a location on the equator as the correct answer. She was disappointed and confused when three-fourths of the class missed the item. As she returned the tests, she asked several students why they got the question wrong. Almost without exception, each student asked, “Where’s Ecuador?” Most teachers have probably had a moment of realization similar to this. They write a test item they are sure is crystal clear, only to find later that students lacked some prerequisite knowledge, or that they interpreted the item differently than intended. Through a project funded by the National Science Foundation, Horizon Research has been developing assessment items for students (in the process, compiling item-writing principles from several sources and adding their own). In this article, we share what we have learned about writing items that reveal student understanding, including best practices and concrete examples of applying them. Although most of the examples given are multiple-choice items, the principles are generally applicable to open-ended questions as well. |
| Starting Page | 60 |
| Ending Page | 64 |
| Page Count | 5 |
| File Format | PDF HTM / HTML |
| Volume Number | 32 |
| Alternate Webpage(s) | http://www2.research.uky.edu/pimser/p12mso/pub/2009-10%20Archives/Partnering%20to%20Progress%20(P2P)%202009-10/September%202009/3-Science%20Scope%20article.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
