4. LOOKING BACK
o Activity-Table Share: Use of Session
1 Information Reflection
How have you used information
gained from Session 1 in your
practice?
How have you shared the
information from Session 1 in your
school or district?
8. ACCESS CURRICULAR DOCUMENTS
Activity- Take a moment to locate
curriculum standards materials
Common Core
ELA and Math
Essential Standards
Next Generation Science Standards
Unpacking documents completed by
school/district
Curriculum Maps/Pacing Guides
Begin to think about which ones you want
to address today
9. REVISED BLOOM’S TAXONOMY-KNOWLEDGE
PROCESS DIMENSION
FACTUAL KNOWLEDGE-basic elements students must
know to be acquainted with a discipline or solve problems in
it
CONCEPTUAL KNOWLEDGE-The interrelationships among
the basic elements within a larger structure that enable them
to function together
PROCEDURAL KNOWLEDGE-How to do
something, methods of inquiry, and criteria for using
skills, algorithms, techniques, and methods
METACOGNITIVE KNOWLEDGE-Knowledge of cognition in
general as well as awareness and knowledge of one's own
cognition
11. WEBB’S DEPTH OF KNOWLEDGE
Level 1: Recall
Recall a fact, information, or procedure
Level 2: Skill/Concept
Use information or conceptual knowledge, two or
more steps
Level 3: Strategic Thinking
Requires reasoning, developing a plan or a
sequence of steps, some complexity
Level 4: Extended Thinking
Requires an investigation, time to think and
process multiple conditions of the problem.
12.
13. PRACTICE ALIGNMENT
o Activity-Write items (open ended- that align
to your content area and Revised Bloom’s
Taxonomy/Webb’s Depth of Knowledge)
• Write four questions to address each of
the four levels.
• Record your responses using the tool of
your choice for your own records.
• Share your responses on the Google
Spreadsheet
14. PRACTICE ALIGNMENT
o Activity-Find a partner who
teaches/supports in the same grade
span in a different district. Share your
questions and discuss how you might
approach the content differently.
o Reflect #R7DLA
15. MULTIPLE CHOICE ITEM GUIDELINES
Content General
Format Structure
• Stem
• Foil
Accessibility
• SWD and LEP
Bias/Sensitivity
16. MULTIPLE CHOICE TERMINOLOGY
Which is the state bird of North
Carolina?
A. bluebird
B. cardinal
C. robin
D. sparrow
Stem
Distractor
Foils
Distractor
Key
Distractor
19. MULTIPLE CHOICE GUIDELINES-CONTENT
Base items on curriculum standards and
DOK.
Keep the testing vocabulary consistent
with grade level.
Measure a single
concept, principle, procedure, or
competency.
Write items with a mixture of difficulty
levels-Easy, Medium, Hard
20. MULTIPLE CHOICE GUIDELINES-CONTENT
Choose to assess important
information, not trivial material.
POOR ITEM
How many different elements make up the Noble Gases?
A. 3
B. 4
C. 5
D. 6
IMPROVED ITEM
What common property is shared by all the noble gases?
A. They are highly reactive and must be stored in air-tight containers.
B. They are inert, and do not easily form chemical compounds.
C. They are metallic in nature, and have basic oxides.
D. When mixed with water, they form a toxic blue-green solution.
21. MULTIPLE CHOICE GUIDELINES-GENERAL
Test the content, not the test-taking or
reading ability of students-avoid tricky
or misleading items.
Avoid errors of
grammar, abbreviations, punctuation
and spelling.
Do not use contractions.
Do not use first or second person.
Do not use humor.
22. MULTIPLE CHOICE GUIDELINES-FORMAT
Write clear, concise instructions.
Format foils vertically.
Use space in a balanced manner to
produce an easy to follow format
23. MULTIPLE CHOICE GUIDELINES-STRUCTURE
Avoid writing complex format multiple-choice
items.
Which of the following are fruits?
1. Tomatoes
2. Tomatillos
3. Habanero peppers
A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 1, 2, & 3
24. MULTIPLE CHOICE GUIDELINES-STRUCTURE
Do not use fill-in-the blank format. Pose a question.
Be brief . Wordiness in the stem can clue or confuse the
student. (“window-dressing”)
POOR ITEM
High temperatures and heavy rainfall characterize a humid climate. People who live in this
kind of climate usually complain of problems dealing with heavy amounts of perspiration.
Even moderately warm days are uncomfortable for most people in this climate. Which
biome is being described?
A. savanna
B. taiga
C. tundra
D. tropical rainforest
IMPROVED ITEM
Which term describes a biome with high temperatures and heavy rainfall?
A. savanna
B. taiga
C. tundra
D. tropical rainforest
25. MULTIPLE CHOICE GUIDELINES-STEM
Word the stems positively. Do not use any
negative phrasing, such as words NOT or
EXCEPT.
Do not write stems that ask for or express
opinions.
Write the items so that the central idea and any
common elements are included in the stem
instead of the foils.
Place the interrogative as close to the foils as
possible.
Use qualifying words in a stem, when needed, to
emphasize the “best answer.” Words such as
best, most likely, and most appropriate are bold
and italicized.
26. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Each item must contain four foils (A,B,C,D)
Order the answer choices in a logical
order, such as ascending or descending value
for numbers, the order in which the words
appear in a chart, chronological order, etc.
Each item written should contain foils that are
independent and not overlapping.
To the extent possible, foils for an item should
be homogeneous in content and length.
27. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Do not use the following as foils: all of the
above, none of the above, I don’t know.
Word the foils positively, avoid any negative
phrasing.
Avoid providing clues to the correct
response.
Avoid writing items in which phrases in the
stem are repeated in the foils.
28. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Avoid absolutes such as
ALWAYS, NEVER, TOTALLY, and
ABSOLUTELY should not be used when writing
items.
Qualifiers such as best, most
likely, approximately, etc. should be bold and
italic.
Present one and only one best (correct)
answer.
Use the common errors made by students as
29. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Use plausible distractors. The best
(correct) answer must clearly be the best
(correct) answer and the incorrect
responses must clearly be inferior to the
best (correct) answer. No distractor
should be obviously wrong.
POOR ITEM
Which example best describes the adhesion
property of water?
A. drops of water on the outside of a glass
B. sugar dissolving in water
C. ice floating in water
D. melting of aluminum
30. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Use plausible distractors.
IMPROVED ITEM
Which example best describes the adhesion
property of water?
A. drops of water on the outside of a glass
B. sugar dissolving in water
C. ice floating in water
D. water changing from a liquid to a gas
31. MULTIPLE CHOICE GUIDELINES-UNIVERSAL
DESIGN
Make items accessible and usable by students
of all abilities, including students with
disabilities and students with limited English
proficiency.
Use simple language and sentence structure.
Do not use colloquial language.
32. MULTIPLE CHOICE GUIDELINES-UNIVERSAL
DESIGN
Limit the use of homonyms, homophones, and
homographs
fair
1. Adjective. Meaning lovely or beautiful, when
describing someone
2. Adjective. Meaning of light complexion, or light
colored (blonde) hair
3. Adjective. Meaning reasonable, equitable, free from
self-interest
3. Noun. Meaning a gathering of people to sell and
barter goods, or to enjoy entertainment, and also a
travelling show of rides, stalls and sideshows
33. SENSITIVITY AND BIAS
Do not use stereotypes based on
gender, race, religion, socio-economic
status, or other factors.
Respect diversity by including people from
all walks of life in use of names and artwork.
Ensure items do not highlight socio-
economic disparities.
Avoid espousing religious and political
beliefs.
34. REVISING AND WRITING QUESTIONS
o Activity-- Would you change any of the
questions that you posed, initially? Make
any necessary changes.
o Create 3 Multiple Choice Questions-
Record the questions using the same
tool you used before for your personal
use and share your responses on the
Google Spreadsheet
o Reflect #R7DLA
35. ASSESSING ITEMS
o Activity- Review Questions
o Find a trio
o Use the item review document to gauge
the quality of each of the items
o What changes would you make to the
items?
Reflect #R7DLA
37. SCHOOL NET
o Activity- Tasks in School Net
Access the User Guide
o Log into School Net
o Try these:
o Create an Item in School Net
o Create an Express Test
o Create a Test using items from Item
Central
Reflect #R7DLA
39. ONLINE RESOURCES/SCHOOL NET
Activity- Explore the resources presented. How
could these be used in your instructional delivery or
assessment program? Are there other resources
you would like to share? Share your ideas to
Padlet.
40. FINAL PRODUCT IDEA BRAINSTORM/WORK
SESSION
Activity- Table Talk-With your team, discuss what
your product for School Net will be at the
culmination of DLA. What is the proposed product?
How do you anticipate incorporating future
information? How will it be disseminated in your
school/district?
Develop Concrete Next Steps
Share your ideas to wiki Padlet.
Curriculum Standards- formerly Standard Course of Study; Common Core, Essential Standards, Next Generation Stds.We must be clear about what students need to know and be able to do, and we need to be skillful in how we teach it. To be certain that students have learned what we intend for them to learn, we must develop balanced assessment systems that provide data on how students are progressing, systems that also use the classroom assessment process to promote even greater learning. What we teach, how we teach it, how well we assess, and how we use assessment to improve student achievement will all determine the success of our efforts, and ultimately, how we are judged.
FACTUAL-Aar. Knowledge of terminology; Technical vocabulary, music symbolsAb. Knowledge of specific details and elements; Major natural resources, reliable sources of informationCONCEPTUAL-Ba. Knowledge of classifications and categories; Periods of geological time, forms of business ownership| Bb. Knowledge of principles and generalizations; Pythagorean theorem, law of supply and demand | BSc. Knowledge of theories, models, and structures; Theory of evolution, structure of CongressPROCEDURAL-Ca. Knowledge of subject-specific skills and algorithmsSkills used in painting with water colors, whole-number division algorithmCb. Knowledge of subject-specific techniques and methodsInterviewing techniques, scientific methodCc. Knowledge of criteria for determining when to use appropriate proceduresCriteria used to determine when to apply a procedure involving Newton's second law, criteria used to judge the feasibility of using a particular method to estimate business costsMETACOGNITIVE-Da. Strategic knowledgeKnowledge of outlining as a means of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristicsDb. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledgeKnowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasksDc. Self-knowledgeKnowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level
Thinking Skills!!!We must remember a concept before we can understand it.We must understand a concept before we can apply it.We must be able to apply a concept before we analyze it.We must have analyzed a concept before we can evaluate it.We must have remembered, understood, applied, analyzed, and evaluated a concept before we can create.
The concept of Universal Design originated in architecture with the goal to provide maximum accessibility and usability of buildings, outdoor spaces, and living environments. This concept centered on the belief that our environments should be accessible and usable by everyone regardless of their age, ability, or circumstance
The concept of Universal Design originated in architecture with the goal to provide maximum accessibility and usability of buildings, outdoor spaces, and living environments. This concept centered on the belief that our environments should be accessible and usable by everyone regardless of their age, ability, or circumstance
Each of you came to the session with an idea of how would apply the content to your practice-Improve existing assessments-Begin the process for creating new benchmark tests
