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Davis a’rynnpresentation

  1. 1. ALIGNING ASSESSMENTS TOBETTER MEASURE LEARNING Multiple Choice vs. Free Response Assessments in an Inquiry-Based Science Classroom A’Rynn Davis Fall 2012
  2. 2. Could this be our future?
  3. 3. Statement of the ProblemThe purpose of this study is to addressthe efficacy of standard-basedassessments in a science classroomcentered on inquiry-based instructionTo what extent does curriculum alignwith standardized assessments?
  4. 4. Important QuestionsWhich type of assessment best measureslearning in an inquiry based scienceclassroom?To what extent do commercial objective testsmeasure student understanding and growth?To what extent do subjective and objectiveassessments accurately measure masteredconcepts in an inquiry based scienceclassroom?
  5. 5. Research Setting & ParticipantsLiberty Grove Elementary40 Fifth grade student participantsTeacher acted as the researcher.
  6. 6. Important LiteratureAssessments in an inquiry based classroom. – Experts collaborate to work towards ensuring that assessments, standards, and classroom teaching correlate together (“Connecting Science”, 2010). • For assessments and teaching to be effective, teachers must understand the standards and how to implement them in everyday learning. • Teachers should be included in the creating and scoring of standardized tests in order to improve professional development and student performance. – Standard-based instruction should be able to be used directly to direct instruction and student learning (Rothman, 2002).
  7. 7. Important LiteratureStandardized testing No Child Left Behind (Fulmer, 2010). – concentrates on states being required to create rigorous standards for content and standardized testing – implies that student success relies on the degree to which the test measures learning and the method of instruction – measures student success and makes teachers more accountable Standardized tests have focused on standardizing the content rather than diverse assessment and instruction (Sywerson, 2008)
  8. 8. Research DesignParticipants Ethnicityincluded White African American -English as a Second Hispanic Language Students (ESL) -Gifted and Talented 40% -Special Education 42% 18%
  9. 9. Research DesignStudents in the Students in the testcontrol group group– Received a pretest – Received a pretest– Taught the same – Taught the same content with the content with the same instruction as same instruction as the test group the control group– Received a post test – Received a post test with multiple choice with free response questions questions
  10. 10. ResultsItems number two and nine were mostmissed in the multiple choice group.– 50% of students missed number two– 60% missed number nine.
  11. 11. Results• Students in the free response group were more successful.• Most students who missed this question in the control group chose C: “As the angle increases, the force applied to the skateboard decreases”. • This is incorrect, but sounds close to what the student may have thought before reading the choices.
  12. 12. ResultsThis shows that the student has an understanding of the contentand drew pictures to support.
  13. 13. Implication for TeachingStudents should be allowed the opportunityto show what they do know and not just bemeasured based on one right answer.How much does a student know about aprocess or idea can be measured whenthey are able to communicate theirthoughts rather than attempt to match themwith multiple choice answers.
  14. 14. Implications for TeachingDo teachers feel pressured to “teach tothe test” to help their students besuccessful?Could free response questions beadvantageous for students’ mastery ofcontent?
  15. 15. Implications for TeacingFurther measure Students’ attitudeswhich types of towards tests thatstudents perform resemble the STAARbetter on multiple Test or otherchoice tests compared standardized tests.to free response tests. – question whether students feel less– compare students by frustration or anxiety if ethnicity, age the structure of the test groups, and by their were changed interests
  16. 16. Limitations The results of this study were not significant – may have revealed better findings if the sample size was larger.• The post-test used at the conclusion of the content being taught included 10 questions while the pretest had many more questions. – This may have caused discrepancies among the mean scores and how they are viewed. – Student scores may have shown different results if they were given more opportunities.
  17. 17. LimitationsWho is going to gradethese free response questions if multiple choice tests were eliminated?
  18. 18. Fifth Grade Science and Math Teacher
  19. 19. Multiple Choice vs. Free ResponseAssessments in an Inquiry-Based Science Classroom