This document provides guidance on writing multiple choice test items based on the TIMSS 2011 assessment framework. It discusses writing high quality item stems that directly ask questions and provide sufficient information. It also addresses writing effective distractors and keeping response options independent, parallel in structure and free from clues to the correct answer. The document emphasizes constructing items that test intended skills and align with international standards for assessing math learning.
This document provides an overview and instructions for various inclusion strategies for science classrooms including:
1) Unpacking standards to identify the essential content and cognitive level for lessons.
2) Using a 5E co-teaching lesson plan format and different co-teaching models.
3) The LINCS vocabulary strategy which uses reminding words, stories and pictures to help students learn definitions.
4) Concept comparison routines like FRAME and comparison tables to compare topics.
5) Using interactive science notebooks to engage students and document their learning.
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
The document discusses depth of knowledge (DOK) and its importance in education. DOK refers to the complexity of thinking required to complete a task, not its difficulty. It is assessed on a scale from 1 to 4, with higher levels requiring more strategic and extended thinking. The document notes that while tests like FCAT aim for 10-20% of questions to be at DOK level 1, instruction should focus more on developing higher-order thinking at DOK levels 3 and 4 in order to better prepare students. Aligning standards, instruction, and assessments based on DOK is key to promoting deeper understanding.
Mathematics for ELL Students Workshop 2 PresentationStephen Best
Mathematics for ELL Students (Workshop 2) focuses on the ways in which middle grades educators can support the specific needs of English Language Learners in the math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
The document discusses strategies for supporting English Language Learners (ELLs) in math classrooms. It identifies factors that can affect ELL performance in math, such as limited prior knowledge, cultural differences, and linguistic barriers. The document provides classroom management strategies and techniques for teaching vocabulary, building background knowledge, and modifying assessments to better support ELLs. Teachers are encouraged to connect math concepts to students' prior knowledge and lived experiences to enhance understanding.
1. Teachers in foreign language departments have sought to attract more students by expanding course offerings and integrating language study with culture study.
2. Teaching is significantly affected by a teacher's attitude toward being professional and their subject matter.
3. Content standards across states have influenced textbook content, with fewer unique textbooks being used in most states.
This document provides a framework for teaching reading comprehension. It discusses recognizing problems students have with comprehension and identifying causes of failure. It also outlines important comprehension strategies like previewing, making connections, questioning, and summarizing. The framework involves pre-teaching vocabulary, activating background knowledge, monitoring understanding, and assessing comprehension before, during, and after reading.
This document discusses test construction, administration, and scoring. It covers determining what to measure, creating instruments to measure objectives, planning a test, preparing test items, and assembling the final test. When constructing a test, the document recommends determining objectives using a taxonomy, creating a table of specifications, and writing different item types like essay, true-false, matching, and multiple choice. It provides guidelines for writing high-quality items and measuring complex objectives. The document also discusses determining an appropriate test length and assembling the final test booklet.
This document provides an overview and instructions for various inclusion strategies for science classrooms including:
1) Unpacking standards to identify the essential content and cognitive level for lessons.
2) Using a 5E co-teaching lesson plan format and different co-teaching models.
3) The LINCS vocabulary strategy which uses reminding words, stories and pictures to help students learn definitions.
4) Concept comparison routines like FRAME and comparison tables to compare topics.
5) Using interactive science notebooks to engage students and document their learning.
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
The document discusses depth of knowledge (DOK) and its importance in education. DOK refers to the complexity of thinking required to complete a task, not its difficulty. It is assessed on a scale from 1 to 4, with higher levels requiring more strategic and extended thinking. The document notes that while tests like FCAT aim for 10-20% of questions to be at DOK level 1, instruction should focus more on developing higher-order thinking at DOK levels 3 and 4 in order to better prepare students. Aligning standards, instruction, and assessments based on DOK is key to promoting deeper understanding.
Mathematics for ELL Students Workshop 2 PresentationStephen Best
Mathematics for ELL Students (Workshop 2) focuses on the ways in which middle grades educators can support the specific needs of English Language Learners in the math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
The document discusses strategies for supporting English Language Learners (ELLs) in math classrooms. It identifies factors that can affect ELL performance in math, such as limited prior knowledge, cultural differences, and linguistic barriers. The document provides classroom management strategies and techniques for teaching vocabulary, building background knowledge, and modifying assessments to better support ELLs. Teachers are encouraged to connect math concepts to students' prior knowledge and lived experiences to enhance understanding.
1. Teachers in foreign language departments have sought to attract more students by expanding course offerings and integrating language study with culture study.
2. Teaching is significantly affected by a teacher's attitude toward being professional and their subject matter.
3. Content standards across states have influenced textbook content, with fewer unique textbooks being used in most states.
This document provides a framework for teaching reading comprehension. It discusses recognizing problems students have with comprehension and identifying causes of failure. It also outlines important comprehension strategies like previewing, making connections, questioning, and summarizing. The framework involves pre-teaching vocabulary, activating background knowledge, monitoring understanding, and assessing comprehension before, during, and after reading.
This document discusses test construction, administration, and scoring. It covers determining what to measure, creating instruments to measure objectives, planning a test, preparing test items, and assembling the final test. When constructing a test, the document recommends determining objectives using a taxonomy, creating a table of specifications, and writing different item types like essay, true-false, matching, and multiple choice. It provides guidelines for writing high-quality items and measuring complex objectives. The document also discusses determining an appropriate test length and assembling the final test booklet.
This document discusses rubrics for assessing student work. It defines a rubric as a scoring tool that lists criteria and performance levels. Five reasons for using rubrics are provided: they clarify expectations, set standards, help students take responsibility, have value for stakeholders, and tell students to do careful work. The main components of rubrics are identified as dimensions, criteria, descriptors, and a scale. A rubric template is shown. Steps for constructing rubrics are outlined, including identifying the learning goal, task, and criteria. Examples of holistic and analytic rubrics for speaking and writing are also provided. Web resources for finding and sharing rubrics are listed at the end.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
This document provides an overview of a professional development session on implementing a holistic rubric for scoring extended responses based on the Common Core State Standards. The session aims to build teacher capacity for literacy instruction across all subjects by exploring the research on the benefits of writing and practicing scoring sample essays using the rubric. Key points include that writing improves learning, common guidelines for writing assignments aid instruction, and the CCSS demand increased literacy skills and critical thinking.
This document provides an overview of strategies to support literacy in content area classes. It emphasizes that all teachers are responsible for teaching literacy skills and that content area teachers are best positioned to help students meet literacy challenges in their subjects. The document outlines strategies to use before, during, and after reading to improve comprehension, such as linking new concepts to prior knowledge, teaching vocabulary, using graphic organizers, and having students reflect on and apply what they've learned.
This document outlines Keith Elementary School's plan to improve students' mathematical problem solving proficiency through continuous improvement efforts from 2012 to 2015. The plan focuses on developing students' ability to make connections in math problems. Initial data analysis identified connections as an area of weakness. Steps taken include setting a SMART goal, implementing formative assessment practices like using learning targets and feedback, and providing targeted instruction with resources like problem-solving lessons and math notebooks. Analysis of benchmark, MEAP, and other test data shows progress towards the goal, with mathematical proficiency increasing across grades and subgroups over the two-year period.
1) The document discusses Webb's Depth of Knowledge (DOK) framework for classifying standards, objectives, tasks and assessments based on the complexity of thinking required.
2) DOK has four levels - recall and reproduction, skills and concepts, strategic thinking, and extended thinking. It is important to ensure standards, instruction and assessments are aligned to the DOK levels.
3) While verbs used may signal complexity, the real determiner is the cognitive demand of the task - what students are asked to do. DOK is not about difficulty but about the depth of understanding required.
The document discusses Webb's Depth of Knowledge (DOK) framework, which is used to align academic standards and assessments based on cognitive complexity. The DOK has four levels ranging from simple recall to extended strategic thinking. Level 1 involves recall tasks, Level 2 focuses on skills and concepts, Level 3 requires strategic thinking, and Level 4 deals with complex reasoning. The DOK level is determined by the intended learning outcome rather than the difficulty of tasks or verbs used. Teachers must ensure instruction matches the DOK level of standards to promote student achievement.
1) The document discusses strategies for teaching academic vocabulary to students to increase achievement. It emphasizes explicitly teaching vocabulary using a six step process.
2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
3) Research shows vocabulary is a strong predictor of reading ability and comprehension, and students need to see words multiple times to recognize them. Direct vocabulary instruction can significantly improve students' reading comprehension scores.
The document discusses principles of effective grading and assessment to drive instruction. It recommends that assessments should primarily be used for grading and feedback should be timely, specific, understandable, and allow students to act on it. Examples are given comparing two students' grades calculated in different ways, and the importance of setting achievable goals and high expectations for students is discussed.
Week 4 Aligning Standards,Assessment, and InstructionTiAlleneMcclendon878
This document provides guidance for developing different types of assessments, including objective tests, performance assessments, authentic assessments, formative assessments, portfolio assessments, and summative assessments. It discusses key elements that should be included for each type of assessment, such as including rubrics for performance assessments and including a variety of student work for portfolio assessments. Various formative assessment strategies are also described, such as think-pair-share, exit tickets, and KWL charts. The document emphasizes the importance of alignment between standards, assessment, and instruction.
Buckingham Uni PGCE Feb 2017 AssessmentSteve Smith
Formative and summative assessments serve different purposes. Formative assessments are used during instruction to provide feedback to students and teachers to improve learning, while summative assessments evaluate learning at the end of an instructional period. Effective formative assessments include sharing learning objectives, providing feedback, and activating students as owners of their learning. Summative assessments should match the skills taught and avoid assessing unfamiliar tasks. Tests need validity in assessing what was taught and reliability in producing consistent results. Teachers aim to effectively prepare students for important tests without limiting effective instructional methods.
This document provides guidelines for formative and summative assessment in English for Class X.
For formative assessment, it proposes tools like reflections on readings, written works, project works, and slip tests. Reflections and oral presentations on readings are assessed based on articulation and use of ideas. Written works like discourses and exercises are evaluated using indicators from academic standards. Project works consider both individual and group contributions through written and oral components. Slip tests cover discourses with limited prior notice.
For summative assessment, the question paper contains reading comprehension, vocabulary and grammar sections. Reading comprehension has passages from the textbook and unseen texts with short-answer and longer questions. Vocabulary and grammar questions
Educational Psychology Developing Learners 9th Edition ormrod Test BankBreannaSampson
Full download : https://alibabadownload.com/product/educational-psychology-developing-learners-9th-edition-ormrod-test-bank/ Educational Psychology Developing Learners 9th Edition ormrod Test Bank
This document summarizes a presentation about preparing elementary school teachers to understand elementary mathematics. It discusses how elementary mathematics concepts can be complex and how focusing on children's mathematical thinking can help prospective teachers (PSTs) engage more deeply with mathematics. The presentation addresses four principles: 1) How students typically learn mathematics is problematic, 2) Learning concepts is more powerful than procedures, 3) Students' reasoning is varied and complex, and 4) Elementary math is not as elementary as assumed. Research found PSTs who learned about children's thinking improved their math knowledge and developed more sophisticated beliefs than those who did not.
This document contains information about differentiated instruction for a language arts course. It includes:
1) A request for students to provide feedback on digital learning resources and criteria for effective resources.
2) An assignment for students to create a learning object to address an inquiry focus and accompanying teacher guide.
3) Descriptions of differentiated instruction as adapting to student needs, interests and abilities through various instructional strategies and assessment accommodations.
Locate three articles written within the last 5 years that discuss the assessment of English language learners. Find one article each for the local, state, and national levels.
State whether you agree or disagree with the articles’ evaluations and explain your reasoning.
Discuss the purpose of assessment at the three different levels.
Locate three articles written within the last 5 years that discuss the assessment of English language learners. Find one article each for the local, state, and national levels.
State whether you agree or disagree with the articles’ evaluations and explain your reasoning.
Discuss the purpose of assessment at the three different levels.
Explain how to connect the specific assessment to instruction.
Connect an assumption and principle from Ch. 8 of Bilingual and ESL Classrooms to an assessment in each article
Introduction to ELA/Literacy PA Core Standards, Grades 9-12Cissy Mecca
The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
Mr. Lingley provides an overview of the math course he will be teaching to grade 8 students. He instructs mathematics to class 8ABCD. The document outlines the curriculum, assessments, expectations for students, and encourages parental involvement through volunteering in the classroom or assisting with math-related activities that relate to their occupations. Parents are asked to review the expectations with their children and bookmark the class website, which provides course materials and video tutorials.
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This document discusses rubrics for assessing student work. It defines a rubric as a scoring tool that lists criteria and performance levels. Five reasons for using rubrics are provided: they clarify expectations, set standards, help students take responsibility, have value for stakeholders, and tell students to do careful work. The main components of rubrics are identified as dimensions, criteria, descriptors, and a scale. A rubric template is shown. Steps for constructing rubrics are outlined, including identifying the learning goal, task, and criteria. Examples of holistic and analytic rubrics for speaking and writing are also provided. Web resources for finding and sharing rubrics are listed at the end.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
This document provides an overview of a professional development session on implementing a holistic rubric for scoring extended responses based on the Common Core State Standards. The session aims to build teacher capacity for literacy instruction across all subjects by exploring the research on the benefits of writing and practicing scoring sample essays using the rubric. Key points include that writing improves learning, common guidelines for writing assignments aid instruction, and the CCSS demand increased literacy skills and critical thinking.
This document provides an overview of strategies to support literacy in content area classes. It emphasizes that all teachers are responsible for teaching literacy skills and that content area teachers are best positioned to help students meet literacy challenges in their subjects. The document outlines strategies to use before, during, and after reading to improve comprehension, such as linking new concepts to prior knowledge, teaching vocabulary, using graphic organizers, and having students reflect on and apply what they've learned.
This document outlines Keith Elementary School's plan to improve students' mathematical problem solving proficiency through continuous improvement efforts from 2012 to 2015. The plan focuses on developing students' ability to make connections in math problems. Initial data analysis identified connections as an area of weakness. Steps taken include setting a SMART goal, implementing formative assessment practices like using learning targets and feedback, and providing targeted instruction with resources like problem-solving lessons and math notebooks. Analysis of benchmark, MEAP, and other test data shows progress towards the goal, with mathematical proficiency increasing across grades and subgroups over the two-year period.
1) The document discusses Webb's Depth of Knowledge (DOK) framework for classifying standards, objectives, tasks and assessments based on the complexity of thinking required.
2) DOK has four levels - recall and reproduction, skills and concepts, strategic thinking, and extended thinking. It is important to ensure standards, instruction and assessments are aligned to the DOK levels.
3) While verbs used may signal complexity, the real determiner is the cognitive demand of the task - what students are asked to do. DOK is not about difficulty but about the depth of understanding required.
The document discusses Webb's Depth of Knowledge (DOK) framework, which is used to align academic standards and assessments based on cognitive complexity. The DOK has four levels ranging from simple recall to extended strategic thinking. Level 1 involves recall tasks, Level 2 focuses on skills and concepts, Level 3 requires strategic thinking, and Level 4 deals with complex reasoning. The DOK level is determined by the intended learning outcome rather than the difficulty of tasks or verbs used. Teachers must ensure instruction matches the DOK level of standards to promote student achievement.
1) The document discusses strategies for teaching academic vocabulary to students to increase achievement. It emphasizes explicitly teaching vocabulary using a six step process.
2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
3) Research shows vocabulary is a strong predictor of reading ability and comprehension, and students need to see words multiple times to recognize them. Direct vocabulary instruction can significantly improve students' reading comprehension scores.
The document discusses principles of effective grading and assessment to drive instruction. It recommends that assessments should primarily be used for grading and feedback should be timely, specific, understandable, and allow students to act on it. Examples are given comparing two students' grades calculated in different ways, and the importance of setting achievable goals and high expectations for students is discussed.
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This document provides guidance for developing different types of assessments, including objective tests, performance assessments, authentic assessments, formative assessments, portfolio assessments, and summative assessments. It discusses key elements that should be included for each type of assessment, such as including rubrics for performance assessments and including a variety of student work for portfolio assessments. Various formative assessment strategies are also described, such as think-pair-share, exit tickets, and KWL charts. The document emphasizes the importance of alignment between standards, assessment, and instruction.
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Formative and summative assessments serve different purposes. Formative assessments are used during instruction to provide feedback to students and teachers to improve learning, while summative assessments evaluate learning at the end of an instructional period. Effective formative assessments include sharing learning objectives, providing feedback, and activating students as owners of their learning. Summative assessments should match the skills taught and avoid assessing unfamiliar tasks. Tests need validity in assessing what was taught and reliability in producing consistent results. Teachers aim to effectively prepare students for important tests without limiting effective instructional methods.
This document provides guidelines for formative and summative assessment in English for Class X.
For formative assessment, it proposes tools like reflections on readings, written works, project works, and slip tests. Reflections and oral presentations on readings are assessed based on articulation and use of ideas. Written works like discourses and exercises are evaluated using indicators from academic standards. Project works consider both individual and group contributions through written and oral components. Slip tests cover discourses with limited prior notice.
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1) A request for students to provide feedback on digital learning resources and criteria for effective resources.
2) An assignment for students to create a learning object to address an inquiry focus and accompanying teacher guide.
3) Descriptions of differentiated instruction as adapting to student needs, interests and abilities through various instructional strategies and assessment accommodations.
Locate three articles written within the last 5 years that discuss the assessment of English language learners. Find one article each for the local, state, and national levels.
State whether you agree or disagree with the articles’ evaluations and explain your reasoning.
Discuss the purpose of assessment at the three different levels.
Locate three articles written within the last 5 years that discuss the assessment of English language learners. Find one article each for the local, state, and national levels.
State whether you agree or disagree with the articles’ evaluations and explain your reasoning.
Discuss the purpose of assessment at the three different levels.
Explain how to connect the specific assessment to instruction.
Connect an assumption and principle from Ch. 8 of Bilingual and ESL Classrooms to an assessment in each article
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The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
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2. Comprehension Checkpoint No. 2
Identify which is the Content Standard, Performance
Standard and Learning Competency.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Determines the relationship of the volume between a rectangular prism and a
pyramid; a cylinder and a cone; and a cylinder and sphere.
Demonstrates understanding of volume of solid figures and meter reading.
Apply knowledge of volume of solid figures and meter reading in mathematical
problems and real-life situations.
3. Comprehension Checkpoint No. 2
Identify which is the Content Standard, Performance
Standard and Learning Competency.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
6. The Critical Role of Assessment
in Teaching and Learning
Mathematics
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
7. As part of the tasks of mathematics teaching, what should
mathematics teachers know and understand about
classroom assessment?
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
use formative
assessments to
gather cross-sectional
views of students’
work, progress and
performance to adjust
and improve
instruction;
utilize appropriate
and useful
summative
assessments to
determine the impact
of mathematical
learning activities on
students’ learning;
use authentic
assessments and
constructs rubrics that
reflect knowledge of
students’ thinking
processes and errors.
9. To help our learners perform well in relation to the
learning standards, what can we use to operationalize
and assess their progress from basic to complex skills?
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
The learning
standards in the
curriculum
reflect
progressions of
concept
development.
Classroom assessment
must challenge
learners to demonstrate
what they know and
can do using a broad range
of cognitive
processes, from basic to
complex, as follows:
10. ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Programme for International
Student Assessment
Trends in
International
Mathematics and
Science Study
11. Sample TIMSS Test Items
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
12. TIMSS 2011 Mathematics Framework
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Reasoning
Applying
Knowing
13. Knowing
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
• This domain covers the facts, concepts,
and procedures students need to know.
• Facility in applying mathematics, or
reasoning about mathematical situations,
depends on familiarity with mathematical
concepts and fluency in mathematical skills.
• The more relevant knowledge a student is
able to recall and the wider the range of
concepts he or she understands, the greater
the potential for engaging in a wide range of
problem-solving situations.
14. Applying
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
• This domain focuses on the ability of
students to apply knowledge and
conceptual understanding to solve
problems or answer questions.
• With problem solving being central to this
domain, they should be able to apply
mathematical knowledge of facts, skills, and
procedures or understanding of mathematical
concepts to create representations.
• Representation of ideas forms the core of
mathematical thinking and communication,
and the ability to create equivalent
representations is fundamental to success in
mathematics.
15. Reasoning
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
• This domain involves going beyond the
solution of routine problems to
encompass unfamiliar situations,
complex contexts, and multi-step
problems.
• It includes intuitive and inductive reasoning
based on patterns and regularitiesthat can be
used to arrive at solutions to problems set in
novel or unfamiliarsituations, which may be
purely mathematical or may have real-life
settings.
16. Comprehension Checkpoint No. 7
Identify the domains of these test items based on
TIMSS 2021 Mathematics Framework.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Item 1 – Knowing
Item 3 – Reasoning
Item 4 – Applying
Item 5 – Reasoning
17. Development of Valid and
Appropriate Assessment
Items/Tasks in Mathematics
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
18. When writing Test Items following TIMSS 2011
Item Writing Process and Guidelines, please:
• Write questions that match the topics in each content
domain, and pay particular attention to writing questions
that cover the range of the three cognitive domains.
• Consider the best item format for the question. About
half of the items you develop should be multiple-choice and
the other half should be constructed-response items worth 1 or
2 score points.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
19. When writing Test Items following TIMSS 2011
Item Writing Process and Guidelines, please:
• For each item, consider the timing, grade
appropriateness, difficulty level, potential sources of
bias (cultural, gender, or geographical), and ease of
translation.
• For multiple-choice items, keep the guidelines for writing
multiple-choice questions in mind. In particular—ask a
direct question, make sure there is one and only one
correct answer, and provide plausible distracters.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
20. When writing Test Items following TIMSS 2011
Item Writing Process and Guidelines, please:
• For constructed-response questions, write a full credit
answer to the question in terms of the language,
knowledge, and skills that a good fourth- or eighth-
grade student could be expected to possess. This tests
the clarity of the question and also provides guidance about
whether to allocate 1 or 2 score points to the item.
• Develop a specific scoring guide for each constructed-
response item.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
22. Writing Multiple-choice Test
A multiple-choice item
asks a question or establishes the situation for a response
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
For TIMSS 2011, this type of item provides four response
choices, or options, from which the correct answer is selected.
23. Writing Multiple-choice Test
Characteristics of a Multiple-choice Item
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
The stem is the
initial part of the
item in which the
task is
defined.
The distracters
are the incorrect
response options.
The options
refer to the entire
set of labeled
response
choices
presented under
the stem.
The key is the
correct response
option.
In a test following TIMSS 2011 Framework, half of the items will be four-option multiple-choice items and
the rest will be constructed-response items.
24. Writing Multiple-choice Test:
The Stem
• Phrase all stems as a direct question.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
The circumference of a circle with
a radius of 2 cm is _____.
Instead of this:
What is the circumference of a
circle with a radius of 2 cm?
Try framing it like this:
25. Writing Multiple-choice Test:
The Stem
• Provide sufficient information in the stem to make the question
clear and unambiguous to students. An exception would be
items asking which is the best estimate of a quantity.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
What is the perimeter of a lot if one of its
side is 5 meters?
Instead of this:
What is the perimeter of a square lot if
one of its side is 5 meters?
Try framing it like this:
26. Writing Multiple-choice Test:
The Stem
• The stem should not include extraneous information
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Maria is a very kind-hearted Grade 4
pupil of Maligaya ES. She helps her
mother in their sari-sari store during her
free time. One day, Julio, Maria’s
classmate, bought five kilos of rice in
Maria’s store. Every kilo of rice is P45.00.
If Julio’s money is P500.00, how much is
the change?
Instead of this:
Julio bought five kilos of rice with his
P500.00 money. If each kilo is P45.00,
how much will be his change?
Try framing it like this:
27. Writing Multiple-choice Test:
The Stem
• Avoid using negative stems. If it is absolutely necessary
to use a negative stem, highlight the negative word, (e.g.,
capitalize, underline, or put in bold type so that it stands out
for the student). If the stem is negative, use only
positive response options —do not use double
negatives.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Which is not a prime number?
Instead of this:
Which is NOT a prime
number?
Try framing it like this:
28. Writing Multiple-choice Test:
The Stem
• If there is not one universally agreed upon answer to the
question, it is best to include “of the following” or some
similar qualifying phrase in the stem.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
What is the value of π?
Instead of this:
Of the following, which is
closest to the value of π?
Try framing it like this:
29. Writing Multiple-choice Test:
The Stem
• Avoid questions for which a wrong method yields the correct
answer
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
What is 22?
Instead of this:
What is 32?
Try framing it like this:
30. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
• Write multiple-choice items with four response options,
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
What is 32?
X. 6
Y. 8
Z. 9
Instead of this:
What is 32?
A. 4
B. 6
C. 8
D. 9
Try framing it like this:
31. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
• Make sure that one of the four response options or
alternatives is the key or correct answer. Make sure there
is only one correct or best answer.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Which pair results in an even number
when added?
A. 1 and 4
B. 1 and 5
C. 2 and 9
D. 3 and 7
Instead of this:
Which pair results in an even number
when added?
A. 1 and 4
B. 1 and 5
C. 2 and 7
D. 3 and 8
Try framing it like this:
32. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
• Make sure that the four response options are
independent. Response options should not represent
subsets of other options.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Which is correct arranged from LEAST to
GREATEST?
A. 1, 2, 3, 4
B. 2, 4, 5, -7
C. A digits added with 1
D. B digits subtracted with 0.5
Instead of this:
Which is correct arranged from LEAST to
GREATEST?
A. 1, 2, 3, 4
B. 2, 4, 5, -7
C. 3, -3, 5, -5
D. 7, 5, -5, -7
Try framing it like this:
33. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
• Make sure that the grammatical structure of all
response options “fit” the stem. Inconsistent grammar can
provide clues to the key or eliminate incorrect response options.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
What are three-sided polygons called?
A. Box
B. Cube
C. Rectangle
D. Triangles
Instead of this:
What are three-sided polygons called?
A. Boxes
B. Cubes
C. Rectangles
D. Triangles
Try framing it like this:
34. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
•Make sure all (or sets) of the response options are
parallel in length, level of complexity, and
grammatical structure.
•Avoid the tendency to include more details or
qualifications in the correct response, thus making it
stand out.
•If the best options are not parallel in length, please
order the options short to long if at all possible.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
35. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
• Do not use words or phrases in the stem that are repeated in one
of the response options and, therefore, act as a clue to the
correct response.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
What angle is like a straight line?
A. Acute angle
B. Obtuse angle
C. Right angle
D. Straight angle
Instead of this:
What angle measures 180°?
A. Acute angle
B. Obtuse angle
C. Right angle
D. Straight angle
Try framing it like this:
36. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
• Do NOT use “none of these” and “all of these” as response
options.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Which of the following will result to an
odd number?
A. 7 + 12
B. 15 – 3
C. All of these
D. None of these
Instead of this:
Which of the following will result to an
odd number?
A. 7 + 12
B. 15 – 3
C. 20 x 0
D. 55 ÷ 5
Try framing it like this:
37. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
• Arrange the response options in a logical order if this
makes sense and saves the student time in reading the options
(e.g., years in chronological order, numbers from least to
greatest).
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
What is the sum of the largest even and
odd numbers less than 20?
A. 40
B. 31
C. 37
D. 39
Instead of this:
What is the sum of the largest even and
odd numbers less than 20?
A. 31
B. 37
C. 39
D. 40
Try framing it like this:
38. Writing Multiple-choice Test:
Structure of the Response Options (or Alternatives)
• Avoid writing items where students can work
backwards from the response options to find the
correct answer. In such cases, a constructed-response item
may be more appropriate than a multiple-choice item.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Which number when subtracted with 12
will result to an odd number less than 9?
A. 17
B. 18
C. 21
D. 25
Instead of this:
Which numbers when subtracted with
12 will result to an odd number less
than 9 but more than 5?
Answer: _____________________
Try framing it like this:
39. Writing Multiple-choice Test:
Plausibility of Distracters
•Use plausible distracters (incorrect response options)
that are based on likely student errors or
misconceptions.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
•If there are no plausible errors or misconceptions,
still make the options “reasonable.”
•Avoid the use of “trick” distracters.
41. Writing Constructed-response Items
and Scoring Guides
(following TIMSS 2021 Item Writing Process and Guidelines)
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
42. Writing Constructed-response Items and Scoring Guides
For some desired outcomes of mathematics and science education,
constructed-response items provide more valid measures of
achievement than do multiple-choice items.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Constructed-response items usually require students to give a
numerical result, provide a short explanation or description given in
one or two phrases or sentences, complete a table, or, provide a
sketch.
It is essential that each constructed-response item and its
scoring guide be developed together.
43. Writing Constructed-response Items and Scoring Guides
Constructed-response items should be used when it is desirable
that the student be required to think of an answer without the
possibility of being cued by an option in a multiple-choice item.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
If too few plausible distracters are available for a multiple-choice item,
it may be better framed as a constructed-response item.
44. Writing Constructed-response Items and Scoring Guides
Care in writing constructed-response items is especially important for
two reasons.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
First, if the task is not well specified
students may interpret the task in
different ways and respond to
different questions.
Second, a constructed-response
item may carry more score
points than a multiple-choice
item.
45. Guidelines for Writing Constructed-response Items
Write questions in language appropriate to the age and
experience of the target population. If students are uncertain
about what they are to do the difficulty of the item will increase, and
this may be falsely attributed to lack of student proficiency.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Joe knows that the cost of an air pod can
buy three ear buds. He was able to buy
two air pods for P10,000.00. How much
will be his savings if he instead bought
two ear buds?
Instead of this:
Joe knows that a sign pen can buy three
ordinary ball pens. He was able to buy
two sign pens for P60.00. How much will
he save if he instead bought two
ordinary ball pens?
Try framing it like this:
46. Guidelines for Writing Constructed-response Items
Make what is expected of students as clear as possible without
compromising the intent of the item.
Use words such as “explain” or “describe” to focus students on the task
rather than “fuzzy” words such as “discuss” or “comment” that can lead
to wide variation in the content of responses.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
3 – 3 = 0
3 – 2 = 1
3 – 1 = 2
3 – 0 = 3
Give you personal comment on the next line of
the pattern given.
Instead of this:
3 – 3 = 0
3 – 2 = 1
3 – 1 = 2
3 – 0 = 3
Explain what would be the next line of the
pattern.
Try framing it like this:
47. Guidelines for Writing Constructed-response Items
Students should be able to complete the task in the time
allocated for each constructed-response item, that is, 1–3 minutes.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Kim is packing eggs into boxes. Each box
holds 6 eggs. She has 125 and a half
dozens of eggs. What is the smallest
number of boxes she needs to pack all
the eggs? What if each boxes hold 4 eggs
only, how many more boxes will she
need?
Instead of this:
Kim is packing eggs into boxes. Each box
holds 6 eggs. She has 94 eggs. What is
the smallest number of boxes she needs
to pack all the eggs?
Try framing it like this:
48. Guidelines for Writing Constructed-response Items
Select real life problem settings that are likely to be “real” to students
at the target grade levels, and that involve quantities that are realistic
for the situations.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Si Mario gitagaan sa iyang inahan og
P1,000.00 kay siya ang gitahasan
pagpamalit sa mercado sa ilang pagkaun
sa sunod semana. Nakapalit si Mario og
karne bali og P540.00, utanon bali og
P145.45 ug prutas bali’g P123.45. Pila
ang nahibilin nga kwarta ni Mario?
Instead of this:
Si Mario gitagan sa iyang mama og
P50.00 para palit og duha ka putos nga
asin ug isa ka pakete nga gatas. Tag-
P5.00 ang putos sa asin ug tag-P10.00
ang gatas. Pila ang sukli ni Mario?
Try framing it like this:
49. Guidelines for Writing Constructed-response Items
Avoid asking questions that could give rise to answers that cannot be
scored strictly in terms of accuracy of mathematical or scientific
understanding
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Write the complete value of π.
Instead of this:
Write the value of π till the
thousandths place.
Try framing it like this:
50. Guidelines for Writing Constructed-response Items
Write an appropriate answer to the question in terms of the language,
knowledge, and skills that a good student at the target grade could be
expected to possess
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Produce a scoring guide
51. Guidelines for Writing Scoring Guides
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
1-point constructed-response
items
are scored as correct (1 score
point) or
incorrect (0 score points).
2-point constructed-
response items
are scored as fully correct
(2 score points),
partially correct (1 score point),
or incorrect (0 score points).
Constructed-response items need scoring guides with well-
defined categories for allocating score points
52. Guidelines for Writing Scoring Guides
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
53. Guidelines for Writing Scoring Guides
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
54. Test Construction following TIMSS Guidelines
The progression of topics/competencies is the
basis for item placement rather than the type of
item or its cognitive domain.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
To Illustrate:
1. C1 - MC – Knowing
2. C1 - MC – Applying
3. C2 - CR – Reasoning
4. C2 - MC – Applying
5. C3 - CR – Knowing
As for lay-outing, test items are encoded in two
columns, with a line separating these columns.
As to the font, TIMSS used Cambria Math 12
55. GRASPS Model
in Constructing Authentic
Performance Tasks
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
56. Performance Task
•A performance task is any learning activity or
assessment that asks students to perform to
demonstrate their knowledge, understanding and
proficiency.
•Performance tasks yield a tangible product (or
project) and/or performance that serve as evidence
of learning.
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
57. GRASPS Model in Constructing Authentic Performance Tasks
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
The GRASPS model
outlines the elements
of an effective and
authentic performance
task intended to
provide learners with
experiences found in
the real world.
G – Goal
R – Role
A – Audience
S – Situation
P – Product/ Performance/Purpose
S – Standards and Criteria for Success
58. GRASPS Model in Constructing Authentic Performance Tasks
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
GOAL
Provide a statement of the task; establish the goal, problem, challenge, or obstacle in the task
ROLE
Define the role/state the job of the students in the task.
AUDIENCE
Identify the audience in the context of a scenario
SITUATION
Set the context/setting/background of the scenario
PRODUCT/PERFORMANCE/PURPOSE
Clarify what the student will create or perform and why they will create or perform it
STANDARDS AND CRITERIA FOR SUCCESS
Provide students of a clear picture of success; identify standards of success through rubrics
59. Standard and Criteria for Success
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
A rubric is a learning and
assessment tool that is used to
evaluate written outputs,
products, or performance-based
tasks.
A rubric is scoring guide that
articulates the expectations the
expectations and describes the
levels of quality expected from a
learner
(DO 31, s. 2020, p. 20)
Four Essential Features of Rubrics
(Stevens & Levi, 2013)
A task description or a
descriptive title
A scale (or scoring)
Components and criteria
Description of performance quality
(performance descriptor)
60. Rubrics
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
A rubric can be analytic or holistic.
An analytic rubric articulates
different dimensions of
performance and provides rating
for each criterion or dimension.
A holistic rubric describes the
overall characteristics of a
performance and provides a single
score.
In developing a rubric, it should be emphasized that higher points
could be given for a certain level of mastery depending on the
complexity of the question.
62. Sample Performance Task using GRASPS
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Goal
Your task is to create an MS Excel spreadsheet survey by surveying the class as
to which was their favorite vegetable that is planted in the Gulayan sa Paaralan.
Role
You are a survey taker and you need to obtain your data by surveying your
classmates on their favorite vegetable that is currently planted in the Gulayan sa
Paaralan.
Audience
You are letting your classmates and the school GPP Coordinator which vegetable
is their favorite and thus should be planted in higher quantity than others.
Situation
The challenge involves gathering data and then displaying these data in a MS
Excel spreadsheet.
Product &
Performance
You will create a MS Excel spreadsheet using the data you obtained and share it
in a letter addressed to the School GPP Coordinator.
Success
Indicators
The letter to the School GPP Coordinator is correctly written and contains
accurate data displayed in cells and also displayed in a chart.
(See attached rubric for reference)
63. Success Indicator (Scoring Rubric)
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Letter with Spreadsheet Attachment Rubric
This rubric is designed to evaluate a letter with MS spreadsheet attachment based on the accuracy of data in
MS Excel spreadsheet, appropriateness of graph/s of the data and correctness of the letter written.
Dimension Exceed Expectations
(3)
Meet Expectations
(2)
Did not Meet
Expectations (1)
Accuracy of Data
presented in MS
Excel
All data needed are presented
correctly and accurately with
uniformity in lay-outing.
All data needed are presented
correctly but lay-outing
needs improvement.
Data are lacking and lay-
outing needs major
improvement.
Appropriateness of
Graph/s of the Data
Graphs clearly showed the
data gathered and in
appropriate formatting.
Data presented in the
graph/s are lacking and
missing.
No/Incorrect graphs were
used.
Correctness of the
Letter Written
The letter contains the
complete findings and
recommendation of the
survey conducted and has no
grammatical and spelling
errors and follows proper
letter formatting.
The letter contains the
complete findings and
recommendation of the
survey conducted but has
grammatical and spelling
errors.
Letter submitted did not
contain the relevant findings
and recommendations of the
survey.
64. General Characteristics of a Good Performance Tasks
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
It heeds the application of knowledge and skills, and not just recall
and/or recognition of a concept.
It is not limited to a single correct answer.
It should be contextualized based on real-life problems.
It should provide proof of the learners’ understanding through transfer.
It should be multi-faceted and multiprocedural.
It should be integrative with other learning areas and with 21st century skills.
It should have a clear and well-established scoring rubrics/
guidelines with relevant criteria.
66. Output/s Required
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Summative Test for Mathematics, Quarter 1-4
with at least 1 performance task with rubric
Grade Level
Multiple Choice
Items
Constructed-
Response Items
Total
Items
Math 1 8 2 10
Math 2 10 5 15
Math 3 15 5 20
Math 4 30 10 40
Math 5 30 10 40
Math 6 25 15 40
67. Output/s Required
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Summative Test for Mathematics, Quarter 1-4
Formatting Guidelines
•Paper size: A4
•Margins: 0.5” all sides
•Columns: One column for Heading to the Instructions/Directions; Two
columns for the Test Items and separated by a vertical line.
•Font and Size: Cambria Math 16 for Grade 1; Cambria Math 14 for Grades 2-3;
Cambria Math 12 for Grades 4-6
•Alignment: Justify
•Line spacing: 1.0; There should be one line space before each item.
•Page Number: Lower Right portion of the page
•Organization: Written Works then Performance Task/s using GRASPS Model
•File Name: ST_MathX_QX_Qualci# Ex: ST_Math1_Q1_Qualci1
68. Output/s Required
ASSESSING LEARNING IN MATH CLASSROOMS
Day 1, November 8, 2021
Summative Test for
Mathematics,
Quarter 1-4
Table of Specifications
(TOS)
Mathematics teachers need to know and understand the general theories of assessment to effectively and efficiently do the following (SEI-DOST & MATHTED, 2011)
To find out what learners know and can do, we can use the following assessment methods: (1) observation, (2) talking to learners (or conferencing); (3) analysis of
learners’ products; and (4) tests.
It is very important that teachers use a variety of methods so that learners have different ways through which they can demonstrate their learning.
According to Wiggins (1998)
To provide DepEd with additional tools in measuring the effectiveness of the Enhanced Basic Education Curriculum and its delivery
systems, the Philippines will participate in two international large-scale assessments: the Programme for International Student
Assessment (PISA) in 2018 (DM No. 12, s. 2016), and the Trends in International Mathematics and Science Study (TIMSS) in 2019 (DM No. 116, s. 2016).
In order to respond correctly to TIMSS test items, students need to be familiar with the mathematics content being assessed, but they also need to draw on a range of cognitive skills. These skills are classified in three domains: Knowing, Applying, and Reasoning.
Mathematics teachers should understand these domains so that the assessments they develop, for both formative or summative purposes, covers the appropriate range of cognitive skills across the content strands.
For each item, consider the timing, grade appropriateness, difficulty level, potential sources of bias (cultural, gender, or geographical), and ease of translation. Make sure that item validity is not affected by factors that unnecessarily increase the difficulty of the item, such as unfamiliar or overly difficult vocabulary, grammar, directions, contexts, or stimulus materials.
2. Provide sufficient information in the stem to make the question clear and unambiguous to students. In nearly all cases, the question must be able to stand alone, and be answerable without the response options. An exception would be items asking which is the best estimate of a quantity.
4. Avoid using negative stems—those containing words such as NOT, LEAST, WORST, EXCEPT, etc. If it is absolutely
necessary to use a negative stem, highlight the negative word, (e.g., capitalize, underline, or put in bold type so that it stands out for the student). If the stem is negative, use only positive response options —do not use double negatives.
Avoid questions for which a wrong method yields the correct answer (e.g., a question about a circle with a radius of 2, since 2r=r2 students computing either the area or the circumference get 4π).
Make sure that the four response options are independent. For example, response options should not represent subsets of other options. Also, do not include pairs of response options that constitute an inclusive set of circumstances (e.g., day or night, does or does not)
Make sure that the grammatical structure of all response options “fit” the stem. Inconsistent grammar can provide clues to the key or eliminate incorrect response options. Avoid writing items where the options complete a sentence begun in the stem, because these can cause problems with translation.
Avoid writing items where students can work backwards from the response options to find the correct answer (e.g., solving for x in an equation). Sometimes described as “plug and chug” items, such questions or problems will not be included in TIMSS 2011. In such cases, a constructed-response item may be more appropriate than a multiple-choice item.
Use plausible distracters (incorrect response options) that are based on likely student errors or misconceptions.
This reduces the likelihood of students arriving at the correct response by eliminating other choices and, equally important, may allow identification of widespread student misunderstandings or tendencies that could lead to curricular or instructional improvements.
If there are no plausible errors or misconceptions, still make the options “reasonable.”
For example, they should be from the same area of content. However, avoid the use of “trick” distracters.
Make what is expected of students as clear as possible without compromising the intent of the item. Students will not be allowed to ask the test administrator for clarification. Use words such as “explain” or “describe” to focus students on the task rather than “fuzzy” words such as “discuss” or “comment” that can lead to wide variation in the content of responses.
Write an appropriate answer to the question in terms of the language, knowledge, and skills that a good student at the target grade could be expected to possess. This tests the clarity of the question and is also an essential first step in producing a scoring guide for the item. It is also helpful for those who are reviewing the question.
Produce a scoring guide (see below). This action usually results in amendments to the item to clarify its purpose and improve the quality of information that can be obtained from student responses.
To ensure reliability, constructed-response items need scoring guides with well-defined categories for allocating score points. It also is important to collect information of value for educational improvement. Students’ answers can provide insights into what they know and are able to do, including common misconceptions.
1. A task description or a descriptive title of the task students are expected to produce or perform
2. A scale (or scoring) that describes the level of mastery
3. Components and criteria students are to attend to in completing the task given
4. Description of the performance quality (performance descriptor) of the components/dimensions at each level of mastery