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Sentence completion
Short answer questions
True false, alternate choice and matching questions
Directions for the test
WWW.TASNEEMKHOKHAR1280@GMAIL.COM
Questionnaire Design - Meaning, Types, Layout and Process of Designing Questi...Sundar B N
This ppt covers Questionnaire Design - Meaning, Types, Layout and Process of Designing Questionnaire which includes Questionnaire Definition
OBJECTIVES OF QUESTIONNAIRE
Questionnaire design process
Guidelines for Question Wording
Increasing the willingness of respondents
Overcoming unwillingness to answer
Layout of the Questionnaire
Educational Psychology Developing Learners 8th Edition Ormrod Test Bankkynep
Full download http://alibabadownload.com/product/educational-psychology-developing-learners-8th-edition-ormrod-test-bank/
Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
Test Assembling (writing and constructing)Tasneem Ahmad
Test Assembling (writing and constructing)
Sentence completion
Short answer questions
True false, alternate choice and matching questions
Directions for the test
WWW.TASNEEMKHOKHAR1280@GMAIL.COM
Questionnaire Design - Meaning, Types, Layout and Process of Designing Questi...Sundar B N
This ppt covers Questionnaire Design - Meaning, Types, Layout and Process of Designing Questionnaire which includes Questionnaire Definition
OBJECTIVES OF QUESTIONNAIRE
Questionnaire design process
Guidelines for Question Wording
Increasing the willingness of respondents
Overcoming unwillingness to answer
Layout of the Questionnaire
Educational Psychology Developing Learners 8th Edition Ormrod Test Bankkynep
Full download http://alibabadownload.com/product/educational-psychology-developing-learners-8th-edition-ormrod-test-bank/
Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
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WACCy Wednesday Webinar Open Pedagogy to Support EDI - Open Pedagogy Collabo...SBCTCProfessionalLearning
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IGNIS 2018 Resource 2
320 Feedback Loop Assignment
Did I Miss Anything Important: Teaching Your Students to Communicate Professionally
Ellen Bremen
053118
IGNIS 2018 Resource 1
Professional Email Format
Did I Miss Anything Important: Teaching Your Students to Communicate Professionally
Ellen Bremen
053118
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For more information, visit-www.vavaclasses.com
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IGNIS 2019 Will the test be multiple choice? Fully using Canvas Quiz Statistics to measure student learning - Melisa Ziegler 05.30.19
1. Welcome!
While you’re waiting for the webinar to start, please
consider these questions and share your thoughts in
the chat:
1. What types of assessments have you used in your teaching?
2. Which do you find to be the best for your students’ learning?
3. Which do you find to be the best for your teaching?
2. “Will the test be multiple choice?”:
Fully using Canvas Quiz Statistics to measure
student learning
IGNIS Webinar, May 30, 2:00-3:00pm
Melisa Ziegler, PhD
3. Learning Objectives
- Describe at least three ways to improve testing and item design
- Find the Quiz Statistics links in Canvas
- Explain the difference between the Student and Item Analysis
features
- Describe standard deviation
- Describe discrimination index
- Identify at least two ways to use Quiz Statistics to improve
future quizzes
5. Poll 1
Do you assess your students’ learning using
multiple-choice tests?
6. Why test?
Assessment
Purpose: discriminate
between students based on
mastery of learning
objectives
Success: higher the
discriminability of a test, the
more effective the test
Learning
Purpose: improve students’
knowledge of learning
objectives
Success: the more students’
knowledge increases after a
test, the more effective the
test
7. DiscussionIf you use multiple-choice tests, are they for
assessment, learning, or both?
Please share an example in the chat.
8. Test Design
Reliability
Observed Score = True Score + Error
The goal is to reduce error.
Strategies:
- Design a speed or power test
based on your learning objectives
- Write simple multiple-choice
items
- Write a moderately difficult test
Validity
Evidence to support the interpretation
and use of test scores
The goal is to accumulate evidence.
Strategies:
- Align your items to your learning
objectives
- Evaluate scores as measures of
knowledge and cognition
9. Item Design: Stem
- Align items to your learning objectives
- Recall: “Which of the following buildings is the tallest in the world?”
- Compare: “Which of the following is a way in which hawks differ from eagles?”
- Analyze: “Given that the patient shows symptoms X, Y, and Z, which of the
following diagnoses is most likely?” (Butler, p. 326)
- Phrase items positively (i.e. avoid using “not”)
- Negative: Which of the following is not an example of classical conditioning?
- Positive: Which of the following is an example of classical conditioning?
- Unless this is a specific cognitive process you want them to practice that
transfers beyond the class
10. Stem Practice: Matching to Learning Objectives
How could you better align this stem to this learning
objective?
Learning Objective: Determine the most appropriate exercise
modality for health maintenance in elderly patients.
Stem: Which of the following is the definition of exercise
modality?
Please share your answers in the chat.
11. Stem Practice: Positive Phrasing
How could you rephrase this stem using positive
phrasing?
Negative Phrasing: Which of the following is not an
appropriate exercise modality for health maintenance for
elderly patients?
Please share your answers in the chat.
12. Item Design: Distractors
- Use a simple format (i.e. list of possible responses where only one is correct)
- Use two or three distractors → base the number on the quality of the
distractor
- Use correct answers for one item on another item → benefits students’
learning
- Use simple vocabulary that aligns with your textbook and your teaching
- Rotate the correct answers within the distractors throughout the test
- Avoid using “none of the above” or “all of the above” or “a and c” etc.
- Make each response option about the same length
- Check for spelling, punctuation, and grammar
13. Distractor Practice
What are some of the issues with these distractors?
Stem: Which of the following is an appropriate exercise modality for health
maintenance for elderly patients?
a. Aquatherapy
b. Work directly with the patient
c. A and B
d. Start with simple exercises followed by more complex exercises as patient
progresses
Please share your answers in the chat.
14. Poll 2What is the most difficult part of the item
for you to write: the stem, the correct
answer, or the distractors?
15. We’ve written our items and
students have completed our
test. Now what?
16. Important Terms
Standard Deviation
σ or square root of the variance
The spread of your scores.
Discrimination Index
How well an item discriminates
between students according to how
they did on the test
The effectiveness of an item.
17. Canvas Quiz Statistics
Student Analysis
Student Responses
Item Analysis
Difficulty Index
Correct Student Count
Standard Deviation by Item
Point Biserial of Distractor
18. Discrimination Index Practice
Which of the following discrimination indices represents an item that
best discriminates among students: +0.47 with 69% answering correctly,
+0.56 with 92% answering correctly, or +0.22 with 85% answering
correctly?
19. Using Canvas Quiz Statistics to Help you Improve
Student Analysis
- How did a particular student
respond?
- You know your students. Who
did you expect to know a topic
and didn’t?
- Opportunity for 1:1 follow up
Item Analysis
- Is it the item, concept, or both
that students didn’t
understand?
- Did the distractors distract
appropriately?
- Model your thinking as you
explain the correct answers in
comparison to the distractors
22. References
Butler, A. (2018). Multiple-choice testing in education: Are the best practices for
assessment also good for learning? Journal of Applied Research in Memory and
Cognition, 7, 323-331.
Canvas (2018). Canvas quiz item analysis. Retrieved from
https://s3.amazonaws.com/tr-learncanvas/docs/CanvasQuizItemAnalysis.pdf
Canvas (2019). Once I publish a quiz, what kinds of quiz statistics are available?
Retrieved from https://community.canvaslms.com/docs/DOC-13037-415241484
Suen, H. K. (2018). Multiple-choice item-writing rules. Retrieved from
http://www.schreyerinstitute.psu.edu/pdf/Multiple_Choice_Item_Writing_Rules.pdf
24. THANK YOU!
Unless otherwise specified, IGNIS content is licensed under a
Creative Commons Attribution 4.0 International License.
Editor's Notes
Both
Use resources during the test to look up things they don’t know
Apply resources to solve problems/answer questions
Review test answers immediately after and offer opportunities to submit corrected/updated test
Knowledge and cognition versus transferable skills
Create a moderately difficult test (e.g. benefits of processing distractors and choosing the correct answer; concerns of processing distractors and choosing incorrect answers)
Bloom’s Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
Don’t use not ;)
Standard deviation
Sigma or square root of the variance
Smaller SD when you think your students are more similar in their knowledge of the content
Bigger SD when you think your students are more dissimilar in their knowledge of the content
Discrimination Index
Disciminate here means “shows the difference”
How well does this item show the difference in knowledge levels among students
Could also be considered how effective an item is
Want a discrimination index higher than +.25 and Canvas will change the color to black to show this; red if under +.25
Point biserial correlation between getting the answer correct/incorrect and the overall score on the test
You want those who did well on the test to get the more difficult answers correct
Negative discimination indices mean there’s a problem with the item
the people who are scoring high are getting the question wrong and the people scoring low are getting the question right
Example of asking students about equality and those who knew a lot about the topic didn’t know how to answer because they were knowledgeable about equity
“Equality is an important value for me.” or something like that
Important to consider the discrimination index AND the percent who answered correctly
Even with high discrimination index, if the % answered correctly is extremly high or low, it may not have been an effective question
We want to discriminate among students in the mid range of their knowledge, not at the extreme easy or difficult ends
Student Analysis
Student responses: gives you a pretty ugly report, but it will show you item responses by student
helpful in 1:1 mtgs with students
Item Analysis
Difficulty index: Proportion of students who answered correctly; higher the number, the more students who answered correctly; “Item Easiness Index” since it’s proportion that got the answer right
Correct Student Count: How many students got the answer right
Standard Deviation by Item: The spread for each item, easier questions should have a smaller SD and harder questions should have a bigger SD
Point Biserial of Distractors: correlation of the students’ scores on the whole test to their item response; correct answers should be close to +1 and distractors close to -1; want your distractors to be equally appealing; if not, consider rewriting them; if a distractor isn’t plausible (i.e. no/few students chose it) then it’s not contributing to the performance of the item because the item becomes easier with fewer plausible alternatives
