Good items are the basic building blocks of any good test or assessment. This presentation covers best practices in developing high-quality items for better psychometrics.
Selecting and constructing test items and tasksEzr Acelar
Used in Assessment of Learning 1
Includes topics such as Measuring Knowledge and Simple Understanding, discussions on knowledge and remembering, Levels of Declarative and Procedural Knowledge, Categories of Lower Order Thinking Skills and Generic Questions for its Assessment, Measuring Deep Understanding, Alignment of Learning Outcomes and Cognitive Levels, Aligning of learning Outcomes to Test Types, Categories of Thought Questions for Deep Understanding and Sample Test Stems,
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Good items are the basic building blocks of any good test or assessment. This presentation covers best practices in developing high-quality items for better psychometrics.
Selecting and constructing test items and tasksEzr Acelar
Used in Assessment of Learning 1
Includes topics such as Measuring Knowledge and Simple Understanding, discussions on knowledge and remembering, Levels of Declarative and Procedural Knowledge, Categories of Lower Order Thinking Skills and Generic Questions for its Assessment, Measuring Deep Understanding, Alignment of Learning Outcomes and Cognitive Levels, Aligning of learning Outcomes to Test Types, Categories of Thought Questions for Deep Understanding and Sample Test Stems,
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Purpose
Evaluation - Checking the understanding
Practice - Providing practice
Reinforcement
Preparation for exam
Assessment2
3. Points to keep in mind
Learner ( age, learner category etc.)
Purpose
Balance
• Coverage of topic
• Difficulty level
• Question type
3 Assessment
4. 4
Multiple Choices (Recall, Interpretations,
Summaries, predictions, Best Answer)
Matching (concepts, cause & effect)
Sequencing
Multiple True/False
Short Answer Essay
Comprehension Item Set
Interlineal Item Set
Pictorial Item Set
Lab: High-Inference
Lab: Low-Inference
Interactive video/simulation
Instrumented lab
Visual observation/rating
Project
Instrument-aided observation
Anecdotal (formative)
Demonstration with rating
scale/checklist
Exhibition
Performance
Knowledge mapping
Problem-solving item set
Discussion (formative)
Essay (rated on use of principles,
procedures, etc.)
Review/critique
Constructed Response
Self-assessment
Test items can be of various types:
Assessment
5. Good Test Items
Measure the required skill or information
Focus on important, not trivial, subject area content
Contain accurate information (including correct spelling)
Are at an appropriate level of difficulty
Are clear and concise
Are bias free
5 Assessment
6. 6
Bloom’s domain & types of test items
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual
Knowledge
• Multiple
choice
• Multiple choice
• True or false
• Multiple choice – interpretation
• Short answer - essay
• Multiple choice
• Apply memorised facts to
simple authentic situations
• Multiple
choice
• Lab: high
inference
• Knowledge
mapping
• Problem –
solving item
set
• Multiple
choice
• Discussion
(formative)
• Essay (rated on
use of
principles)
• Essay (rated on
use of
procedures)
• Review/
critique
• Constructed
response
• Exhibition
• Portfolio
Conceptual
Knowledge
• Matching
• Recall order
• Match cause effect
• Multiple choice – predict using
principles
• Comprehension item set
• Choose best (new definition)
• Match
• Classification
• Multiple choice – Examples &
non- examples
• Multiple choice - Summaries
• Lab: high inference
• Pictorial item set
• Apply memorised facts to
simple authentic situations
Procedural
Knowledge
• Recall steps
of
procedures
• Interlinear item set • Lab: low inference
• Interactive video/ simulation
• Instrumental lab
• Visual observation / rating
• Project
• Pictorial item set
• Instrument – aided
observation
• Anecdotal (formative)
• Demonstration with rating
scale/ check list
• Exhibition
• Performance
Assessment
7. It’s NOT about the verb...
The Depth of Knowledge is NOT determined by the verb
(Bloom’s Taxonomy), but by the context in which the verb is
used and the depth of thinking required.
Assessment
8. Verbs are not always used
appropriately...
Words like explain or analyze have to be
considered in context.
• “Explain to me where you live” does not raise
the DOK of a simple rote response.
• Even if the student has to use addresses or
landmarks, the student is doing nothing more
than recalling and reciting.
Assessment
9. Same Verb—Three Different DOK Levels
DOK 1- Describe three characteristics of metamorphic rocks.
(Requires simple recall)
DOK 2- Describe the difference between metamorphic and igneous
rocks. (Requires cognitive processing to determine the
differences in the two rock types)
DOK 3- Describe a model that you might use to represent the
relationships that exist within the rock cycle. (Requires deep
understanding of rock cycle and a determination of how best to
represent it)
Assessment
10. DOK is about intended outcome, not difficulty
DOK is a reference to the complexity of mental processing that
must occur to answer a question, perform a task, or generate a
product.
• Adding is a mental process.
• Knowing the rule for adding is the intended outcome that
influences the DOK.
• Once someone learns the “rule” of how to add, 4 + 4 is DOK 1
and is also easy.
• Adding 4,678,895 + 9,578,885 is still a DOK 1 but may be more
“difficult.”
Assessment
