Thought Process and Rationale behind test and essay items

Thought Process and Rationale behind test and essay items

Writing the example test items and essay items for my learning outcomes was a process for me.  First, I thought about and researched important facts concerning my outcomes.  As we have learned, it is important to keep your test items a direct match to your objectives.  I had to try and figure out  multiple choice and  essay questions for each chapter we are working on and the most important information the student needs to know.  It is like puzzle and I am having to juggle putting making up all of the the multiple types of questions with directions that are precise and clear so that students can understand the test.  Through my readings of our text I learned that it is important to make questions clear so that students understand what is expected of them.  In order to make the true/false questions less guessable you have to added that they not only do they need to specify whether it was true or false, but they also need to correct the statement.  In order for a student to be able to correct a false statement they need to know the information. When I wrote the multiple choice questions I tried to keep the answers somewhat similar and related.  Our text discussed the importance of chronological order and keeping the answers on the left side of the page because we read right to left and it is a time saver.  I tried to keep the completion items one or two words, and included the words a/an so as to not give away the first letter of the completion answer or whether or not the answer is plural or singular. When I wrote the essay questions I tried to make the directions very specific.  The reason for that is so that the student knows exactly what to write about and exactly how the essay will be graded, what counts in the content.  The thinking process I used when writing the test items began with research, continued with pondering, and ended with reviewing and revising while considering the main points I learned in my readings.

DREA QUIZ # 1

DREA QUIZ 

For questions #1-2 use this passage to determine the topic and the main idea.

Despite its bloodiness, the Civil War had caused less hatred than might have been expected. Although civilian property was often seized or destroyed, the invading armies treated the southern population with forbearance, both during the war and after. Jefferson Davis and a few other Confederate officials spent very short periods behind bars. And the only southerner executed for war crimes was Major Henry Wirz, the commandant of Andersonville military prison. (adapted from Garraty and Carnes, A Short History of the American Nation, Vol 2: Since 1865, 8th ed., Longman, p. 374)

1) Which idea is the topic of this paragraph?

A) Jefferson Davis's time in prison 

B) the Civil War

C) attitudes after the Civil War 

D) the execution of Major Henry Wirz

2) Which sentence states the main idea of the paragraph?

A) Jefferson Davis and a few other Confederate officials spent very short periods behind bars.

B) And the only southerner executed for war crimes was Major Henry Wirz, the commandant of

Andersonville military prison.

C) Despite its bloodiness, the Civil War had caused less hatred than might have been expected.

D) Although civilian property was often seized or destroyed, the invading armies treated the southern population with forbearance, both during the war and after.

3) Which of the following is an example of an inference made in everyday life?

A) A doctor listens to a patient's symptoms and makes a diagnosis.

B) A dentist uses an X-ray to spot cavities in teeth.

C) A carpenter uses a blueprint to build a house.

D) A car mechanic fixes an engine problem identified by the car manufacturer in a recall notice.

4). All paragraphs will have a stated main idea.

A) True 

 B) False 

ESSAY (25 Points):   - Answer the following essay questions in  full and complete detail (including all sub-parts of the question). 

5) For the following essay question, define:  what are supporting details  how do you locate  supporting details, and what are the importance differences in  major supporting details and minor supporting details.   

Instructional Objections

Instructional Objections

DREA 0091 Developmental Reading Course Description: This course continues the development of reading comprehension and vocabulary skills. Study skills are also included.

(3 Lec.)

Course Outline and Learning Outcomes: Students will show reading competency by mastering the following reading skills:

           

1.      Improving Vocabulary Skills

2.      Identifying Vocabulary in Context

3.      Identifying the Main Idea

4. Identifying Supporting Details/Outlining
5. Identifying Relationships among Ideas
6. Making Accurate Inferences
7. Recognizing Purpose and Tone
8. Reading Selections
9. My Reading Lab Computer Program (requires access code)
10. Reading Competency Exam (RCE)

Additional assignments will be given to students who have difficulty with the skills.  Also, students who complete the skills will be given additional assignments including specialized vocabulary study, reading rate flexibility, and study skills. 

Student Assessment/Teacher Objectives:

Students will be assessed by the following measures:

I.                   Mastery skills tests

II.                Computer assignments (exercises and tests)

III.             Reading Competency Exam (RCE)