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.
No comments:
Post a Comment