Selected Response Assessment

1
Unit 4

• Chapter 5
• Selected Response Assessment

2

• Remember the goals for this course
• By the end of the term you will
• Understand the meaning of excellence in
  classroom assessment.
• MMake a personal professional commitment to
  meeting standards of assessment excellence.

3
The topic for this chapter is selected response
assessment. Stiggins deliberately uses the term
selected response rather than objective because
the term objective implies a lack of
subjectivity. In fact all assessment methods have
an element of subjectivity. Although selected
response assessments have an objective scoring
system, all assessments, regardless of method,
arise from the assessors professional judgment.
Stiggins, p. 121
4
Assessing knowledge mastery

• Mastery requires both knowledge and
  understanding. Check out the following
• 3 test items. Which one most effectively
  assesses both knowledge and
• understanding?
• How much calcium is in a glass of milk?
• 200 mg C. 500 mg
• 300 mg D. 600 mg
• What is the RDA for calcium for adults aged 55
  and older?
• 600 mg C. 1000 mg
• 800 mg D. 1500 mg
• How many glasses of milk should an adult, aged 55
  and older, have each day?
• 2 C. 4
• 3 D. 5

5
The first test item addresses basic knowledge,
i.e., the amount of calcium in one glass of
milk. Likewise, the second test item addresses
basic knowledge, i.e., the RDA for calcium. The
third test item captures both knowledge and
understanding because students must know how much
calcium is in a glass of milk and the RDA for
calcium, and then they must understand the
relationship between those two facts.
Insert 659 foods and dining here (601-660)
6

• There are two ways of retrieving knowledge
• Directly from memory
• Reference resources

7
In my nutrition course I make it very clear which
facts I expect students to memorize and which
ones they can retrieve from references (I
encourage them to keep their nutrition book at
the end of the term so they can use it as a
reference). For example, I do not expect
students to know the amount of saturated fat in
every kind of food (that information is available
in the back of their nutrition book), but I do
want them to know general categories of food that
are high in saturated fat.
8
The following series of questions is straight out
of a section of my latest midterm exam.
In each group of three, place a check mark in
front of the food that has the highest amount of
saturated fat. ___ sirloin steak ___ olive
oil ___ shrimp ___ coconut oil ___ grilled
chicken ___ corn oil ___ Swiss cheese ___
peanuts ___ baked salmon ___ tangerine ___
lentil soup ___ margarine
Test your nutrition knowledgeanswer these
questions and then proceed to the next slide
9
___ sirloin steak ___ olive oil ___
shrimp ___ coconut oil ___ grilled
chicken ___ corn oil ___ Swiss
cheese ___ peanuts ___ baked salmon ___
tangerine ___ lentil soup ___ margarine
Heres an exception coconut oil is not a solid
fat but it is highly saturated. I always make
sure that the exceptions are clear.
In this group the category is red meat.
Here the category is a fat that is solid at room
temperature.
Whole milk dairy products captures the essence of
this one.
10
The three categories of food high in saturated
fat are Red meat Whole milk dairy products Fats
that are solid at room temperature
In addition, coconut oil and palm kernel oil are
very high in saturated fat. These are liquid oils
(i.e., not solid). They are important exceptions
to the third category. Note that the previous
test questions addressed each of the three areas
and an exception.
11
Remember
Knowledge is only a prerequisite to success. It
is never sufficient merely to know and
understand, but it is always essential.

Stiggins, p. 124
12
Steps in assessment development
Step 1 Preparing a blueprint
A test blueprint will Provide the opportunity
for teachers and students to clarify achievement
expectations Make test development easier and
more efficient
Stiggins, p. 126
13
Table of specifications
14
You should consider state and local academic
achievement standards, benchmarks, and learning
requirements for important content categories.
15
If you align the material covered on your test to
the content that you teach, your test will have
content validity. Without this alignment, your
test has a serious weakness. Even if you follow
all of the other guidelines for test
construction, nothing can compensate for this
problem.
16
Steps in assessment development
Step 2 Selecting material to assess
Guided by your blueprint, you must decide which
specific questions you will use for test items.
You should consider two factors 1. Coverage of
the full range of material in the unit 2.
Relative importance of the material
Stiggins, p. 131
17
To identify important elements for test items,
start by writing propositions. These are clearly
stated sentences that reflect important elements
of content and stipulate the type of operation
that students must carry out. Guided by the
blueprint, you will create approximately twice as
many propositions for each cell as listed in the
blueprint. The extra propositions will give you
options when you actually construct the test.
18
Steps in assessment development
Step 3 Building test items from propositions
There are several important guidelines for
creating quality test items. Review Figure 5.3 on
page 144. You will practice these in Activities
5-2 and 5-6.
19
The focus of this unit was selected response
assessment.
SUMMARY
There is a three step sequence for test
development
Step 3 Test item writing
Step 2 Identifying propositions to test
Step 1 Test planning - blueprint