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Developing Great Social Studies Test Items

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Developing Great Social Studies Test Items Nancy Hester, RESC XIII nancy.hester_at_esc13.txed.net You should attempt to write these types of items to include on every ... – PowerPoint PPT presentation

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Title: Developing Great Social Studies Test Items


1
Developing Great Social Studies Test Items
  • Nancy Hester, RESC XIII
  • nancy.hester_at_esc13.txed.net

2
You should attempt to write these types of items
to include on every test
  • Lower Level Easy (LLE)
  • Lower Level Difficult (LLD)
  • Higher Level Easy (HLE)
  • Higher Level Difficult (HLD)

3
United States History - LLE
  • The policy of acquiring colonies and building
    empires is known as
  • A. Isolationism
  • B. Industrialism
  • C. Anti-colonialism
  • D. Imperialism

4
United States History - LLD
  • Which of the following would describe the foreign
    policy of the U.S. immediately after the
    Spanish-American War?
  • A. Imperialism
  • B. Isolationism
  • C. Militarism
  • D. Socialism

5
United States History - HLE
  • Which of the following actions by the U.S.
    Government would have been endorsed by
    imperialists?
  • A. Building the Panama Canal
  • B. Granting independence to the Philippine
    Islands
  • C. Passing low protective tariffs
  • D. Reducing military forces

6
United States History - HLD
  • Imperialism ________ Isolationism
    ________
  • A. Spanish-American War Period 1920s
  • B. Gilded Age WWI Period
  • C. Spanish-American War WWI Period
  • D. Gilded Age 1920s

7
Plan Your Test
  • 70 Easy to Medium
  • 30 Difficult
  • 50 Lower-Level Content
  • 50 Higher-Level Content

8
Test Specification Chart
Content
Obj. LLE LLD HLE HLD
1 / / //
2 // //
3 / //
9
Examples of Higher Level Stems
  • Which is an example of..
  • Who would most likely have written (asked, said)
    followed by a quote
  • Analogies
  • Fill in the missing part of this graphic
    organizer
  • Sequencing by Roman numeral
  • Who would have been helped by (law, invention,
    organization, reform)

10
Test Item Development
  • Direct word associations in the stem and
    distracter
  • Indirect word associations in the stem and
    distracter
  • True, but doesnt fit the time period or
    specified geographic area
  • True, but not true in this case doesnt answer
    this particular question
  • Am I teaching and assessing in my classroom at
    the same level that is expected in the TEKS?

11
Distracters
  • Never make a distracter a throw-away
  • If you use ALL, none, or except, do not
    capitalize, italicize or use bold face.
  • Make all distracters parallel (verb phrases,
    nouns, proper nouns, etc.)
  • Do not let one distracter stick out farther than
    others
  • Do not repeat the same verbiage at the beginning
    of distracters. (They all had.They all had.)

12
Distracters
  • Be sure if you are asking for a generalization
    all of the distracters are, in fact,
    generalizations and not simple inferences or main
    ideas. This is true of all of the skills to be
    tested.
  • Be sure there is not more than one plausible
    answer.
  • Avoid Best Answer

13
Distracters
14
Distracters
15
Skills Prompts
  • Cause/Effect
  • Why did/would.?
  • If you removed..?
  • Infer/Conclude
  • The manufacturers must have..
  • Summarize
  • Which best describes..?

16
Skills Prompts
  • What do you see? What does it mean?

See
Mean
17
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18
Skills Prompts
  • Low-Level Map Skills
  • Direction
  • Key
  • Location
  • Identification of Physical Feature
  • High-Level Map Skills
  • Cause/Effect - Impact of above on lifestyle,
    work, climate, war, commerce, culture

19
Skills Prompts
  • High-Level Map Skills, contd.
  • Develop general conclusions supported by details
    from the map (You can tell by looking at this
    map that it must be place because
  • Main Ideas/Summaries break maps into parts
    Describe and infer about each part

20
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21
Skills Prompts
  • Graphs, Charts and Data
  • Simple to complex
  • Comparisons (more, less, most, least)
  • Conclusions/Generalizations (based on the data,
    you can tell that)
  • Predict from trends (line graphs)
  • Main Idea/Inference What do you think this
    graph is about?

22
Skill Prompts
  • Graphs, Charts, and Data, continued.
  • Make justified decisions based on data (I would
    prefer to open a business in place because.)
  • Connect cause/effect to trends or phenomena shown
  • Transfer information from one form to another
    (chart to graph)

23
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24
Study Item Types
  • Study samples of items to get ideas. Include
  • Prompts
  • Graphic Organizers
  • Readings
  • Direct Content Questions
  • Do not try to use one type of item over and over.
    Vary the stems.

25
Sources
  • Jan Moberly, Director of Curriculum and
    Instruction, Region 10 ESC
  • Kosovo War Crimes http//edweb.sdsu.edu/webquest
    .html
  • National Archives and Records Administration
    http//www.nara.gov
  • Library of Congress American Memories
    http//www.loc.gov/ammem
  • Texas A M University Department of Education
    Empowerment Zone http//empowermentzone.tamu.edu
    /MA/viewinfo.html?id16
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