Discussion 2

EDU621

Assessing Student Learning

Belhaven University

Unit 2C

Final Project Instructions

1

PROJECT 1: TEST CREATION

(150 POINTS)

Multiple Choice, Constructed Response, Essay

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Free to share and use.

3

Kent State: 1970

Themes

from

then

and

now

Image Source: https://4.bp.blogspot.com/-EeF_GZFyv6Q/UYVqazak_NI/AAAAAAAAHzc/dbeRCLWSpZQ/s400/kent-state-then-now.jpg

Free to share and use.

Design of Assessment

 Your assignment is to carefully

study the indicated resources

and create two original

assessments designed to

evaluate student

comprehension and

understanding of the issues

presented in these materials

and how they relate to today’s

issues.

Resources – restricted list

 Song: “Ohio” by

Crosby, Stills, Nash &

Young (1970).

https://www.youtube.c

om/watch?v=TRE9vM

BBe10

 Newsweek Archived

Articles http://www.newsweek.co

m/my-god-theyre-killing-

us-our-1970-coverage-

kent-state-328108

 http://www.history.com/to

pics/kent-state-shooting

 http://www.ohiohistorycen

tral.org/w/Kent_State_Sh

ootings

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Free to share and use.

Traditional Test Creation

Multiple Choice

 10 items

 Source “Test Taxonomy”

 2 Lower-Order

 LR

 LU

 1 each Higher Order

 HAP

 HAN

 HE

 HC

 4 more Higher Order

Constructed Response  5 items

 Targeted DOK levels: 2 and 3

 Targeted Taxonomy: Higher

Order

 Each item must require

students taking the test to

consult with and reference/cite

information from two sources

in order to be successful

Traditional Test Creation – Answer Key

Multiple Choice

 Label each item as to

type  LR

 LU

 HAP

 HAN

 HE

 HC

 Indicate correct answer

 Indicate specific part of

specific standard being

assessed

Constructed Response

 Label each item as to

type  HAP

 HAN

 HE

 HC

 Indicate suggested

correct response

 Indicate specific part(s) of

specific standard(s) being

assessed

Image Source: http://1.bp.blogspot.com/_R5bQtOpNVoA/S-Bzo7D3tNI/AAAAAAAAAHA/LVXv4hcc0NA/s1600/kentstate.jpg

Free to share and use.

Essay Test Creation

Using only the identified materials, create an

assessment suitable for use as an end-of-unit

test. Your assessment will consist of one

comprehensive prompt concerning a specific

aspect, theme, or connection with the Kent

State shooting. You are also required to create

an analytic scoring rubric for your essay.

Essay Test Creation

The test and rubric are to be completely your

original work: you are not permitted to find and

adapt assessment items from other sources,

including rubric-generating websites and/or any

published essay prompts or rubrics to use in

your project.

 One good website on creating strong rubrics is

http://www.assessmentforlearning.edu.au/profes

sional_learning/success_criteria_and_rubrics/su

ccess_design_rubrics.html

Essay Test Creation – The Details

 Targeted DOK level: 3 and/or 4

 Students taking the test must be required to consult and

reference all 4 sources in order to achieve a proficient or

advanced rating on the rubric

 To help assess the connections students make between

events of 1970 and today, you are allowed to add 2

credible sources to your assessment.

 Provide a scoring rubric. Be sure the point values for

each criterion are included in the rubric (see the rubrics

in this course for an example). Be sure that 80% of the

points in your rubric address content comprehension and

analysis as directed by your identified standards and not

surface issues such as mechanics, grammar, typing, etc.

PROJECT 2: NARRATIVE

(150 POINTS)

Multiple Choice, Constructed Response, Essay

Image Source: http://open.lib.umn.edu/americangovernment/wp-content/uploads/sites/193/2016/10/4.2.0N.jpg

Free to share and use.

Analysis of MC and CR Items

 Identify the targeted grade level of your assessment

 Identify appropriate standards and/or subsections of

standards for EACH item. In other words, what standard

is each test question assessing?

 Identify the number of points for each question/section

and justify the distribution of points

 Discuss: Can a student earn a passing grade on your

test without having demonstrated the targeted DOK level

of the standards being assessed? Justify question

distribution of rigor.

Analysis of Essay Items and Scoring

Rubric  Identify the targeted grade level of your assessment (does

not need to be the same as for your MC/CR test)

 Identify the appropriate standards your essay is to assess

 Provide a bulleted list of key elements you expect a

proficient response to address. Identify additional

elements you expect an advanced response to address.

 Defend your rubric descriptors for each criterion you

selected. Provide evidence that your scoring indicators at

each level of achievement are clearly delineated so that

there is no question about what type of response earns a

score of 4, 3, 2, or 1?

Image References

http://1.bp.blogspot.com/_R5bQtOpNVoA/S-

Bzo7D3tNI/AAAAAAAAAHA/LVXv4hcc0NA/s1600/kentstate.jpg

http://farm4.staticflickr.com/3322/3510940668_10c352961c.jpg

http://open.lib.umn.edu/americangovernment/wp-

content/uploads/sites/193/2016/10/4.2.0N.jpg

https://4.bp.blogspot.com/-

EeF_GZFyv6Q/UYVqazak_NI/AAAAAAAAHzc/dbeRCLWSpZQ/s400/kent-state-

then-now.jpg

https://c1.staticflickr.com/5/4061/4427918003_c1c91f63c7_b.jpg