Grade 6 Summative Assessment Workshop Developing MCQ test items for the Competence Based Curriculum October. 2017 Workshop Agenda 1. Types of assessments in the competence based curriculum 2. Categories of test item
Types 3. General Tips about Testing 4. Establishing the Technical Quality of a Test 5. Multiple Choice item Types 6. Producing a Reading Test 1. 2. 3. 4. 5.
Reviewing Test Items Spot Testing Data entry Data Analysis Report Writing Task ( 1 ) Types of assessments Q1: Name types of assessments used in the competence based curriculum
?Q2: What are the purposes of each type Task 2 Think-Pair-Share How would you articulate your own view of summative assessment? These questions might help you: What is Summative assessment? What is it used for? What results from summative assessment? Who can benefit from this information?
Short Answers Reflection What makes a test good is that good tests serve the purpose they are deigned for 2 key purposes for assessment in a competence based curriculum are Improve
Learning Improve Teaching Task 3 Look at the test items in the test for grade 7 and decide which competence is tested and the subject skills according to level of difficulty for each item. *You will need to refer to the Kuwait Assessment
Guide and the competences document Task 3 Review the test , identify the specific competences in lights of the curriculum standards Specific Competences Types used Is it repeated in ?the assessment ?Why
When preparing a summative test You should consult * Kuwait National Curriculum and Standards document Grade 6 *Exam framework * Test Specification table *Synopsis & Scope and Sequence *Intermediate Stage Curriculum Document * Curriculum standards descriptors Summative assessment test should be written according to .the competences standards not just the text book content
General Tips About Testing 1.Length of Test 2.Clear, Concise Instructions 3.Mixing Different Item Types 4.Check for Accuracy Criteria for Establishing the Technical Quality of a Test 1.Cognitive Complexity the levels of learning to be tested recall of information, basic reasoning, complex reasoning, extended reasoning. 2.Content Quality the test specification skills to be tested, number of questions, number of sections, testing format.
3.Meaningfulness - students should not need to guess what is to be included in the test. 4.Language Appropriateness should reflect classroom language 5.Results enable Generalisations to be made 6.Fairness 7.Reliability so as to encourage learning Multiple Choice Questions )MCQs( Multiple Choice Items
Read the question below, identify the possible answers and select the correct ONES. Which ability(ies) can Multiple Choice Questions be used to test? a) Recalling memorized information; b)Applying theory to known things; c) Applying theory to new situations; d)Using judgment in analyzing and evaluating. Tips for developing good MCQs; - MCQs should have single construction.
- The stem should be meaningful (present a problem clear instruction). - MCQs does not have blanks. - A well-constructed MCQ does not have negative stem and it does not include words such as the least/the worst. - MCQs should not be tricky. - Distractors and answer should roughly have the same length. - Choices should not include none of the above /all of the above. - Each question should have only one answer. Write- Pair - Share
Using Grade 7 textbook, write 3 MCQs based on the different levels of difficulty Sample of MCQs Choosing Reading Texts It is essential that texts are of value in their own right. A good test cannot be written using a poor text. The text chosen should not be from material which is widely used for teaching purposes. The text should be: Intrinsically interesting and relevant to the Stage being assessed;
Linguistically accessible to students at a particular grade; Complete in itself; Well-written; Well-structured. Different Types of Reading Texts which can be used for Testing Types of Reading Texts Descriptive Examples of Text Type
Types of Reading Texts Examples of Text Type Report Recount Story Leaflets Letters
Instructive Story Planner Instructions Explanatory Texts Informative Explanatory Text Reports Recounts Newspaper accounts
Leaflets Letters Persuasive Advertisements Argumentative Texts Leaflets Letters Readability Test What is a Flesch-Kincaid score?
The Flesch-Kincaid readability score uses the sentence length (number of words per sentence) and the number of syllables per word in an equation to calculate the reading ease. Texts with a very high Flesch-Kincaid reading ease score (about 100) are very easy to read. They have short sentences and no words of more than two syllables. How do I check Felsch Kincaid on Microsoft Word? 1.
2. 3. 4. Click the Microsoft Office Button, and then click Word Options. Click Proofing. Make sure Check grammar with spelling is selected. Under When correcting grammar in Word, select the Show readability statistics check box. Scores can be interpreted as shown below:
notes Very easy to read. Easily understand by an average 11 years old School level 5th grade Score . Easy to read Fairly easy to read
10th -12th grade College 60-70 College graduate 0-30 Fairly difficult to read
Difficult to read Very difficult to read 90-100 50-60 30-50 Conclusions Characters, setting,
events verify/ predict Main Idea/ details Reading Comprehension
Sequence of events Cause/ Effect Facts/ Opinions Summarize Character Traits
Developing MCQs for a reading text Generalization s Predicting Group Activity Choose a suitable reading
text from grade 7 Book, develop the text to a test and write 10 MCQs Revise & Edit Spot Test Development Process Review SC and SC Review framework Design Decide
Reject Review test specifications Develop Edit Item Bank Analyze Review
peer Distractors Difficulty Discrimination self group Pilot
Administer Mark Entry Review test items developed Curriculum standard Stem Distractors Model answer
Self review Peer Review Curriculum standard Stem Distractors Model answer Curriculum standard Stem
Distractors Model answer Whole group review Open discussion Group What are your common findings of reviewing MCQ items developed?
Practicum Choosing a sample: 40 students from 5 different classes taught by 5 different teachers (preferable), Boys and girls schools should be represented. 8 students chosen from each class ranked as: 2. Below Average 2. Average 2. Above average
2. Excellent Why? Test Analysis check the Item Discrimination, Facility levels and Performance of Distractors. Discussing spot test analysis Analysing spot test
Difficulty Index: Keep questions between ( p 0.70- p 0.30) Discrimination Index: Keep questions with a positive discrimination value (above 0 to +1) Quality of Distractors: It is recommended to change the distractors that were not chosen by students 0 as they do not represent common mistakes Group Activity Discussing the results and analysis
of Spot testing What conclusions could be derived ?form the students results Writing a report including conclusions and recommendation Group Activity Decision Making: 1. Retaining the good items in the test bank 2. Amending some items and
spot testing again. 3. Discarding the items that do not qualify. Submitting good question items in Test Bank Thank You
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