-While larqe-scale standardizedtesrs may appear to have great influence at specifictimes.. .. Without question, teachers ar!the drivars of the assessment systemsthat determine the effectivaness of schools. --astiggins, 1994, p. 438
Teacher-made tests can be important parts of the teaching and learning processif they are integrated into daily classroom teaching.
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planand wflte longeftests; paperand pencrl test items;and wrile Unambiguous of skillsbeyondrecall facls measure p 1 { S t i g g i n s ,9 8 5 , . 7 2 ) . writtencriteoa performances for or ntrolfactorslikeestablishing
procedures advance. in Wiggins notesthal "course scoring lanning testsof intellectual ability; with standardized as tests, to be authentic finals usually intended be quickly are to read and teacheriesigned (Wiggins, p. 1989, 123). scored" manyteacher-made emphasize tesls verbal-linguistic Inaddition, and are no how intelligence, poorreaders at a disadvantage matter contentthey know.Teacher-made do not carrythe same tests much as tests in oublicrelations betweenthe imoortance standardized and the community. Eventhoughmanyo{ them havethe school tormatthat allowsfor easycomparisons, sameobjective-style they not seenas reliable vaiid.Teacher-made are and testsareoften because from classto class; subjectto question they differgreatly (1994) notesthat although theirqualityis opento debate.Stiggins large standardized, scaleassessments command the mediaattenall tion, rt's the day-toiay classroom assessments havethe grea'tlhat est impact student on learning. says,"Nearly the assessment He all eventsthat takeplacein a sludent'slife happen the behestot the at teacher. Theyalignmost closely with day-toiay instruction are and most intluential terms of theircontribution student.teacher. in to and (p.438). parent decision making" Since of colleges education justbeginning require are to teachers to lake courses assessment. in manvteachers haveenteredthe classroomwith very littletraining how to createmeaningful in tests.They eitherremember typeso{ tests theytook as studentsor they the modelthe testson onesprovided theirfellowteachers in bv or workbooks. Unfortunately, most of the teststeachers took as stu --: dentswere multiplethoice,recall tests that covered content.Teachproblem-solving ers havehadvery little practice constructing situationson teststo measure application skillsand higher-order of the thinking.
weaknesses. only because not they cifictests alsohaveglarrng designed oftentoo low leveland contentheaw. I hey are rarely
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Teacher-made tests are often subjectto question becausethey differ greatly from class to class;their quality is open to debate.
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t|/HY lilENEED DO BETTER TEACHER-MADE TESTS?
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The key to teacher-made tests is to make them a part of assessmentnot separate from it.
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parents the media published scores. Even value though and test nrostteachers not relyon slandardized to tellthemwhat do tesls theirstudents knowanddon'tknow.Standardized occur tests so infrequently oneaggregate that is in score not veryhelplul detern] n goals. Ingfutureinstructional Teacher-made however, tes1s, allow teachers makedecisions keepinstruction to that moving. Teachers immediately meetthe needs theirstudents canmakechanges to of "Theylteachersl mostheavily assessments provided part rely on as o{ instructional materials assessments design construct and they and very themselves-and littleon standardized or testscores" tests (Stiggins, p. 1985, 69). Thekeyto teacher-made is to makethema partof assesstests ment--floi separate from it. Testsshouldbe instructional ongo and ing. Rather thanbeing'after-the-fact" {ind out what students to did nof /earn, they shouldbe more "befor+the-fact" targetessentral to ('1999) learnings standards. Popham warnsthatteacher-made and tests shouldnot be instructional Theyshouldbe afterthoughts. prepared p/,orto instruction orderfor the teacher targetapproin to "Assessment priate instructional activities students. for instruments prepared to instruction prior a teacher's operationalize instructional youunderstand intentions.. . Thebetter going, . whereyou're the you moreefficiently canget there"(p.12). in Teachers alsoneedto makeadjustments theirtestsfor the variproblems styles, multiple intelligences, learning and of ous learning lt the studentsin theirclasses. wouldbe impossible address to everystudent'sneedson everytest, but elforts shouldbe madeto provide teststhat motivatestudents learn, construct to and choices, for makeallowances individual ditferences.
MultiPle lntelligences
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((eviewed Chapter theoryo{ multipleintelligences in Gardner's Three) callsfor multiple assessments the multipleintelligences. for An effectiveteacher-made should test address morethanone or two
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TYPES LEARNERS OF
m nd sometrmesstrays dufing verbalactivities organizedin approach to tasks hkesto read !suallya good speller memoflzesby seerng graphicsand pictures frnds verbalinstructions difflcult
hasdifficulty with wrillen directions likesto be readto memorizes steps by in a sequence enjoys listeninq activlties
poorspeIer likes to solve problems by physically walking through them enjoys handlingobjects enjoys doing activities
intelligences. Teachers include who strategies toolssuchas and graphic organizers, choice, opportunities oral and for student answers meetthe needs theirdiverse of students.
[earning Modalilies
Teachers needto construct tests that can be adjusted students' for learning modalities to makemodifications at-riskstudents. and for (1990) Frender learning modalities waysof using defines as sensory in{ormation learn. Threeof the five sensesare primarily to usedin -learning, storing, recalling and informationBecause learn students from andcommunicate best with someonewho sharestheirdominantmodality. is important teachers know the characteristics it for to of theirstudentsso that they canat leastaltertheir instructional stylesandteststo matchthe learning stylesof all the students.
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Frender hasidentifled many characteristics the threestylesof of pagelrststhe learning. Typesof Learners The Charton the previous characteristics couldmost likelyinfluence that studenttest takrnq skrils.
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Authentic tests can celebrat! diversity by allowing students a wide variety o{ ways to demonstrate what they know and what they can do.
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9. Use visualdemonstTalrons coloredpaperis sometimes dis 10. Use whlte paperbecause tracting. 1I Do not crowd or .lLl-pr llte IFS 1 2 . G l v ec h o i c e s . to 13. Go from concrele abstract Don't deductlor spelIngor grammar tests. on 14. tests 15. Use some take-horne manipulative experiences wheneverpossb e. 16. Provide '17. Allow students use notesand to textbooks duringsome
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Allowstudents writedownkeymathor science to formuias (sothatstudents not penalized poormemory). are {or visuals graphic like organizers tests. 1 9 . Include on pointvalues eachgroup questions. Jor 20. Givespecific of 21_ Listcriteria essav lor ouestions. feedback all1ests. 2 2 . Provide immediate on 2 3 . Allow studentsto correctmistakes and/or retake to tests to improve scores understand theydidn'tunderstand and what on the first test. (Adapted from material distributed the Boardof Education Jor by pp.204-214) 1981, the Cityof Etobicoke,
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"Students all ageswho createsorneof theirown examinations of are forcedto reflecton what theVhavestudiedand makejudgment: , p a b o u t i t "( B r o w n 1 9 8 9 , . 1 1 5 ) .
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beginnjng unrt. the 1 . Create tesl betore the obiectives to or 2 . Makesurethe test is correlated course and learning standards benchmarks. of 3 . Giveclear directions eachsection thetest. for questions {rom simpleto complex. 4_ Arrange the 5 . Givepointvaluesfor eachsection(e.9.,true/false points {2 eachl) fill-in-the blank, multiple 6. Vary question types(true/false, the questions type. per Limil matching). to ten choice, essay, 7. Groupquestion typestogether. (Le8ve to spacebetweenqueslrons B. Typeor printclearly. facilitate and easyreading writing.) level used. is reading 9. Makesureappropriate '10. Include variety visual, andkinesthetic tasks. oral, a of 'l1. Makeallowances students with special needs. for (e.9., in they 12. Givestudents somechoice the queslions select questions). graphic of organizers essay or a choice intellect 13. Varylevelso{ questions usingthe three-story by ques processing, application gathering, and verbsto cover trons. '14. Provide grading a scaleso studentsknowwhat scoreconsttgrade(e.9..93-100= A; 85-92 = B: 75-44 = tutes a certain C; lv14 = D; Below70 = NotYetl). 10 15. Givesufficient time for all students finish.(Theteacher to shouldbe ableto work th(oughthe test in one-third onehalfthe timegiven students.l
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graphrc presenta, Essays, organrzers. [)erlormances. artistic oral and meaningiul learning canallbe included lronsn]easure and on of however, teactrer-made Because time constraints, tesls. many teachers choose useobjective to stylequestions Objective style questions predetermined havehighly specific, answers require that a shortresponse questions include loliowing: Obleclive-style the 1. 2. 3. 4. multiple choice true-false matching shortresponse
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. . . obrective stylequestions
canplay a role in the assessment process.. . .
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questions playa rolein the assessEventhoughobjective-style can mentprocess, they,likestandardized tests,mustbe put in the proper perspective. "Evaluation should a learning experience boththe student for be and the teacher. However. ob,ective-style testingis frequently ineffective
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experience eitherthe studentor the teacher for as a learning questtons often require obtective-style too only the recall of tlecause processes thinking or factsand do not allowthe studentto drsplay to for them" (Board Education the City of of the teacher observe 1987,p. 156). Etobicoke. program does not haveto include objective style A good evaluation questions if shouldbe well constructed tests;however, ir does,the by styletests shouldbe balanced other!ulhentic andthe objective asSesSmenls.
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. . . obiective style tests shouldbe balanced by other authentic assessments.
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Test Torlure
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A good teacher-made test includes verbsfrom all three stories ol ihe intellect.
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answeror a limitedset of acceptab answers, leadsto the "objecit e tive evaluatron responses beingrightor wrong. However, ot as (1994) Stigglns warnsthat when the teacher selects test rtems the judgment for inclusion the finaltest, he/sheis making subjective in a as to the meaningand importance the material be lested." . . o1 to judgnrent the all assessments, regardless theirformat,involve of on part o{ the assessor. reflectthe brases Therefore, assessments all of (p. that assessor" 103). Teachers shouldexamine both the advantages disadvantages and of obiective-stvle tests and then determine rolethey will playin the the process. evalualron
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THREE-STO INTELLECT
AFpiyA Principle $fihen Estimale Forecasl
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Thereareone story rntellects. two-Story intellects. threeand storyintellects with skylights. factcollecAll torswho haveno aim beyond theirfactsare one storymen.Two storymencompare, generalrze, reason, usingthe labors tact of collectors wellas as theirown.Three-story menrdealize, imagine, predict-their best illumination comes from above, through the skylight.
-Qliver Wendell Holmes
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MATCHINO QUESTIONS
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TRUE/FALSE QUESTIONS
ESSAY QUESTIONS
SCIENC!
Dneclions: Seled one oi th! lollowhg topi6 tor your essy question.Youressaywillb! evalualed the tolowng on a60.acy of intormaion o.gEnianonol inio.mal on us! ot supporl sbtemenb clarity and 6flecriwress
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I wrote my test beforeI taughtthe subject matter. I havelistedmy standards benchmarks the test. and on | havelistedmy grading scaleon the test. | havevaried question the typesto include _ i haveprovided pointvalues eachsection. for I haveincluded tasksto address multiple the intellioences andlearning modalities my students. of | havegivenstudents somechoice questions. of | haveusedallthreelevels the Three-Story of Intellect verbsin my questions. | havemadeallowances students for with special needs.
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Signature:
Date:
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Number third-story of questions. applying Compare contrast analysis youroriginal and the of teacher-made to vour test analysis thecommerctalty prepared Comment yourlindings. ot test. on
Construct original an teacher-made to use with yoursludglts. Followthe test guidelines.discussedthis chapter in anduse "The BigTenTeachgr-Made Test Checklist-"
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TEACHER-MADE TESTS
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REFLECTION PAOE
List three thingsyouhavelearned aboutteacher-made tests. 1.
2.
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