MY RATIONALE:
I created three test items using different
types of tests but first I had to go review the learning outcomes. I needed to
choose tests that the students could understand easily and see whether the
students understood the topic that we just studied. I decided to go with
multiple-choice, essay questions and matching numbering the planets in order to
see if the students have the basic knowledge and understanding of the solar
system.
Numbering system is a type of matching, as the students have to number the
planets in order. This type of test the students have to rely on his or her
memory to place the planets in order.
I like all these types of tests and
that Kubiszyn pointed out that “popular item format is the
multiple-choice question.” (Kubiszyn & Borich, 2010). I can see from this
type of test whether the students know basic knowledge of the solar system.
Essay question the students need to write in their own words. The authors of our textbook states that “essay
item is one for which the student supplies, rather than selects, the correct
answer.” (Kubiszyn & Borich, 2010). Essay questions can show the teacher
what they have learned and what they know. This type of test is important as it
teaches students to explain in their own words and express their thoughts on
the topic.
Reference:
Kubiszyn, T. & Borich, G. (2010). Educational
testing & measurement: Classroom application and practice (9th
ed.). John Wiley & Sons, Inc., Hoboken, NJ.
ESSAY
ITEM:
Regarding the assessment test questions I chose the
following reasons is to evaluate the students understanding of the learning
outcomes for this topic. In addition, was to determine if the students
comprehend the instructional material that the teacher presented to them in
class. I also wanted to see if the
students have the basic understanding of the solar system by building a replica
of the solar system.
Each
of these reasons I followed Blooms Taxonomy and there are “six levels of
cognitive complexity ranging from the knowledge level (simplest) to the
evaluation level (most complex).
(Kubiszyn & Borich, 2010).
The six levels are knowledge, comprehension, application, analysis,
synthesis and evaluation.
The first test item is a multiple-choice quiz and aligns
with Blooms Taxonomy level of knowledge to complete the test. The cognitive knowledge is seeing how much
basic knowledge students know about the solar system by using a quiz. The
second test item is an essay and the level is knowledge, as I want to see if
students can remember one interesting fact about the solar system. Then the
third outcome designing a replica of the solar system is another level of
Blooms Taxonomy, which is synthesis, and the authors of our textbook states
that “Synthesis objectives written at the synthesis level require the student
to produce some- thing unique or original.” (Kubiszyn & Borich, 2010).
Designing a replica the students have to use their imagination and be an
original design they have thought up.
As a teacher, we need to understand the Blooms Taxonomy
and the six levels associated with the Taxonomy, as it will help teachers
design good quality learning outcomes and objectives for the students.
Reference:
Kubiszyn, T. & Borich, G. (2010). Educational
testing & measurement: Classroom application and practice (9th
ed.). John Wiley & Sons, Inc., Hoboken, NJ.
No comments:
Post a Comment