Rationale:
The test construction and analysis project allowed me an opportunity to analyze and explore my ability to create and construct meaningful and engaging tests. The project was created Spring of 2019, it gave me a way to challenge and evaluate my test creation skills. Throughout this it project it showed me a way on how to gain insight into the process of constructing a test and making sure it is sufficient for my students. The test utilizes Google Forms which assists in administering and giving you the ability to evaluating your tests. The purpose of this project was to construct a test based off of material we have learned, analyze the results of our students, and self reflect on our test question skills based off of the results we received. The test was created based off of Bloom's Taxonomy, the focus was to create a series of questions based off of higher level thinking. The aim was to write and construct questions that create students to use their knowledge and analytical thinking.
This artifact supports IPTS 7E) "understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction". This artifact expresses how I can implement a strong assessment while gaining necessary insight on how to gather evidence of student learning. My assessment avoids unfair advantages, which can occur when an items content matter privileges certain background knowledge or experience. There are clear connections between the assessment and the types of thinking, skills, and knowledge that are described in the course of learning outcomes. I made sure to indicate which learning outcomes the assessment is measuring. I also consider how the assessment reveals student progress toward a goal, and how I will adapt instruction based on students performance.
During the process of creating this artifact I learned the importance of assessing students and how to make it engaging. It is important to make an assessment that triggers students critical thinking and higher knowledge. That way i am able to monitor student learning throughout the term. In addition, it has shown me to improve my depth and quality of student learning with providing frequent opportunities for checking knowledge or skills. This artifact has also shown me how my teaching and assessment affects learning for my students.
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Rationale:
This artifact include Google Form results from the previous artifact mentioned above. This artifact was made Spring 2019, it assists in administering and giving you the ability to evaluating your tests. The purpose of this project was to construct a test based off of material we have learned, analyze the results of our students, and self reflect on our test question skills based off of the results we received. The test was created based off of Bloom's Taxonomy, the focus was to create a series of questions based off of higher level thinking. The aim was to write and construct questions that create students to use their knowledge and analytical thinking.
This artifact aligns with IPTS 7I) "knows assessment and progress monitoring techniques to assess the effectiveness of instruction for each student". With these results received on the artifact I am able to monitor student learning effectively throughout the term. In addition with these results i am able to improve the depth and quality of student learning with frequent opportunities for checking knowledge or skills. It also has provided me practice in having ongoing feedback about what i'm teaching and how it affects student learning.
WIth this artifact I learned to evaluate student learning in a certain point and time in a unit. Strengthening my assessment skills will make sure I successfully can compare student performance against a benchmark or standard of achievement. I've learned how to establish low stake assessments, which provides opportunities for student practice. Frequent low stake assessments can be more effective for long term retentions than high stakes assessments. Low stake assessment can be structured to help students prepare for a high stake assessment down the line.