7. Assessment

Click: Google Form Test

Artifacts

I created this artifact in 2016 in an Educational Psychology online course. For this course, we had to test Google Forms based on our choice of the chapter in our textbook, Educational Psychology by Anita Woolfolk. I chose to write my test on Woolfolk’s Chapter 7: Behavioral Views of Learning. This assessment consists of eight multiple-choice questions and two essay questions. The test is worth a total of 14 possible points. The multiple-choice questions are worth 1 point, and the essay questions are worth 3 points. The questions range in ability from Bloom’s Application Level of Understanding to Bloom’s Creating Level of Understanding. The assessments measured students' performance using a Google form test and then analyzed other evaluations of the students' comprehension. The artifacts were created in order to determine where some students answered correctly and others did not. Following the completion of assessments, the teacher returns to what feedback or support is required for her/his students.

Connection to the IPTS standard

The Performance Indicator 7O states, "The competent teacher uses appropriate technologies to conduct assessments, monitor performance, and assess student progress." I made this assessment using Google Forms. I used an appealing background to alleviate the learners' anxiety about taking this chapter seven assessment. This is an online assessment that can be accessed via a URL link. Many tests are now conducted using computers. This examination promotes the use of technology in the classroom. Because I used Google Forms, the student results were sent to me as soon as they were submitted. This use of technology enables me to assess student outcomes better to differentiate and plan future classroom instruction. The summary circle graphs under the class responses were handy for planning future education.

Description of what was learned

This artifact, I believe, has aided my development as an educator. It has inspired me to think in new ways while preparing for assessments. It has also enabled me to delve deeper into developing questions that genuinely test my students' knowledge. It allows me to evaluate how well my teaching and techniques are working and where they can be improved. This will enable me to show that I am considering my students' learning while encouraging them to apply real-life scenarios throughout their learning rather than simply memorizing definitions. Investing time and effort to create this quiz exemplifies my goal of challenging my students to reach their full potential. In addition, my data shows how I can use the res

Click: Test Analysis

Artifacts

This test construction and analysis were created to be used as a tool to help determine students' progress and understanding of the material presented in chapter 3. This test was designed in the Google forms format and accessible to all students via a shareable link. Upon completing the quiz, all their answers were recorded and available only to see. After the quiz was closed, the entire set of students' answers was extracted into an excel sheet where I could grade them using flubaroo. From there, I gathered the necessary data to figure out the T score and Z score for each student. The class was assessed by calculating a mean, mode, median, range, and population standard deviation. By conducting this assessment, I will be able to examine the data for each student and, more specifically, each question to determine where the class as a whole may have struggled to understand the information presented and make any necessary changes to my future instruction of the material.

Connection to the IPTS standard

This test construction and analysis fits with the Standard 7 requirements by:

1. uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole

2. maintains useful and accurate records of student performance

3. uses the assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes.

Description of what was learned

After creating my quiz, I generated the quiz results, which included the students' overall scores in percentages, z and t scores, and the averages of the students who took my test. I thought this would be an excellent opportunity to learn how to accommodate best students who perform poorly on a test that I have given or perform poorly on a test that is too easy for my students. I determined that the students would have performed better if they had been more transparent and detailed when answering essay questions, but they performed poorly when taking the test. Making a study guide with a mix of questions similar to the quiz questions that helped was a better way to help the students in the class.