Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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choice items can be minimized in several ways, such as using alternative test forms and controlling students’ seating arrangements. Writing Limited-Choice Test Questions In the discussion of limited-choice items below, the term “stem” is used to refer to the part of the item that asks the question. The terms “responses,” “choices,” “options,” and “alternatives” are used to refer to the parts of the item that will be used to answer the question. Example Stem: Who is the author of Jane Eyre Responses: A) Emily Bronte B) Charlotte Bronte C) Thomas Hardy D) George Elliot Multiple-Choice Items Advantages -- Multiple-choice items are considered to be among the most versatile of all item types. They can be used to test students’ ability to recall facts as well as their understanding and ability to apply learning. Multiple-choice items can also provide an excellent basis for post-test discussion, especially if the discussion addresses why the incorrect responses were wrong as well as why the correct responses were right. Disadvantages -- Unfortunately, good multiple-choice items are difficult and time-consuming to construct. They may also appear too discriminating (picky) to students, especially when the alternatives are well constructed, and open to misinterpretation by students who read more into questions than is there. Suggestions for Constructing Multiple-Choice Items Concerns about the general construction of questions • Use negatively stated items sparingly. When they are used, it helps to underline or otherwise visually emphasize the negative word. Never use the word “not” in a multiple-choice question. • Be certain there is only one best or correct response to the stem. • Keep the number of alternatives at five or fewer. Beyond five alternatives, poor alternatives are likely. • Randomly distribute correct responses among the alternative positions so that there are no discernible patterns Section: Student Assessment 159 Chapter 12: Testing Issues
to the answer sequence (e.g., ABBABBABB). Try to have a nearly equal proportion of As, Bs, Cs, etc., as the correct answers. Concerns about the construction of the stem portion of the question • Use the stem to present the problem or question as clearly as possible. • Use direct questions rather than incomplete statements for the stem. • Include as much of the item as possible in the stem so that alternatives can be kept brief. However, when applying definitions, it is recommended you place the terms in the stem and use the definitions as options, although this makes the questions rather long. Concerns about the construction of the responses or options of the question • List options on separate lines rather than including them as part of the stem, so that all options can be clearly distinguished. • Keep all alternatives in a similar format (i.e., all phrases, all sentences, etc.). • Be certain that all options are plausible responses to the stem. Poor alternatives should not be included just for the sake of having more options. • Check all choices for grammatical consistency with the stem. • Try to make alternatives for an item approximately the same length. Making the correct response consistently longer is a common error. • Use misconceptions students have displayed in class, or errors commonly made by students in the class, as the basis for incorrect alternatives. • Use “all of the above” and “none of the above” sparingly since students, on the basis of incomplete knowledge, choose these alternatives often. • Use capital letters (A, B, C, D, E) as response signs rather than lower-case letters (“a” gets confused with “d” and “c” with “e” if the quality of the typeface or duplication is poor). True/False Items Advantages -- True/false items are relatively easy to prepare since each item comes rather directly from the content. They offer the instructor the opportunity to write questions that cover more Section: Student Assessment 160 Chapter 12: Testing Issues
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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finished, I expect you to be able t
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Chapter 8 — Using Active Learning
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New research shows that faculty who
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The guiding principle can be applie
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Note: Even when provided explicit i
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The Activities • Films o Films, a
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• Assessment of group work can be
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Role Playing, Drama, and Simulation
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material outside of class. (Michael
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❒ Use groups to debate the sides
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• Allow sufficient wait time. Wai
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• Postpone the student who attack
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o o o How does this relate to theor
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Collaborative Learning Collaborativ
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• Finch, B. J. (1993, May). A mod
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Using Discussion • Barnes-McConne
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• Luquet, W., & Wetcher-Hendricks
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Chapter 9 — Instructional Media:
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Media can be used to support one or
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Page 116 and 117: See Chapter 10 -- Using Course Webs
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Page 122 and 123: o o o view or print - course syllab
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Page 132 and 133: Learning How to Use Course Websites
Page 134 and 135: • Learning Resources -- Provides
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Page 156 and 157: IV. Student Assessment Chapter 12 -
Page 158 and 159: Table 1 -- Comparison of Limited-Ch
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Page 164 and 165: Cities of the World Quiz Directions
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Page 168 and 169: Disadvantages -- While we may see a
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Page 174 and 175: Table 2 illustrates item analysis f
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Page 178 and 179: Essays expose student-reasoning pro
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Page 196 and 197: Evaluating Performance Performance
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Page 204 and 205: Checklist for Designing Writing Ass
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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