How do your assessments rank on the rubric based on Wormelli's guidelines? Discuss your personal strengths and weaknesses.
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6 comments:
I used an American Government test.
This test used a variety of questions and prompts. It had identifying terms, matching, and multiple choice. It was a little weak in this area. It could have used short answers or an essay to allow students to write of certain subjects. In the matching sections there were more terms than statements. I think this falls under number two were it is not efficient for the student and can be confusing. In the multiple choice, it also uses the word except. I think that this does confuse students. The test had over 40 multiple choice questions which I think are too many. It could have less multiple choice and substituted with an essay or short answer. There was nothing in the test that made it fun or relatable to the student. But this is a hard area to relate. I do believe that this test assesses the standards and the materials that were needed to address.
I looked at the first Econ quiz in this new semester...
Off the bat, I think they saw this quiz as fun because THEY wrote it! I let them write questions, then we read through all that they submitted and chose the ones that the students thought were best. They wrote and chose a varity of questions - T/F, MC, matching, completion, and short answer. One class even asked if they could make a multiple choice question more complex.
I played with the formatting of the test in an attempt to make it more efficient. I had the words True/False spelled out for circling but still had students write the word. For the matching, I tried a variation of words on right/terms on left by having the words above then the terms - but this was such a short section that not sure if it really helped. The students wanted to write a negative question but I steered them away from it.
The b-day variation may be too long to be called a quiz. They didn't get to write theirs and with their permission I combined/edited the A-day quizzes. The test is probably too easy and needs more higher order questions but it was just the first of the new course.
I looked at the Chemical Bonding Test for my PS CP class. The test was half MC and half short answer (I gave it a 2 for variety). I think the test was efficient (5) and I did use one double negative. I did notice that for some of the fill in the blank MC questions the blank was sometimes in the beginning and sometimes at the end. I did however notice that when there are numerical answers for the MC they are in ascending order (4). For what I call the short answer section, the students had to write the name of the compound for the formula given and vice versa. They were separated out based on type of compound (molecular vs. ionic) to lessen confusion as to when they were to use prefixes. The test was untimed and short enough for students to complete during the class period without feeling rushed. The test wasn't fun but it did assess what I wanted it to. I would give the test an overall average of a 3.5 on the Wormelli rubric. My biggest weakness I believe is variety of questions.
I chose my Bronx Masquerade test to analyze via this rubric. My test is all short-answer, 10 questions. So no variety, 1. Okay, what does efficient mean? My kids need practice writing, so, in that sense, it's efficient. They were only required to answer 5 questions, of their choice. I think that's pretty efficient, so 4. NO confusing negatives, 5. Two my questions were a bit confusing (I guess I was really asking them to guess what I meant when I typed up the test), so 3. Short, yes, so 5. Untimed, 5. NO common errors, it was a writing test. So, 1, I guess. NO fun incorporated (well, I thought it was fun, but I'm a nerd), so 1. Did the questions assess what I wanted to assess? Yes, I wanted them to be able to interpret devices of figurative language, so 5. Are my questions authentic to the instruction? Well, they were necessary to teach the standards, and they were what we had focused on, but I'm still a bit confused as to what "authentic" assessment is (SORRY). So, maybe a 2. My total comes to a 32 out of 50. My test gets an F. How reassuring. I think my biggest weakness here is that I'm unsure how to make the test better. Do you really have to include all of that stuff in EVERY single test? Is that actually possible? I would really like to better understand how to teach and test so that my instruction is AUTHENTIC. Please advise.
Some of my students are participating in the NEFE (National Endowment for Financial Education)High School financial Program. The test is was from unit 2-budgeting. The test used a variety of prompts. I really like the use of charts and case studies when students were asked to evaluate a financial plan. Prompts were clear and I did not site any confusing negatives. However, some of the case studies were too long. Overall the assessment assessed the concepts that were needed.
My semester exam used 1. multiple choice vocabulary, 2. correct the sentences gramma. 3. define these words from the literary handbook in the text, 4. compose an alliteration sentence of at least 5 allieration words, 6. fill in the blank fro, A Christmas Carol, and 7. a jounral writing exercise (what do you think the world will be like in 100 years. Studewnts had a study guide that guided them thru what they would see on the exam, including the journal question - not so they could compose their answer at home, but so they could at least "think it through". I believe it was efficient in that it measured a number of skills, but it could/should have had more "think it through" questions. Much of the grammar is straight recall, and the Christmas Carol questions weren't especially challenging (we had just had a BIG Christmas Carol test as the major assessment for that unit).
If I has to do something over with the exam it would have been in the journal writing area. It looked like a "usual" journal that we see everyday, so that led students to write in personal essay form. I should have "suggested" that they compose in that form if that's where they were comfortable OR compose in a poem/song/rap format if just writing sentence after sentence is not their strongest area of composition. Open the way for more creativity.
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