BOBO"DdHHHHHH"(H"F "HZ- Rilla ChaneyjFLOM!`sx(HHR[ (hh t2 HKd"5So "l@/b"0"H/H/".b"0"`  "][,OyDSETr ,""""" 5} "$ `  M 6 g h w   T    2 3   (   8 z    , i , y           6  E  F  """Reasons for Testing 1. Pretest 2. Check for depth and content of knowledge 3. Show ability to link concepts or use in new situations 4. Use test to teach 5. Assessment for a grade 6. Learning how effective teaching was and to which students 7. Determine how performance compares to a standardized norm. 8. Something a sub can do and still keep order. Types of tests 1. Individualized oral tests 2. Group tests 3. Lab tests (ID objects, safety, equipment, scientific drawings, data collection of a specific property, observation/ deduction, part or all of a lab write up, problems.) 4. Paper tests (true/false,vocabulary, matching, multiple choice, short answer, drawings, graphs, problems essay with a series of prompts, essay from hell .) 5. Open book or note. Questions to ask in writing a test. 1 Have I covered only materials taught (not what I wish I had gotten to, esp. if a prewritten test.)? 2. Have I covered everything taught and in proportion to the time spent on it? 3. Have it covered the materials on the State Standards? 4. Do the questions help students learn what is really important or do they test trivia? 5. Does the test check language and reading skills more than science skills? 6. Are resource students and culturally diverse groups at a disadvantage because of the test format? 7. Are all of the ways of knowing (ex. Blooms taxonomy) checked? 8. Does every question have a correct answer? only one answer? if not a warning suggesting there may be more than one correct answer? 9. Are there typos? Grading a test. 1. Is this test going to be gradable in the time available? 2. Do you have a way of checking to see if scantroned questions are correctly graded? 3. How do you learn what students need help with a particular concept if you use a grader or scantron? 4. How do you check for + bias in grading short answer and essay questions? 5. How do you check for consistency from one sitting of grading to the next? Does it ever end? 1. Make up tests 2. Retests 3. Test corrections Sample test. Each area will have the same topic tested by a lab question, graphic based question and a multiple choice question: microscope parts, metric measurement, displacement, mass, mechanical advantage, rate (pendulum), botany key, chemical reaction, rock ID. ZNDSET2Hgron" 6*DSET2HCutom"6*DSUM% Rilla ChaneyHDNISTYL JSTYL",""0"4"$"""":   0   /      L HASH $. . L:Qhjazo}Bod CHAR"8    "   :HASH     R CELL"  "HASH  GRPH"  (HASH  l RULR" (HASH @ KSEN"R "HASH( LKUP 0$NAMEDefault Default SS Default TBHeaderBodyFooterFootnoteFootnote IndexDFNTM HelveticaGenevaMCROMCROoBlNMARKMRKS MOBJWMBTSNAP!3!.!.  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