Robin Mosteller HOT question Project 1 As I look to implement technology in my classroom, one of the most time saving methods

I can think of is to use technology in assessments. I have hesitated to take this step for several reasons. In the past, when I tried an online test I found that I was still having to grade the test myself due to the question types and answer format options. In my class I use standards based grading so it is important to have a varying level of difficulty on every test. The best way I have found to do this is to have a more essay style question on the test which I had to grade based on a rubric. When presented with the information that I could create a multiple choice test that still would allow for higher order thinking I was excited. By having higher order multiple choice questions on an exam I can use the online systems automatic grading which will save time. It will also allow for immediate feedback for the student.

Using the techniques provided in class I decided to change problems from throughout the year into HOT questions. Originally, I thought that I would take one entire test and turn it into HOT questions. However, when I was looking at the test that I already had I felt that changing the questions to HOT would limit the accessibility of the test to those students who might be struggling. Currently my test are designed to give an access point to students at all levels of understanding which means that there are some basic questions on every test and some harder questions on every test. Most, if not all, of my test are math questions requiring the student to show their work and answer the problems.

When looking at test questions I was torn on whether a free response problem would be better served by a multiple-choice question. I had to keep reminding myself that the point is to have HOT

questions that can be automatically graded. To this end rewriting a free response question was worth-while.

The final pages of this document are the HOT questions with the original question and the strategy used. I wanted to challenge myself to use multiple strategies and not rely on the same type of problem structure. There are still some questioning strategies that I found easier to apply then others. These strategies included strategy 1 (Construct items in a form different from that originally presented) and strategy 13 (Learners respond to a question for which there is no answer, or there are multiple right answers). I think that these are the easiest strategies to use because they easily lend themselves to a math class. Although I try to cover all types of application problems it is easy to find different forms that I have not taught that assess the same materials. I also think that although math is known for having one answer there are many ways or criteria that allow a question to be phrased so that there are multiple answers.

I found that revising old questions into HOT questions was easier then coming up with a HOT question from scratch. With this in mind, my goal over the next academic year is to include at least one higher order thinking multiple choice question on every exam. Assuming that my classroom gets the netbooks it is slated to get, this may increase with my increased use of online assessment. In addition to including one new question I would like to try and use novel pictorial materials in class. Often in math class we get stuck in a rut of using the same graphs, tables, and charts and to challenge myself to use these models in different ways is going to be hard but reasonable. It will also allow my students to see math as a more visual topic that might allow them access to the material in a way they havent previously seen.

Question strategy 3

Original Question Solve the following 9- (3+4) +6 a. 5 b. 6 c. 7 d. 8

HOT question Alberto is solving 9- (3+4) +6 Which of the following is NOT a correct method to begin solving the problem? a. 9- (7) + 6 b. 3- (3+4) c. 9-3-4+6 d. all of the above are correct The answer to the problem is 2. Which of the following could not be the problem? a. b. c. d. Order the slope of the line from least to greatest Line 1: (4,3) (2,5) Line 2: Line 3: y=7 Line 4: 2x + 6y= 12 a. b. c. d. Line 1, Line 3, Line 4, line 2 Line 1, Line 4, Line 3, Line 2 Line 2, Line 4, Line 3, Line 1 Line 4, Line 2, Line 1, Line 3

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Solve a. b. c. d.

1 2 4 5

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Identify the slope of the line

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Write three ratios using the number 2,3 and 5.

In a class there are 18 boys and 7 girls. Match the ratio to the type of ratio. 7 girls: 18 boys a. part to part b. part to whole c. whole to part a. part to part b. part to whole c. whole to part 25 students to 7 girls a. part to part b. part to whole c. whole to part

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Water is filling the shapes at a constant rate. Match the graphs showing water depth to time to the shape being filled. 1.____ 2.____ 3.____ 4.____ 1 A basketball team won 3 of their first 4 games. In the next 6 games they win 3 more games. What is there overall winning percentage? a. 50% b. 60% c. 70% d. none of the above A triangle has a height of 2cm and a base of 10cm. If these numbers increase by a factor of two, what is the area? a. 20 cm2 b. 40 cm2 c. 60 cm2 d. 80 cm2 Find the lateral surface area of a cylinder with a radius of 2 and a height of 5cm. a. 7 cm2 b. 9 cm2 c. 20 cm2 d. 10 cm2 A basketball team has won seven of its first fifteen games. They have ten games remaining. For each of the percentages below tell whether it is true that the team can achieve that exact overall winning percentage. T T T T F F F F 80% 60% 52% 25%

5 or 1

Given that the area of a triangle is 10 cm2, what would happen to the area if the height and the base changed by a factor of 2? a. the area would increase by a factor of 2. b. The ratio of the height to the area would remain the same c. The ratio of the area of the original to the area of the new triangle would be 1:4 d. The triangle would be similar Jennifer is in charge of painting a label around a cylindrical can. The cylinders have a radius of 2cm and a height of 5cm. Each container of paint can cover 450cm2. How many cans will Jennifer be able to paint completely with one container of paint? a. 5 b. 6 c. 7 d. 8 The standard form for a quadratic equation is Ax2 +Bx+C=0. Knowing this, answer the following questions T T T T F F F F A must be any number other then Zero C is the y-intercept of the graph B can not be zero A, B, and C must be whole numbers.

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A $10 shirt is discount 50% and then marked up 50%. What is the final cost of the shirt? a. $5.00 b. $7.50 c. $10.00 d. $12.50

Sally works at a store that discounts a shirt by 50% off. The store later decided that they would increase the discounted price of the shirt by 50% . Sally thinks they should just return the shirt to the original amount. Which of the statements is true. a. The two prices will always be the same b. The original price will always be more then or equal to the final price c. The final price will be more then the original price. d. It depends on the cost of the shirt originally.