Essay and Test Items

Essay and Test Items Latonia Lee Iliev EDU 645: Learning and Assessment for the 21st Century Instructor: Lorraine Miller-Nara March 26, 2012

Essay and Test Items

Rational Behind Essay Tests An essay item is one for which the student supplies, rather than selects, the correct answer (Kubiszyn, 2010). The student must develop the response which elaborates the question for which no single response or pattern responses can be cited as correct to the exclusion of all other answers (Kubiszyn, 2012). Well constructed essay items have the ability to test the students cognitive skills that requires the student to provide information to solve novel problems. A student that is unable to produce a well-constructed essay shows that he or she is unable to retain and apply important information. When is student demonstrates the ability have a wellconstructed essay can make it easier for the evaluator to examine and the response Kubiszyn, 2010). There are two types of essay tests: extended and restrictive essays. Extended essays allow the student to determine the length and complexity of the response. This form of test evaluates the cognitive level of taxonomy Kubiszyn, 2010). If an instructor would like to know if the student is capable of organizing and evaluating ideas, an extended essay may be more appropriate. A restricted response will be when the student is required to recall proper information and derive a defensive conclusion that is expressed within limits. An example of this would be to construct a debate on a specific topic provided by your instructor in which the student will need to collect and organize information to develop a defensive conclusion. There are several advantages of essay items. Essay items can be effective in assessing the complex learning outcomes by requiring the student to organize information to solve a problem (Kubiszyn, 2010). Another advantage is that most essay items can be easy to construct while eliminating guessing. While there a many advantages, there are disadvantages as well. Some teachers may find essay items extremely difficult to score. It can be challenging not to allow grammatical errors and spelling mistakes influence grading while trying to focus on the content of the essay. Teachers may also find it challenging to have a consistent grading criterion. While essays can allow the student to construct a well-presented response using their cognitive skills, some individuals may find it extremely challenging. For students with learning disabilities, they may find it difficult to express a clear understanding of what is being asked of them through an essay item. Students with learning deficits may require test items that clear and narrows down possible responses. This can be shown in many ways. For instance, I had a friend that was in my economics class in college. On exams, we were provided multiple choices. Although it was multiple choice, each student was required to analyze, construct, and develop a response to know what would be the correct outcome. Because my classmate had a learning disability, instead of having 5 choices to choose from, she was given 3 choices with simplified questions. Whereas the process to getting the correct answer took 7-8 steps, her exam only entailed 2-3 steps. Overall, she demonstrated an understanding of the concepts but required modifications. As a special education teacher, before presented a student with such tests, you would want to make sure the student possess the prerequisite skills for taking an essay test. Since I am teaching a 3rd grade self-contained autism class, I am preparing my students for future exams by practicing the following: improving handwriting skills, understanding how to use correct punctuation, and increasing reading comprehension skills.

Essay and Test Items

Test Items: Telling Time, Number Sense, and Reading In the first math lesson, the content includes that the student will be able to tell time to the hour and half hour using a digital and analogue clock. The student will be given different times to the hour and half hour in which they will be required to identify the times receptively and expressively. In addition, the student shall be able to write the times in the digital form. The materials will include telling time flashcards with digital and analog clocks and clocks that can be manipulated to present a specified time. The student will also complete telling time worksheets. For receptive instruction, the student will be provided 3 cards stating different times and will be asked to point to or find the targeted time. For expressive instruction, the student will be presented with one time card for each trial and will be asked what time is it? The student will respond by stating the correct answer. You want to ensure accurate and precise training by not having the student practice wrong answers. Always provide prompts when needed especially before the student responds with an incorrect response. This is called errorless teaching. Mastery criteria will be when the student is able to complete this goal with 80% accuracy or better on two consecutive days with two different instructors. This will ensure the student is able to generalize skills across instructors. In the second lesson, the content includes improving reading skills by matching words to pictures. The student will be presented with a word card. Depending on your student's level of functioning depends on how large you want the field size to be. In some cases you would start with an array of 3 picture cards. The student will be given the directive "match." The student should respond by matching the word to the corresponding picture. The only prompts given should be full physical, partial physical, or gestural. It is always important to understand the prompt hierarchy; most intrusive-full physical prompts to least intrusive-gestural prompts. The instructor should be aware of when it is appropriate to begin fading the prompt. In the third lesson, the content includes number awareness by demonstrating the ability to match numbers to the corresponding quantity. This program will help the student to understand the number and what it represents. For instruction, place three sets of objects on a table. One of the sets should contain the targeted amount. The student will be given the directive "Match." The student should respond by matching the number to the corresponding set. With this program, only full physical, partial physical or gestural prompts should be given. Verbal prompts should not be given and must not to be confused with the directive. Overall, always remember to praise correct and prompted responses. You always want to increase the desirable behavior by providing praise and positive reinforcement. Depending on the student's needs, the student can be rewarded with a token, tiny edible, or non-edible item that he/she is allowed access to for 30 seconds with correct independent responses. *After each lesson will follow a test to see if the student is retaining the information.

Essay and Test Items

Objective: The student will increase math skills by telling time. Test Item: The student will tell time to the hour using analogue and digital clocks. Mastery Criteria: At least 80% accuracy, across two consecutive trial periods, with two different instructors.
Telling Time (Receptively/Expressively)

Date introduced

Date Mastered

Target

Instruction

Response

Materials

Notes

Goal 1 1:00 (receptive)

Show me____ Or Point to____

Student will point to the targeted time Student will state the targeted time

Time cards (analogue and digital) Time cards (analogue and digital)

Place cards in an array of 3 on the desk. Present student with one card

Goal 2 1:00 (expressive)

Hold up the targeted card and say What time is it? Same as above

Review goals 1 and 2 Goal 3 2:00 (receptive)

Same as above

Same as above

Same as above

Show me____ Or Point to____

Student will point to the targeted time Student will state the targeted time

Time cards (analogue and digital) Time cards (analogue and digital) Same as above

Place cards in an array of 3 on the desk. Present student with one card Same as above

Goal 4 2:00 (expressive)

Hold up the targeted card and say What time is it? Same as above

Review goals 14 Goal 5 3:00 (receptive)

Same as above

Show me____ Or Point to____

Student will point to the targeted time

Time cards (analogue and digital)

Place cards in an array of 3 on the desk.

I would continue with this pattern progressing to 12:00 then moving on to the half hour. The purpose of reviewing previous targets is to ensure the students is retaining the information.

Test Below

Essay and Test Items

Math Test-Telling Time 1. What time is shown?

a. 3 oclock b. 4 oclock c. 2 oclock 2. What time is shown below?

a. 4 oclock b. 1 oclock c. 5 oclock

3. What time is shown below?

a. b. c.

3 oclock 6 oclock 2 oclock `

Essay and Test Items

Math test- Telling Time (continued) 4. What time is shown below?

a. 1 oclock b. 5 oclock c. 3 oclock

5. Write the correct time for the clock shown below.

________________

6. Write the correct time for the clock shown below.

_________________ 7. Write the correct time for the clock shown below.

________________

Essay and Test Items

Objective: The student will improve reading skills by matching words to pictures Test Item: The student will match up to 5 words to pictures. Mastery Criteria: At least 80% accuracy, across two consecutive trial periods, with two different instructors.
Matching Words to Pictures

Date introduced

Date Mastered

Target

Instruction

Response

Materials

Notes

Goal 1 Cat

Match

Student will match the word to the corresponding picture.

Word cards and pictures of targeted goal

Place cards in an array of 3 on the desk (1 card of targeted goal + 2 distractor cards). Place cards in an array of 3 on the desk (1 card of targeted goal + 2 distractor cards). Place cards in an array of 3 on the desk (1 card of targeted goal + 2 distractor cards). Place cards in an array of 3 on the desk (1 card of targeted goal + 2 distractor cards). Place cards in an array of 3 on the desk (1 card of targeted goal + 2 distractor cards). Place cards in an array of 3 on the desk (1 card of targeted goal + 2 distractor cards). Place cards in an array of 3 on the desk (1 card of targeted goal + 2 distractor cards).

Goal 2 Dog

Match

Student will match the word to the corresponding picture. Student will match the word to the corresponding picture.

Word cards and pictures of targeted goal

Review goals 1 and 2

Match

Word cards and pictures of targeted goal

Goal 3 Shoe

Match

Student will match the word to the corresponding picture.

Word cards and pictures of targeted goal

Goal 4 Hat

Match

Student will match the word to the corresponding picture.

Word cards and pictures of targeted goal

Review goals 1-4

Match

Student will match the word to the corresponding picture.

Word cards and pictures of targeted goal

Goal 5 Book

Match

Student will match the word to the corresponding picture.

Word cards and pictures of targeted goal

The purpose is to help increase the students reading ability. This program will help the student to make a connection between words and pictures.

Test Below

Essay and Test Items

Reading Test- Matching Words to Pictures 1. Circle the word that matches the item shown below.

a. Pan b. Shoe c. Book

2. Circle the word that matches the item shown below.

a. Cat b. Shoe c. Book 3. Circle the word that matches the item shown below.

a. Cat b. Dog c. House 4. Circle the word that matches the item shown below.

a. Car b. Hen c. Hat

Essay and Test Items

Reading Test- Matching Words to Pictures (continued) Draw a line from the picture to the matching word

5.

Monkey

6.

Bear

7.

Cow

8.

Dog

Essay and Test Items

Objective: The students will gain knowledge of number sense and understanding of basic math concepts. Test Item: The student will match numbers to quantities. Mastery Criteria: At least 80% accuracy, across two consecutive trial periods, with two different instructors.

10

Match Numbers to Quantities

Date introduced

Date Mastered

Target

Instruction

Response

Materials

Notes

Goal 1 #1

Match

Student will match the targeted number to the corresponding amount.

Number cards And objects

Goal 2 #2

Match

Review goals 1 and 2

Match

Goal 3 #3

Match

Goal 4 #4

Match

Review goals 14

Match

Goal 5 #5

Match

Student will match the targeted number to the corresponding amount. Student will match the targeted number to the corresponding amount. Student will match the targeted number to the corresponding amount. Student will match the targeted number to the corresponding amount. Student will match the targeted number to the corresponding amount Same as above

Number cards And objects

Place 3 sets of objects on the table. One set should contain the targeted amount. Present the student with the number card and say Match. You can use counting bears, pencils, etc. Same as above

Number cards And objects

Same as above

Number cards And objects

Same as above

Number cards And objects

Same as above

Number cards And objects

Same as above

Number Cards

Same as above.

Test Below

Essay and Test Items Math Test- Matching Numbers to Quantities Directions: Draw the line from the set to match the number.

11

1.

2.

3.

4.

5.