Teachers are constantly bombarded with trainings on the newest thing in education. After 22 years in the classroom, I've lost count of the number of workshops I was required to attend to ensure my teaching abilities. Of course, the workshops had little to nothing to do with effective teaching and only represented the latest car that county office wanted us to chase. However, one shining moment does stand out in my career and it was an Assessment course that was completed during my Gifted Endorsement to my Teaching Certificate. This course opened my eyes to the world of testing and a task that I had viewed as something that had to be done on Friday, suddenly changed.
The push to analyze classroom data is a relatively new car that districts want to chase but one that could reap benefits for students. That is if the district remains committed, haven't seen that happen! Many teachers are coming to the conclusion that they lack the skill set necessary to meet the requirements of the new testing guidelines. This is pushing many teachers who would at one time create their own assessments to rely upon "canned" test banks provided by the book publishing company.
Consider the typical classroom teacher reading about ensuring their tests are valid, reliable, and can be secure. Well, you might as well have slapped them in the face. Let's be honest, overwhelmed teachers do not and can not add this to their already full plates. My exams are works in progress and are adjusted after each testing cycle. I go back and create new forms of my test based on the established ones. For example, I may give a multiple-choice exam to a class this semester and then go back in and using the same stem of the question, convert the question into a short-answer exam. It is also wise to go in and correct testing errors and change up distractors.
Here are 20 questions from an Economics test that currently has three versions available to students. Unfortunately, the data for the graph did not show up but you can see the different types of questions designed and note that it may be multiple choice but with a twist.
BASE YOUR ANSWERS TO THE FOLLOWING QUESTIONS ON
THIS PPF:
Mark “A” for true and “B” for false
Space
Missions Per Year
THE OPPORTUNITY COST TO MOVE FROM POINT A
TO POINT B WOULD BE:
1.
ONE ADDITIONAL MISSION. TRUE FALSE
2.
THREE ADDITIONAL MISSIONS. TRUE FALSE
3.
30 CARS. TRUE FALSE
4.
50 CARS. TRUE FALSE
THE OPPORTUNITY COST TO MOVE FROM POINT A
TO POINT C WOULD BE:
5.
ONE ADDITIONAL MISSION. TRUE FALSE
6.
THREE ADDITIONAL MISSIONS. TRUE FALSE
7.
30 CARS. TRUE FALSE
8. 50
CARS. TRUE FALSE
9.
WHAT IS THE OPPORTUNITY COST WHEN YOU MOVE FROM POINT A TO POINT D?
A.
ONE ADDITIONAL MISSION.
B. 5
ADDITIONAL MISSIONS.
C.
350 CARS.
D.
430 CARS.
10. WHAT IS THE
OPPORTUNITY COST WHEN YOU MOVE FROM POINT B TO POINT D?
A.
ONE ADDITIONAL MISSION.
B. 5
ADDITIONAL MISSIONS.
C.
350 CARS.
D.
400 CARS.
11. WHAT IS THE OPPORTUNITY COST WHEN YOU MOVE
FROM POINT C TO POINT D?
A.
ONE ADDITIONAL MISSION.
B. 5
ADDITIONAL MISSIONS.
C.
80 CARS.
D.
500 CARS.
Answer the following questions:
Mark “A” for Microeconomic thinking and “B” for Macroeconomic
thinking
12. THE EFFECT ON AMERICAN INDUSTRY OF A RISE IN
STEEL PRICES. Micro Macro
13. THE EFFECT ON DEMAND OF A $2,000 PRICE
INCREASE IN A CERTAIN AUTOMOBILE. Micro Macro
14. THE EFFECT ON CONSUMER SPENDING OF A 10
PERCENT FEDERAL INCOME TAX CUT. Micro Macro
15. THE EFFECT ON CONSUMER SPENDING OF A 5% RISE
IN UNEMPLOYMENT. Micro Macro
16. THE EFFECT ON CLOTHING PRICES OF INTRODUCTION
OF A NEW SYNTHETIC FABRIC. Micro Macro
17. THE EFFECT ON STATE TAX REVENUES OF A 1/2 %
INCREASE IN SALES TAX. Micro Macro
18. THE CAUSE OF AN INCREASE IN DEMAND FOR
PRECOOKED, PACKAGED MEALS. Micro Macro
19. THE CAUSE OF A 5% DROP IN EMPLOYMENT NATIONWIDE.
Micro Macro
20. A ROBOT
WELDER IN A FACTORY, AN OVEN IN A BAKERY, OR A COMPUTER IN A HIGH SCHOOL ARE
ALL EXAMPLES OF THIS TYPE OF GOOD;
A. CONSUMER GOOD.
B. NONDURABLE GOOD.
C. CAPITAL GOOD.
D. UTILITY GOOD.
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