Objectives
for ED 317 Exam II
Spring
2002
1.
Calculate a percent correct score.
2.
Calculate a weighted mean from several components,
e.g. tests, homework, quizzes.
3.
Define correlation, correlation coefficient,
positive correlation, negative correlation, spurious correlation, and
scattergram.
4.
Plot coordinate points on a scattergram and
determine if there is a correlation and, if so, identify the direction of the
relationship (+ or -).
5.
Discuss the meaning of various values of the
correlation coefficient, (r).
6.
Discuss causality as it relates to correlation.
7.
Describe how correlation may provide evidence of
reliability and validity.
8.
Define “taxonomy” and relate the term to Bloom’s
Cognitive Domain.
9.
Define, describe, and give examples of behaviors
from the psychomotor, cognitive, and affective domains.
10.
Describe and use the “verb method” of writing
objectives.
11.
Define objective scoring, subjective scoring,
holistic scoring, and analytical scoring.
12.
Explain why selected response items are popular
with standardized test writers.
13.
Explain what the terms “subjective” and
“objective” refer to.
14.
Describe how to properly write directions for
selected response items.
15.
Distinguish between and provide examples of
objective and subjective types of items.
16.
Relate the terms “objective” and “subjective” to
the terms “selected response” and “constructed response”.
17.
Name and use the five item writing guidelines for
true-false items.
18.
Describe the strengths and weaknesses of
true-false items.
19.
Name and use the nine item writing guidelines for
multiple-choice items.
20.
Define and identify the terms stem, distractor,
and alternatives.
21.
Describe the strengths and weaknesses of
multiple-choice items.
22.
Name and use the six item writing guidelines for
matching items.
23.
Define and identify the terms premise and response.
24.
Describe the strengths and weaknesses of matching
items.
25.
Analyze objective items for errors and make
suggestions for improving defective ones.
26.
Identify the four things you can do to check the
quality of your tests before administering them.
27.
Identify sources of judgmental and empirical
analyses of objective items.
28.
Identify the 3 quality characteristics of
objective items.
29.
Define, calculate, and interpret indices of item
difficulty.
30.
Define, calculate, and interpret indices of item
discrimination.
31.
Identify 4 ways students can determine if an
alternative is a distractor.
32.
Interpret data from an objective item distractor
analysis.
33.
Discuss the difference between items on
norm-referenced and criterion-referenced tests with regard to difficulty and
discrimination.
34.
Explain how skill complexity, group
characteristics, multiple items per objective, and hierarchically related items
may be used to interpret difficulty and discrimination indices.
35.
Name the two types of short answer items.
36.
Name and use the five item writing guidelines for
fill-in-the-blank items.
37.
Describe the strengths and weaknesses of
fill-in-the-blank items.
38.
Identify issues related to “Swiss-cheese items”
and explain what one is.
39.
Identify short answer scoring guidelines.
40.
Recognize lists as a type of short-answer
item and discuss the significance of number and order when
scoring lists.
41.
Discuss the proper use and scoring of keyed
response items.
42.
Name the two types of essay questions.
43.
Identify the 6 essay item writing guidelines.
44.
List and explain the four steps to promoting
successful student essay item writing.
45.
Discuss the importance of separating writing
skills from content when scoring essays.
46.
Discuss suggestions for writing rubrics and
scoring essays.
47.
Analyze subjective items for errors and make suggestions
for improving defective ones.
48.
Identify methods that increase scoring consistency
for constructed response items.
49.
Define terms associated with scoring bias (central
tendency error, generosity error, severity error, halo effect, and horns
effect).
50.
Recognize appropriate ways to score spelling,
grammar, organization, and documentation of essays.
51.
Define “rubric” and explain why one is required
for scoring subjective items.
52.
Explain and distinguish between the two types of
basic rubrics; “item-based” and “descriptive”.
53.
Define checklist and rating scale and relate these
terms to item-based and descriptive rubrics.
54.
Define negative and positive scoring and explain
why positive scoring is preferred.
55.
Discuss how scores from rubrics may be translated
into grades, categories, and actions.
56.
Discuss appropriate ways that journals, oral
reports, group work, drawing for content, and portfolios may be used for
assessment and instruction.
57.
Distinguish between “showcase” and “working”
portfolios.
58.
Apply the use of rubrics to evaluations of your
own performance as a teacher.
59.
Identify suggested practices for assessing content
using written responses of elementary school students.
60.
Discuss how book publishing fosters writing skills
in young students.
61.
Describe the method that helps middle-school
students organize longer written responses.
62.
Define alternative assessment and tell what
it is an alternative to.
63.
Discuss the importance of integrating traditional
and performance-based assessments in your classroom and describe ways to accomplish
it.