Discussion of Assessment
In this assessment, the directions tell the students how to answer the question and the point value of each item. Additionally, the items in this assessment are ordered from the easiest to the most difficult problem. Thus, this order gives a student confidence and lowers anxiety when completing this assessment. Since I requested that the students circle the correct answer, I provided ample space between the options to avoid confusion when grading. Furthermore, there is no pattern in the correct answers.
Item #1
Revised Taxonomy - Cognitive Levels
In answering this item, the student must recall the definition of parallel. Thus, the student must remember the factual knowledge that resistors in parallel have the same voltage.
Item-writing Guidelines
In creating this item, simple language and grammatical conventions are used, and the stem does not provide any clues to answer the item. Also, the options are logically arranged in alphabetical order and positioned in a column. In addition, there are two distracters, because there are only three plausible responses to this item. Furthermore, these incorrect responses will provide me with diagnostic information about what subjects I may need to revisit …show more content…
There are also no clues within the stem. Initially, the unit was placed by the numbers in the options, but the units are best suited when included in the stem for clarity. Additionally, the directions to use the diagram are bolded. In listing options, numerical order is the appropriate logic, and the options are listed in a column. Furthermore, the options are selected based on common mistakes by students. For example, Option b is based on the relationship of resistors in series. Thus, if students select option b, I need to review the definitions of series and parallel circuits and the relationships of equivalent resistances in both types of
In this assessment, the directions tell the students how to answer the question and the point value of each item. Additionally, the items in this assessment are ordered from the easiest to the most difficult problem. Thus, this order gives a student confidence and lowers anxiety when completing this assessment. Since I requested that the students circle the correct answer, I provided ample space between the options to avoid confusion when grading. Furthermore, there is no pattern in the correct answers.
Item #1
Revised Taxonomy - Cognitive Levels
In answering this item, the student must recall the definition of parallel. Thus, the student must remember the factual knowledge that resistors in parallel have the same voltage.
Item-writing Guidelines
In creating this item, simple language and grammatical conventions are used, and the stem does not provide any clues to answer the item. Also, the options are logically arranged in alphabetical order and positioned in a column. In addition, there are two distracters, because there are only three plausible responses to this item. Furthermore, these incorrect responses will provide me with diagnostic information about what subjects I may need to revisit …show more content…
There are also no clues within the stem. Initially, the unit was placed by the numbers in the options, but the units are best suited when included in the stem for clarity. Additionally, the directions to use the diagram are bolded. In listing options, numerical order is the appropriate logic, and the options are listed in a column. Furthermore, the options are selected based on common mistakes by students. For example, Option b is based on the relationship of resistors in series. Thus, if students select option b, I need to review the definitions of series and parallel circuits and the relationships of equivalent resistances in both types of