During the process of creating my assessment, I really focused on what we learned throughout the semester such as having a variety of question types, reaching more than one level of Bloom’s Taxonomy, straying from giving clues within my questions, and accounting for bias, reliability, validity, and diverse learners. I started out by choosing a lesson that would be a bit easier to put into a written test form (considering art classes are most commonly based on performance). So, I chose photography because there are a lot of technical components one must know to take an aesthetically pleasing photograph. Once I knew what I wanted to test, I thought about what I have been taught in photography and imagined it as a test. Once I did this, the ideas
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I really tried to make my multiple-choice questions higher levels since recall/recognition is the most common. This was difficult but I believe that I achieved this well. I found it easy to make create and application questions mainly because art involves both of those processes extensively. I also wanted to include some visuals because, as an art education major, I think pictures not only help with allowing students to better answer the question, but it can even lessen stress anxiety. I know that when tests have just a bunch of words or numbers all over it makes me less motivated and willing to take it so adding visuals is an easy way to ease your students’ minds while also testing their knowledge of the …show more content…
In order to do this, I went through all of the questions after I wrote them to test for face validity and made sure they all had one correct answer. Then, before administering the test to students, I would try to have a sample group take the test in order to test for content validity. Now, although both of those are important, I think that predictive validity is an element of upmost importance because if the test can predict that the students will know how to use their camera correctly and take a quality photograph, then they will be able to use that knowledge for their performance assessment and other
I really tried to make my multiple-choice questions higher levels since recall/recognition is the most common. This was difficult but I believe that I achieved this well. I found it easy to make create and application questions mainly because art involves both of those processes extensively. I also wanted to include some visuals because, as an art education major, I think pictures not only help with allowing students to better answer the question, but it can even lessen stress anxiety. I know that when tests have just a bunch of words or numbers all over it makes me less motivated and willing to take it so adding visuals is an easy way to ease your students’ minds while also testing their knowledge of the …show more content…
In order to do this, I went through all of the questions after I wrote them to test for face validity and made sure they all had one correct answer. Then, before administering the test to students, I would try to have a sample group take the test in order to test for content validity. Now, although both of those are important, I think that predictive validity is an element of upmost importance because if the test can predict that the students will know how to use their camera correctly and take a quality photograph, then they will be able to use that knowledge for their performance assessment and other