#teachermade

[education30and40blog]

AI Prep Rally Newsletter - October 13th, 2024

See on Scoop.it - Education 2.0 & 3.0

Please Remember: Students don't need TeacherMade accounts. You send them TeacherMade Activity links via Google Classroom, Canvas, Schoology, Brightspace, etc.

[alexsharhima]

Designing and Developing Assessment

Designing and Developing Assessment

A. Characteristics of Quality Assessment Tools

Valid: measures what it is supposed to measure, at the appropriate level, in the appropriate domains (constructive alignment).

Fair: is non-discriminatory and matches expectations.

Transparent: processes and documentation, including assessment briefing and marking criteria, are clear.

Reliable: assessment is accurate, consistent and repeatable.

Feasible: assessment is practicable in terms of time, resources and student numbers.

Educational Impact: assessment results in learning what is important and is authentic and worthwhile. The aspect of authenticity is an important one. Authentic assessment can be defined as: 'An assessment requiring students to use the same competencies, or combinations of knowledge, skills, and attitudes that they need to apply in the criterion situation in professional life.' Gulikers, Bastiaens, and Kirschner, (2004, p. 69).

B. Types of Teacher-made Test

Three Reasons for Teacher-Made Tests:

1. They are Consistent w/Classroom Goals and Objectives.

2. They Present Same Questions to All Students Under Nearly Identical Conditions.

3. They Generate a Product that can be Evaluated and Stored for Later Use—for example, Parent Conferences.

Three Alternatives/Types of TeacherMade Tests:

1. Objective Test—alternative, multiple choice, matching, and completion test.

2. Essay Test—brief or extended.

3. Combination of the Two.

C. Learning Target and Assessment Method Match: Table of Specifications

The table of specifications (TOS) is a tool used to ensure that a test or assessment measures the content and thinking skills that the test intends to measure. Thus, when used appropriately, it can provide response content and construct (i.e., response process) validity evidence. This type of table: *helps faculty assure adequate coverage of content. *helps students study for a test. *points out the types of items on a test besides factual knowledge.

D. ASSESSMENT TOOLS DEVELOPMENT CYCLE

1. ASSESSMENT DEVELOPMENT CYCLE

Good assessment follows an intentional and reflective process of design, implementation, evaluation, and revision. The Assessment Cycle relies on four simple but dynamic words to represent this process: Plan-Do-Check-Act. These are the following questions to have a good assessment: *What do I want students to learn? *How do I teach effectively? *Are my outcomes being met? *How do I use what I've learned?

2. TEST ITEM FORMULATION

A test item is a specific task test takers are asked to perform. test items can assess one or more points or objectives, and the actual item itself may take on a different constellation depending on the context. Preparation of test item is the most important task in the preparation step.

PREPARING THE TEST ITEMS:

1. Write test items according to rules of construction for the type(s) chosen.

2. Select the item to be included in the text according to table of specifications.

3. Review and edit items according to guidelines.

4. Arrange items: decide on a) grouping of items b) sequence of items within groups c) sequence of groupings.

5. Prepare directions for the test: if necessary, prepare directions for individual items (e.g, matching type) or for sections (e.g, negative form of one-best response type).

6. Decide on method of scoring.

PRINCIPLES FOR PREPARING TEST ITEMS:

Preparation of the the test items is the most important task in the preparation step.

The following principles help in preparing relevant test items.

Test items must be appropriate for the learning outcome to be measured.

Test items should measure all types of instructional objectives and the whole content area.

The test items should be free from ambiguity.

The test items should be of appropriate difficulty level.

The test item must be free from technical errors and irrelevant clues.

Test items should be free from racial, ethnic and sexual biasness.

3. ITEM ANALYSIS

Item analysis is a process which examines student responses to individual test items (questions) in order to assess the quality of those items and of the test as a whole. The Item Analysis output consists of four parts: A summary of test statistics, a test frequency distribution, an item quintile table, and item statistics. This analysis can be processed for an entire class.

4. RELIABILITY

Reliability refers to whether an assessment instrument gives the same results each time it is used in the same setting with the same type of subjects. Reliability essentially means consistent or dependable results.

A. MEASURES OF RELATIONSHIP

Correlation coefficients It measures the relationship between two variables rather than the agreement between them, and is therefore commonly used to assess relative reliability or validity. A more positive correlation coefficient (closer to 1) is interpreted as greater validity or reliability.

Linear Regression and Multiple Regression

1. Linear regression is the use of correlation coefficients to plot a line illustrating the linear relationship of two variables X and Y. It is based on the slope of the line which is represented by the formula: Y = a + bX where * Y = dependent variable * X = independent variable * b = slope of the line * a = constant or Y intercept

Regression is used extensively in making predictions based on finding unknown Y values from known X values. For example, the linear regression formula for predicting college GPA from known high school grade point averages would be displayed as follows: College GPA = a + b(High School GPA

2. Multiple Regression is the same as regression except that it attempts to predict Y from two or more independent X variables. The formula for multiple regression is an extension of the linear regression formula: Y = a + b1 X1 + b2 X2 + .... Multiple regression is used extensively in making predictions based on finding unknown Y values from known X values. For example, the multiple regression formula for predicting college GPA from known high school grade point averages and SAT scores would be displayed as follows: College GPA = a + b1(High School GPA) + b2(SAT Score).

Discriminant Analysis Discriminant analysis is analogous to multiple regression, except that the criterion variable consists of two categories rather than a continuous range of values.

Factor Analysis Factor analysis is often used when a large number of correlations have been explored in a given study; it is a means of grouping into clusters or factors, certain variables that are moderately to highly correlated with each other.

B. INDEX OF DETERMINATION

The coefficient of determination (R²) is a number between 0 and 1 that measures how well a statistical model predicts an outcome. You can interpret the R² as the proportion of variation in the dependent variable that is predicted by the statistical model.

C. INTER-RATER RELIABILITY In statistics, inter-rater reliability is the degree of agreement among independent observers who rate, code, or assess the same phenomenon. Assessment tools that rely on ratings must exhibit good inter-rater reliability, otherwise they are not valid tests.

5. VALIDITY

The validity of an assessment tool is the extent by which it measures what it was designed to measure. For example, a test of reading comprehension should not require mathematical ability. There are several different types of validity:

Face validity - do the assessment items appear to be appropriate?

Content validity - does the assessment content cover what you want to assess?

Criterion-related validity - how well does the test measure what you want it to?

Construct validity - are you measuring what you think you're measuring?

A valid assessment should have good coverage of the criteria (concepts, skills and knowledge) relevant to the purpose of the examination.

[nocaptainnomore-blog]

@teachermade

"Hey, I was gonna say I have too much pizza and I don't want it to go to waste but truth is, huh, I don’t want to eat alone ?”

[lostkiids]

    “i believe their’s something in you. something you should be seeing too.”

@teachermade     take it from an old man - dakin matthews

[evcryopeneye]

 @teachermade continued from x

Norah, although amused, was surprised by his sudden confession. It causes her to laugh out into the quiet night air and shake her head. “Good to know,” she said, turning to smile at him. “I happen to know a very good place with the best breakfast burritos and good news: they don’t have strippers.”

“Listen carefully to me, they better be the best.” He pointed out flippantly, eyes still focused on the dark road, “because I’m not spending my entire night sat in a car watching an empty road for someone who probably isn’t going to turn up, to eat nasty breakfast burritos and burnt coffee.”

[ghcstdoctor]

                “  nope -- definitely not a doctor right now.  ”    he shot her a sideways glance. he was sure he’d seen her at the hospital.    “  i might’ve been an hour ago, but -- you missed that window.  ”    he offered a tight smile. it had been a shift from hell. the last thing he needed was for it to be longer ...   //  @teachermade ♥︎’d

[sacredandwild]

          @teachermade, continued from x

"I have a life,” he responded with a pout, “work’s just made it a little more PG than I care for.” but was quick to brush it off before fishing around his pack for his cigarettes and water bottle, “But I do miss Vine though. I think it was freaking magical.” And it did a lot of help with his ever important social media presence. “I don’t even know what I’m saying, honestly. I think everyone just reaches a point where they start emulating memes... a meme-life crisis.” He couldn’t not laugh at his own joke. “I need to go out for a smoke, you wanna join me?”

[dreamfeared]

‘ messy is fun, okay? my whole life is a giant mess and i love it. ’

                   a  laugh  tumbles  from  her  lips  at  the  statement  ,  her  smile  as  wide  as  it  was  genuine  .  ❛  you  might  have  to  teach  me  a  little  bit  about  that  ,  then  .  i’m  sure  my  kids  would  thank  you  .  ❜

                          @teachermade  !

[bonnietohisclyde]

‘ forgive a girl for being lonely . ’

Haunting on Hill

“That’s allowed.” It’s an easy statement, shrugging a little.  It didn’t matter much in the end, after all, a lot more was going on around them, he didn’t need to be too concerned.  “I think we’re all a little lonely, anymore.” 

[failinghcart]

“Wake up, please. Please fucking wake up.”

      HEART STRAINS ——       & muscles pull & stretch . he was prone to BLOOD CLOTS    ( HOW UNLUCKY ! )    purple lips gasp & he wheezes for a little more air or perhaps a chance at living . he crashes & fades , but he can hear her — along with the chaos of everyone in the hospital room trying to bring him back to life — the desperation in her voice only breaks his heart more .       ———————–       once he comes to he doesn’t open his eyes , but simply grabs her wrist & grins .    ‘ scared ya’ didn’t i ? ’    but he wasn’t out of the woods yet . 

@teachermade !

[education30and40blog]

How to Create a Map-based Quiz in TeacherMade

loadYouTubePlayer('yt_video_sK8AVEb2CyU_sVRHNNgDbfWp3I3B');

TeacherMade has lots of ways that you can create online self-graded activities. Watch this video to learn how to use TeacherMade to make a map-based quiz. Learn more about TeacherMade: https://youtu.be/Esqa4hiLiJE ... 📔 50 Tech Tuesday Tips! http://practicaledtech.com/50-tech-tuesday-tips/ ... 🏫 Take a course with me: 🏫 https://practicaledtech.com/on-demand-pd/ #edtech #maps #teachermade #geography

[strawpolls]

@teachermade​ + [ sc. ]

“ HEY, so I didn’t know how you took your coffee, but I wanted to get you   something before you got here, so ... ta-da !! ” He presents to her a cup of   black coffee and a handful of fixins. Setting his own coffee down across   from her, he takes a seat with an exaggerated sigh, as though the trip to the   counter and back had winded him, and offers her a peachy smile. 

[forthewinn]

“ so , how does it feel to know me? a blessing , isn’t it? “

A small chuckle left his lips as Winn leaned back in his chair. "I mean a blessing might be a small stretch. But just a small one. You do make life more interesting so you have that going for you."

random sentence starters || accepting || @teachermade

[evcryopeneye]

❝yeah, i’m just gonna stay angry. i find that relaxes me.❞ (Jay)

@teachermade

Jay just sat therefor a moment, staring at her, trying to gauge if it would be the appropriatetime to crack a joke. “I’ll sleep with one eye open tonight then.” He quippedbefore a soft sigh left him, “look, it’s not your fault.” People got away, theydidn’t get everyone, that had taken him a long time to come to terms with. Therewas a difference between escape by stupidity, and escape despite the fact youhad done everything right. “You did exactly what I would have done. You can doeverything right, and it still doesn’t pan out.”

[nocaptainnomore-blog]

❛ we said things in the dark, we never dared to say. ❜

    Blue eyes look down, lips pressed in a tight line. Fingers hover above the handle of his door, back to her voice. Every muscle of his back tightens under his white shirt. Words have not been spoken between them since he asked her to give back her key, since he stopped all relation between them. 

    Steve is unsure as to what to say, what to do, really. Life is as it was before her appearance ( lifeless, sad, useless ) but he isn’t hurting her anymore && that was the point. Closing his eyes briefly, his tongue humidifies his lips.      “Yes. Thankfully, it’s not happening again.”      He hopes there’s no emotion in his voice, he does not want to hurt her && he hopes she knows that. 

    Nodding to himself, fingers close around the handle, turning it gently as the keys wiggle against the door. Door now opened, he goes in.

[methodcop]

❝ Goodnight, Agent Mulder. ❞

things roomies & i have said / @teachermade​

                            “  thanks -- spooky. i get it,  ”    he says dryly, clicking on his flashlight pointedly. but she might be right -- having to knock on doors in the middle of the night’s never on the top of his ideal to-do list either...    “  but just let us know if you see anything, alright?  ”    he says, flashing her his suspect’s picture one more time for good measure. but before he goes, he can’t help but add with a smirk,    “  y’know -- unless you see aliens. that one’s above my pay grade....  ”