A fixed response for writing will leave the answer options limited. For a writing prompt that is fixed in nature the student would be required to know, specfically, what the answer is. For a contructed response the question can be higher level and allow the student to have more flexibility in answering. A contructed response will be answered more objectively using a detailed rubric whereas a fixed response writing assessment may have only one correct answer and only a few ways in which to answer that question. A contructed response writing assessment may be the longer essay questions and the fixed response one may be the shorter, short answer questions.
Computer based tests, once made, can provide convenience for the student and for the teacher. However, the initial setting up of questions and creating the test can be initially very time consuming. Obviously, when the computer grades the work it is grading on the information the teacher inputted. The downfall to this is that students cannot be assessed individually. For example, you might have a student whose ablities require special consideration. For a teacher graded test those students can have the benefit of the teacher's feedback and consideration of the students writing or cognitive abilities. Also, sometimes students don't test well or are unclear about directions. A teacher graded assessement can address problems of confusion. It adds the human element when the teacher is more involved. Some students may be more successful with more teacher interaction.
Wednesday, November 23, 2011
Thursday, November 17, 2011
Blog 5
Describe the differences between constructed-response and fixed-response assessments. When would you use each type of assessment in eLearning? Why?
A constructed response is going to allow the teacher to create questions that stimulate the student’s higher level thinking skills whereas a fixed response assessment may only measure basic knowledge. For a constructed response the items may be open for interpretation and may be presented in the form of short answer or long answer essays. In contrast, a fixed response requires only one correct answer.
For eLearning both constructed and fixed assessments are useful. A fixed response assessment serves better as a formative, skills based assessment so the teacher may ascertain where the students are in acquiring terminology or basic skills that require shorter, more distinct answers. A constructed test can be utilized as a pre/post to see how well the student has progressed from the instruction.
A constructed response is going to allow the teacher to create questions that stimulate the student’s higher level thinking skills whereas a fixed response assessment may only measure basic knowledge. For a constructed response the items may be open for interpretation and may be presented in the form of short answer or long answer essays. In contrast, a fixed response requires only one correct answer.
For eLearning both constructed and fixed assessments are useful. A fixed response assessment serves better as a formative, skills based assessment so the teacher may ascertain where the students are in acquiring terminology or basic skills that require shorter, more distinct answers. A constructed test can be utilized as a pre/post to see how well the student has progressed from the instruction.
Saturday, November 12, 2011
Blog 4
Constructive Responses assessments take the form of completion items, true or false, short answer, and long answer or multiple-choice tests. The advantages of all these items are that they are easy to construct, familiar to the student, and reliability. The students are used to these types of tests so one of the advantages is that students are comfortable with the format.
For completion items or fill in the blank items, a disadvantage can be making sure the items left blank are important to the objective. Since many of these responses are recalling items, it is important to make them: Meet objectives, be at or below student reading level, and limiting the number of blanks in an entry. An advantage is the ability to test key ideas or main points.
Multiple-choice questions are also reliable and easy to construct. Students are familiar and confident when taking them because the chances of getting a right answer are possible since the right answer is among the selections. A disadvantage is that the distracter answers may be too vague or too closely related to the right answer. This can make multiple choices difficult and leave more than one right answer as the choice. However, if the test is too easy obvious. The instructor needs to carefully consider phrasing and level of difficulty. Often times synonyms are used that can be misleading to the student and cause error, especially when the student knows the correct answer.
True or false questions are also easy to construct and can test recall knowledge of a chapter or unit. However, TF questions cannot delve into higher-level thinking. In addition, a disadvantage is the same as with multiple choices as the ‘wrong’ answer needs to be developed carefully and to avoid obvious wrong answers. If the test is too easy then you are not testing on the objectives but just on how to take a test.
Short answer questions can also be efficient and easy to write. These questions can start to assess higher level thinking especially are you wanting the student to explain or describe content information. A disadvantage is also in the scoring. Students may answer with reasonable responses but not exactly, what the content required. Sometimes a short answer question can be an exercise in “guess what I’m thinking” on the part of the instructor.
Long answer tests can develop higher level thinking also. However, these types of tests are often overwhelming and may be subject to rambling and off topic comments. An advantage is that the student has to provide a response in a well-written, well-organized response and therefore synthesize or evaluate information. These tests can be very difficult to grade as well as time consuming. Since every student may respond in slightly different ways, it is sometimes for the instructor to maintain accurate and consistent grading criteria.
For completion items or fill in the blank items, a disadvantage can be making sure the items left blank are important to the objective. Since many of these responses are recalling items, it is important to make them: Meet objectives, be at or below student reading level, and limiting the number of blanks in an entry. An advantage is the ability to test key ideas or main points.
Multiple-choice questions are also reliable and easy to construct. Students are familiar and confident when taking them because the chances of getting a right answer are possible since the right answer is among the selections. A disadvantage is that the distracter answers may be too vague or too closely related to the right answer. This can make multiple choices difficult and leave more than one right answer as the choice. However, if the test is too easy obvious. The instructor needs to carefully consider phrasing and level of difficulty. Often times synonyms are used that can be misleading to the student and cause error, especially when the student knows the correct answer.
True or false questions are also easy to construct and can test recall knowledge of a chapter or unit. However, TF questions cannot delve into higher-level thinking. In addition, a disadvantage is the same as with multiple choices as the ‘wrong’ answer needs to be developed carefully and to avoid obvious wrong answers. If the test is too easy then you are not testing on the objectives but just on how to take a test.
Short answer questions can also be efficient and easy to write. These questions can start to assess higher level thinking especially are you wanting the student to explain or describe content information. A disadvantage is also in the scoring. Students may answer with reasonable responses but not exactly, what the content required. Sometimes a short answer question can be an exercise in “guess what I’m thinking” on the part of the instructor.
Long answer tests can develop higher level thinking also. However, these types of tests are often overwhelming and may be subject to rambling and off topic comments. An advantage is that the student has to provide a response in a well-written, well-organized response and therefore synthesize or evaluate information. These tests can be very difficult to grade as well as time consuming. Since every student may respond in slightly different ways, it is sometimes for the instructor to maintain accurate and consistent grading criteria.
Friday, November 4, 2011
Blog 3
When taking an online class the learner benefits from mastery and repetition of content. Since much is lost in the lack of personal communication I think it’s most effective to use the growth-referenced assessment. In this type of assessment the student’s performance is compared with the learner’s prior experience (Oosterhof, Conrad & Ely, 2008). In the online college courses I teach I use a pre-test writing assessment to determine where my students are in relation to his/her writing ability. As I grade their essays and provide feedback, I can give specific enough feedback so they can make improvements in their writing and progress through the course. I stress that I need to see improvement in MLA and writing skill as the class progresses.
For high school though, it might still be best to use criterion-referenced assessment. I might teach smaller units on individual skills and then test the class on those skills to see where students’ strengths and weaknesses lie. In a high school online environment mastery of the content is critical. It would be useful for students to be allowed to retake the tests as many times as they can in order to obtain mastery.
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