Final+Project+Instructions

=Here is the final Project Instructions.= If you find the instructions below hard to read here is the original PDF from Blackboard.

EDF 6432 Final Project Instructions Designing Objective and Alternative Tests The final project includes two parts: Part A and B. [You need make progress on the final project with the class paces.] Part A should include: a. Brief description of context. b. Instructional objectives c. Table of test specifications (test blueprint) Part B should include: a. 12 – 15 Objective test items (test instructions should be included) b. One performance base item (test instructions should be included) c. Review & Revision Instructions for Part A Task: As a group, you need to develop the foundation for an objective and alternative test to measure an instructional goal of your choice. The assessment should be planned for a specific grade/age level, course, unit, and test purpose. The context must include students eligible to receive LEP and ESE services. Use the following procedures to guide the development of your product. This foundation will later be used for Part B requiring you to create a selection of objective-style items and a performance assessment. 1 Describe context: Briefly describe the learning context. Be sure to include at least one student with limited English proficiency and one student with a disability. Chose one of the following disabilities: specific learning disability, significant physical challenge, cognitive impairment, or behavior disorder. Many learning contexts are possible (e.g. adult workshop; elementary, middle or secondary classroom; resource room or exceptional education setting). Be sure to include: • test type and purpose (describe specifically how the test results will be used). • grade/age level • course and specific unit of instruction the test will cover. 2 Identify Sunshine State Standard(s) (SSS) and write instructional objectives: Identify a Sunshine State Standard (or equivalent) and then derive a set of instructional objectives from which objective items and a performance task for a posttest will be created (in Part B). Follow the format for writing objectives found in Chapter 5 of our text. (Do not develop lesson plans or the actual instruction for this project; just the instructional objectives that will serve as the foundation for the test.) 3 Develop a table of test specifications illustrating the specific content areas and learning levels that would be covered in unit of instruction for the SSS (see example table attached in this file). Table should indicate:

2 • cognitive levels and content areas and the proportions for each • at least three learning levels (for example: comprehension, application and evaluation) • item formats and number of items within the cells of the table • totals and percentages in the column and row margins • total overall number of items • estimated time for students to complete the test It may be helpful to develop the Table of Specification in two parts: one part for the cognitive, objective-style items and one part for the performance skill. • Pay careful attention to the scope of your test. Don’t try to cover too much material, but also don’t cover too little. It is difficult to do well on this assignment with very limited goals (unless working with ESE or very young children). Examples of tests that are too limited in scope are vocabulary tests and arithmetic tests consisting of only limited types of computations. 4 • Using the discussion board on the website, develop, discuss/critique, and post Part A to your group’s topic on the course website discussion board. Each group member must attend the group discussion and makes contributions to the group work. Your work will be weighted for your final grade. EDF6432_Dr. Haiyan Bai 3 Instructions for Part B Task: As a group, you are required to develop test items based on foundation from Part A. Make revisions on the final version. 1 Objective test items: The objective-style part of the test should consist of 12 – 15 items of structured or semi-structured type (include at least 3 item types from the following: multiple-choice, true/false response, matching, completion or short answer). At least half of these items must measure at the comprehension or higher levels of Bloom’s (Bloom, et al) Taxonomy (see Chapter 5: Section: Taxonomy of Educational Objectives). • Write the items to reflect the content and learning levels indicated in your table of test specifications. You must follow the guidelines for item writing that were discussed in class or presented in your text. • Develop general test instructions as well as instructions for the individual item types (or sections of your test). 2 Performance base item: The performance-based exam part (one item) consists of identification of task, directions for students and the rubric, checklist, or rating scale the teacher would use to score students’ work (see Chapters 8 & 9). 3 Review & Revision: The group members should review the entire test and make appropriate modifications and discuss your ideas on the blackboard. After learning the last module, Module 9, you may need to make necessary revision on your final version to modify the test items appropriate for the students with special needs. Provide a brief description for the modification to meet the needs of students with special needs. Final Project Submission Format the complete package in the following order: a. Include brief description of context developed in Part A b. Instructional objectives from Part A c. Table of test specifications (test blueprint) from Part A d. Objective test items (12-15 items) and Performance-based (one item) test f. Brief but complete description (one paragraph) of how the test and/or administration procedures are modified appropriately for the student with limited English proficiency and student with the exceptionality that you have chosen (see materials found under Module 9 on the website if you need help with those resources). Concerns The instructor will use the attached rubric for evaluating your work. You are encouraged to use it in developing your materials. You are welcome to ask the instructor specific questions about the final project or course content related to your instrument development but do not ask the instructor to review your materials or “pre-grade” prior to submitting your final project because we need to be fair on your grades for the whole class. You may consult with class members about test development procedures or subject – matter content but please remember this is an exam and must be completed independently. Reference You may wish to use the following references to support of your work: http://pareonline.net/getvn.asp?v=7&n=25 http://pareonline.net/getvn.asp?v=9&n=2 EDF6432_Dr. Haiyan Bai 4 Table of Test Specifications* Learning Levels Content Area Knowledge Comprehension Application Analysis Synthesis Evaluation Totals Totals areas and learning levels; if learning levels must be omitted, drop the lower-order and retain the higher-order skills). EDF6432_Dr. Haiyan Bai 5 EDF 6432 Product Exam Scoring Rubric (Dr. Haiyan Bai) Name Component (From Part A) Quality Categories 1.0 Context Absent Present 1.1 Age/grade level 0 1 1.2 Subject/& unit 0 1 1.3 Test type 0 1 Narrow Scope Appropriate Scope 1.4 Test purpose 0 1 2 Sub-total / 5 2.0 Objectives Not present Developing Accomplished 2.1 Match the content of goal 0 1 2 2.2 Appropriate learning level for goal 0 1 2 2.3 Conditions, content, behavior 0 1 2 2.4 Observable, Measurable 0 1 2 Sub-total / 8 3.0 Table of Specifications 3.1 Content levels None 1 -2 levels 3+ levels 0 1 2 3.2 Cognitive levels None 1 level 2+ levels 0 1 2 3.3 Marginals and Cells Major errors Minor errors Fully correct 0 1 2 Sub-total /6 3.0 Objective test items 3.1 Quantity < 10 items 10-11 items 12-15 items 0 1 2 3.2 Types No items 1 type only 2-3 types 0 1 2 3.3 Item and test directions None Moderately effective Effective 0 1 2 5.5 Item mapping Major Minor Correctly problems problems Mapped 0 1 2 6.0 Item writing violations Many Several minor All guidelines or few major followed 0 1 2 3 4 5 Sub-total /13 4.0 Performance-based test Not present Developing Accomplished 3.1 Student instructions for task 0 1 2 3.2 Clarity of instructions 0 1 2 3.3 Complete (guidance/organization) 0 1 2 3.4 Components formatted correctly 0 1 2 3.5 Quality categories appropriate 0 1 2 3.6 Constraints addressed 0 1 2 Sub-total /12 7.0 ESE and LEP Modifications Inappropriate type Appropriate type EDF6432_Dr. Haiyan Bai 6 0 1 2 3 Not sufficient, complete Sufficient, complete 0 1 2 3 Sub-total /6 Total /50 Percentage
 * Not all rows and columns need be used but remember to use the selection rules (get a representative sample from the framework, try to sample from all content