Designing Your

Selected Response Assessment

Create a Cover Page• Include:

1. A statement of purpose• Is this an assessment FOR or OF learning (formative or

summative), who are the users, what are the uses, where does this assessment fit in the plan for the unit?

2. The GLCEs or HSCEs the assessment addresses.3. A target chart

1.Include each target2.the numbers of each item matched to the targets, 3.and tell if the items are knowledge or reasoning.

Samples follow… (high school and elementary)

Selected Response Assessment9th Grade Biology, Cells unit (partial)Purpose:The purpose of this formative assessment is to give the instructor an opportunity to evaluate the progress of students on several objectives. The learning targets address the students’ ability to explain the origin of certain cell organelles and differentiate processes of membrane transport. These concepts will be important in understanding learning targets in future units. The students will also demonstrate their understanding of some basic principles of scientific investigation. This assessment will allow the instructor to determine student readiness for the next learning target (designing an experiment). This assessment will be counted toward the students’ common assessment grade. This assessment will allow students an opportunity to evaluate their own comfort level with the learning targets. There will be additional opportunities to demonstrate mastery of these objectives. The assessment will contain multiple choice, matching, and true/false questions.

Michigan Benchmarks for High School BiologyB2.4g - Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts. B2.5h – Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport)

Learning Target Knowledge Items Reasoning Items

I can define prokaryote and eukaryote and give examples of each.

2, 16  

I can describe where mitochondria and chloroplasts come from.

10  

I can describe the evidence that explains where mitochondria and chloroplasts come from.

11  

I can define osmosis, diffusion, and active transport. 13, 14, 15  I can predict what will happen when cells are placed in a variety of solutions.

  3, 5, 6, 7

I can determine if a process is osmosis, diffusion, or active transport based on how materials are moving into or out of a cell.

  1, 4, 17, 18, 19, 20

I can describe the components of a good scientific experiment.

12 8, 9

Grade Level: 1st

Unit: MoneyClear Purpose: This formative assessment for learning will be given to first graders after they have been introduced to beginning concepts about coin money. The teacher will use the information to determine student understanding of coin money including names of coins, individual coin value, value of groups of coins, and writing amounts of money up to $1.00. Individual results will be used by the teacher to plan for remediation and/or further instruction for the remaining lessons of the money unit. Students need to have an understanding of these basic concepts as a foundation for adding and subtracting amounts of money as well as solving word problems involving money.Students will also use the assessment to self-assess and reflect on learning targets. The Student Analysis will provide students an opportunity to understand which targets have been mastered and which targets need extra practice. Based on the results of the assessment, students will be directed to appropriate math stations for remediation, extra practice, or enrichment. (Directions for Student Analysis and Math Stations are provided below.)Michigan Standards/Benchmarks:M.UN.01.04: Identify the different denominations of coins and dollars.M.UN.01.06: Tell the amount of money: in cents up to $1, in dollars up to $100. Use the symbols $ and ¢.M.PS.01.08: Solve one-step word problems using addition and/or subtraction of money including “how much more/less.” Clear Targets:

Learning TargetsKnowledge

Item #Reasoning

Item #

I can name each coin. 1, 2, 3 4

I can tell the value of each coin. 5, 6

I can tell which group of coins has more value. 7

I can tell the value of a group of same coins. 8, 9, 10

I can write the amount of money using the cent symbol. 8, 9, 10

Include Clear DirectionsWrite them – even if you intend to read them to

the studentsDirections: Provide complete directions, both for the overall test and for each item format.

Directions include guidance for what is expected in the response as well as how to respond.

1. Directions tell the students the objective of the assessment

2. Directions tell students types of items found on the assessment

3. Directions tell students how many points items are worth

4. Directions tell students where to put name, hour, date, etc.

5. Directions tell students where to write their responses.

6. Directions tell students how much time they have to complete the assessment

7. Directions tell students what to do if they have questions

8. Directions tell students where to put assessment when finished

9. Directions tell students what to do when finished

10. Encouragement given.

Biology A Name: Hr:Unit 1: Cells Test 2Directions: Please write your full name and hour at the top of this page. Read all directions carefully and raise your hand if you are unsure what to do. Read each question and answer choice carefully. Here is a list of vocabulary words that you should know for this quiz:

Prokaryote EukaryoteDiffusion OsmosisActive Transport HypothesisTheory ControlVariable Observation

If you have questions about any other word or phrase on the test, raise your hand and I will help you. For each question, I am also asking to let me know whether you are sure or unsure of your answer. Your response to this part of the test will not affect your grade, but it will help both of us figure out later what questions you need the most help with.

The test is divided into 3 sections:Multiple choice (11 points)True/False (5 points)Matching (4 points)

Objective: We have been studying a number of important ideas and processes in Biology. It is important that you have mastered these ideas before we move on to future goals. This assessment is designed to give us both a measure of your progress on these recent objectives. You will be asked to demonstrate your knowledge of some of the basic concepts as well as your ability to apply that knowledge in new and meaningful ways. Don’t worry, you are well prepared for this test and should be successful!

When you finish: Double check your test! When you are sure you are finished, turn your test into the tray for this hour. There is no talking allowed while students are testing. You should begin working on the assignment posted on the board until all students are finished. There is no time limit for this test.

Directions for Assessment Teacher Says: We have been learning about money during our math time. Today, you will have a chance to show me how well I have been teaching about money and how well you have been learning about money. It is important for all of us to discover how well we are doing before we learn even more fun ideas about money! Please take out your Quiet Corners (empty folder to provide a quiet work space and a tool for covering answers), a pencil, and an eraser. Then grab one book from the classroom library to read when you finish your answers. When you have the four items: a quiet corner, pencil, eraser, and a book, hold up the number four on your fingers so I know you are ready to listen. (When all students have shown four fingers, continue with directions.) There are ten questions on your papers. Each question is worth one point and there is a total of ten points. There are three multiple choice questions, four Yes/No questions, and three fill in the blank questions. Let me show you these types of questions on the document camera. Teacher Does: Show the assessment under the document camera. The information will be projected on the Smart Board screen in the front of the room. Refer to the assessment under the document camera as the directions continue. Teacher Says: (Accommodations) Can everyone see the board? Please put a smile on your face if you can see the board. I want everyone to do their best work and if you can’t see the board, we can find a different spot to work. Teacher Does: Move desks or students to different areas if needed. (The teacher is aware of individual needs and will move students needing a quiet work space as needed.) Teacher Says: Your name and date will go at the top of the first page. For each multiple choice question, circle the letter that best answers the question. For question #4, 5, 6, 7 circle Yes or No for which one best answers the question. For the last three questions, #8, 9, 10 count the money and write the total amount on the blank line including the cent symbol. Every question has two smiley faces. The face means you are sure about your answer. The face means you might know the answer, but you are not sure. After answering each question, color the smiley face that best matches your feelings with your pencil. The smiley faces are not worth any points. You can not get them right or wrong. The faces are simply to show both of us how confident we are with our answers.

Objective

Types of questions and points

Name and how to answer questions

I will read each question aloud. If you have a question at any point, please raise your quiet hand and I will call on you for your question. Remember, there should be no talking between neighbors so all students can listen and do their best work. You will have as much time as you need to answer the questions. If you get finished early, please put your papers into your quiet corners. Then, you may read the book you selected at your own seat. You may also choose to practice counting by 2’s or 5’s using your flash fingers. (Students are familiar with these two procedures.) Remember to count in your head so we have a quiet room for workers. Can someone please raise their quiet hand and remind me what I am supposed to do when I am finished? (Call on a student to remind the class of their two choices.) Remember to cover your answers and do your best. Put a big smile on your face if you are going to try your best! I love seeing these smiles because I know we are all going to do our best. Here we go! Teacher Does: Hand out one assessment to every student. Teacher Says: Before we begin, write your name and date on the top of the first page. Put two thumbs up when you have both your name and the date written on your paper. (Teacher waits for every student to show two thumbs before continuing.) Point to number one. Look at the coin. I will show the front and back of the coin now under the document camera. (Show the front and back of the quarter.) Circle the letter for the name of the coin. (The teacher will continue to read questions 1, 2, and 3 and correlating letter/answer aloud.) Teacher Does: Walk around the room monitoring student work. After students finish the multiple choice, repeat directions for the Yes/No problems using the document camera to display coins and emphasize directions. Remind students to color a smiley face to show certainty/uncertainty of answers. Continue with the last Fill in the Blank questions. After all students have finished, Teacher Says: Excellent job allowing us to work in a quiet room. I’m so glad you all tried your best. Please point to the two stars on the last page. The last question asks if you would like to be a Math helper during Math stations tomorrow. If you would like to be a helper, circle Yes. If you do not want to be a helper, it is okay just circle No. Not everyone will have a chance to be a helper tomorrow, we all know we have to take turns being helpers. Please give your papers to your team captains. Team captains, please make sure everyone has their name on top of their paper then bring the papers to your team work boxes. I will collect the papers and look at how well you did tonight. Tomorrow, we will have a chance to look at how well we are doing learning about money.

Questions

What to do if finished early

Encouragement

Where papers go when finished

Types of questions/formats• Multiple Choice• True/False• Matching• Fill-in-the-Blank

• At least 3 different types from the above• At least 20 questions– K & 1 grades can be 10 questions

Have students indicate if they are sure or unsure for each question

_____3. Human red blood cells are about 1% salt. Water from the ocean is about 3.5% salt. Which of the following would happen if human red blood cells were placed in ocean water? A. The blood cells would shrink. B. The blood cells would swell up. C. The blood cells would dissolve. D. Nothing would happen to the blood cells.

_____ Sure _____ Not Sure Note that capital letters should be used for the distracters.

Have students indicate if they are sure or unsure for each question

Note that capital letters should be used for the distracters.

Multiple Choice: Circle the letter that best answers the question. Color in the face indicating whether you are sure or unsure about the answer. (1 point each)

1. What is the name of this coin?

A. penny

B. nickel

C. dime

D. quarter

Self-Assessment PortionLet’s start by keeping track of how well you did on each of the learning targets. Fill in the table below by recording how many questions you got right and wrong and how many answers you were sure or unsure of. Leave the last column blank for now.

Learning Target Questions # Right # Wrong # Sure # UnsureDo I need to work on

this?

1. I can define prokaryote and eukaryote and give examples of each.

2, 16  

2. I can describe where mitochondria and chloroplasts come from.

10  

3. I can describe the evidence that explains where mitochondria and chloroplasts come from.

11  

4. I can define osmosis, diffusion, and active transport.

13, 14, 15  

5. I can predict what will happen when cells are placed in a variety of solutions.

 3, 5, 6, 7

6. I can determine if a process is osmosis, diffusion, or active transport based on how materials are moving into or out of a cell.

1, 4, 17, 18, 19, 20

7. I can describe the components of a good scientific experiment.

8, 9, 12

Name ______________________________

STUDENT ANALYSIS PAPER

Question Learning Target

I CAN do this!

I am still learning

about this!

Station for Practice

1 I can name each coin. Pot of Gold! Money game

2 I can name each coin. Pot of Gold! Money game

3 I can name each coin. Pot of Gold! Money game

4 I can name each coin. Pot of Gold! Money game

5 I can tell the value of each coin.

Smart Board Money Match

6 I can tell the value of each coin.

Smart Board Money Match

7 I can tell which group of same coins has more value.

Who Has More?

8 I can tell the value of a group of same coins.

Mystery Money

9 I can tell the value of a group of same coins.

Mystery Money

10 I can write the value of a group of coins using the cent symbol.

Mystery Money

Include an Answer Key

Answer Key 1. B 2. D 3. A 4. A 5. C 6. D 7. A 8. C 9. B 10. B 11. D 12. True 13. False 14. True 15. False 16. False 17. C 18. B 19. A 20. A

Answer Key:

*One point for each question. For questions 8, 9, and 10, students must have the correct amount and the cent symbol to receive one point.

1. D

2. A

3. B

4. Yes

5. No

6. No

7. Yes

8. 4¢

9. 10¢

10. 40¢

The two slides that follow contain the scoring guide which will be used to critique your Selected Response Assessment by your Learning Team members: “Keys to Quality”.

The overall rubric for the Unit of Instruction which includes your SRA, EWRA, and PTA is located at the end of the syllabus.

You included this

Standards of Quality for Selected Response Assessments

Clear Purpose It is clear who the intended users and uses are It is clear that this is a formative or summative assessment. Comments: Clear Targets Targets are important – worth the assessment time devoted to them. Targets are clearly related to the state and/or district standards Targets connect to the items on the assessment Comments: Directions: Provide complete directions, both for the overall test and for each

item format. Directions include guidance for what is expected in the response as well as how to respond.

1. Directions tell the students the objective of the assessment 2. Directions tell students types of items found on the assessment 3. Directions tell students how many points items are worth 4. Directions tell students where to put name, hour, date, etc. 5. Directions tell students where to write their responses. 6. Directions tell students how much time they have to complete the assessment 7. Directions tell students what to do if they have questions 8. Directions tell students where to put assessment when finished 9. Directions tell students what to do when finished 10. Encouragement given. Comments: General Formatting 1. Group like questions, e.g. put all of the multiple choice questions together. 2. Never split a question between pages. 3. Avoid splitting like questions between pages. 4. Indicate the point value for each question. 5. Use plenty of “white space” to set off directions, questions and answers, and

sections of the test. Don’t crowd things together. 6. Keep wording simple and focused 7. Highlight critical words (most, least, except, not) Comments: Assessment Items and Target Match 1. Assessment items are matched to targets. 2. Assessment items contain important knowledge or reasoning information. 3. Answer key provided. Comments: Fill-in-the-Blank 1. Leave only important terms blank. 2. Keep items brief. 3. Limit the number of blanks per statement to one, at the most two for older

students. 4. Limit the response called for to single words or very brief phrases. 5. Try to put the blanks near the end of the statement (or better yet, see 8 below). 6. Try to ensure that only one term fits each blank. 7. Indicate the units if the answer called for involves a numerical measure. 8. Number the blanks and provide lines down the right-hand side of the page, all the

same length, for students to write their answers. 9. Do not make length a clue. Comments:

True/False 1. Use a single point that determines the truth of the statement. An example

violation: The cm is larger than the mm and the mm is larger than the dm. 2. Take care with grammar and spelling. 3. Have approximately ½ of the statements true and half false. If is easier to start

with all true statements, then go back and change some to false statements. 4. Use a random pattern in the sequence of answers, e.g., TTFFT is ok, TFTFT is not. Comments: Matching 1. Make certain that the relationship between the stems and the responses is the same

throughout the question. For example, all of the items might be things OR events, but a combination of thins and events is inappropriate.

2. State the specific relationship between the stems and responses in the directions to the question. Check that it fits each stem and its response.

3. Put the stems (questions) column on the left and number them. 4. Put the blanks for students to record their answers next to the stems (or on an

answer sheet). 5. Put the responses (answers) column on the right and letter them (capital letters). 6. Provide more responses than needed (about 40-50% more than the questions to

avoid having students use process of elimination. Comments: Multiple Choice 1. Use the same number of distracters (wrong answers) for every question. 2. Use plausible distracters that are related to the stem and are similar in character. 3. Have all distracters (and the correct answer) about the same length. 4. Use correct grammar; if the stem is an incomplete sentence, each distracter should

be grammatically consistent with it and complete the sentence. 5. Put all of the distracters in a single column, not side by side or in two columns. 6. Use reasonable vocabulary and avoid wordiness and ambiguity. 7. Vary the position of the correct answer (the tendency is to make it B or C). 8. Limit the use of “all of the above” and “none of the above.” If you do use them,

make them as frequently the incorrect answers as they are the correct answers. Comments: Student Involvement 1. Assist students with self assessment, tracking learning, and communicating about

their learning. Comments: