Rubric for Traditional Assessments in MLED 3062

 

Traditional Assessment

Aspect

Pathwise and NMSA

Point Value

 

Score

Agreement between stated objectives and test items – A table of specifications following the guidelines provided in class must be included.  Each objective included in the table must be stated in terms of observable student behavior based upon Bloom’s taxonomy.  Use your lesson objectives to guide the design of your test items. Several objectives should be stated which are above the knowledge/comprehension level with at least one objective being written at the synthesis or evaluation level.

A

3, 5

20

 

 

Clarity of directions for the items on the test – Are the instructions clear to the students for each section of the test?  Do the instructions clearly indicate to students what the task is and how they are to complete it?

C

3, 5

10

 

1 to 1.5 – page reflective explanation accompanies the actual assessment and:

§         Tells who will be assessed;

§         Tells why you are giving this assessment;

§         Clearly states the purpose of the assessment; communicates your process of your making decisions on the basis of the assessment;

§         Tells what you want to know about the student as a result of the assessment;

§         Demonstrates that you understand the importance, for the student, of the knowledge, skill, or ability being measured.

§         Demonstrates thoughtful consideration for all learners in administration of the assessment; considers students’ needs and the learning environment;

§         Tells how the assessment will be scored.

§         Include specific information of how you will modify this assessment for two students with different exceptionalities.

 

A

3, 5, 7

20

 

 

Soundness of the Test Items – Do the items demonstrate understanding of proper item construction guidelines and hints provided during class and in the textbook(s) examined?  There must be at least 25 items on your test with the following characteristics:

  • There must be a section of multiple-choice items with at least five items written at the analysis or application levels.
  • There must be a section of binary (true-false, yes-no) items (at least five items).
  • There must be at least one matching exercise (This will be considered as one item).
  • There must be two or more short answer/essay-type items with at least one written at the synthesis or evaluation level.

A, C

3, 5

50