Assessing Science Literacy Using Extended Constructed-Response Itemsby: Audrey B. Champagne, Vicky I. Kouba, and Linda Gentiluomo

Book ChapterDigital resources are stored online in your NSTA Library.

The authors’ goal in this chapter is to provide teachers with information that will make them better formative and summative assessors; better judges of the quality of state, national, and international assessments that their students experience; and better interpreters of assessment data and its applications for educational decision making.

Grades
  • Elementary
  • Middle
  • High
Publication Date
4/1/2008

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Reviews (1)
  • on Thu May 09, 2013 4:37 PM

This is actually a very interesting chapter if you are interested in how Standardized Test questions are scored and how they determine the difficulty levels of questions. It is not an easy read, but if you work through it, you will better understand how questions are analyzed for various levels of difficulty - reading, knowledge, process skills, cultural factors, etc. and that knowledge will make you better at writing and assessing your own test questions. I would recommend this to any teacher who is interested in developing more thoughtful test questions that address higher order thinking skills as a place to start.

Tina Harris  (Bloomington, IN)
Tina Harris (Bloomington, IN)


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