multiple choice tests for critical thinking presentation(1)

7/30/2019 Multiple Choice Tests for Critical Thinking Presentation(1)

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October 2006 1

Creating Multiple Choice Tests

to Assess Critical Thinking Skills

Bonnie H. Armstrong, Ph.D.Assessment Services

Academic & Professional Program Services


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October 2006 2

Objectives

{ Name the student performance levels that test

critical thinking skills.{ Analyze multiple choice items to determine their

performance levels.

{ Describe question formats that are appropriatefor multiple choice questions testing criticalthinking skills.

{

Develop one multiple choice item for yoursubject area that tests a critical or higher orderthinking skill.


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October 2006 3

What Effective Assessments Do:

{ Measure intended learning outcomes.

z What students should know and/or be able todo.

{ Measure knowledge and skills that were

included in the instructional experience.z Information, examples, practices or otheractivities

{ Enable generalization of learning from

observed to unobserved performances.z Critical points/essential content

z Appropriate range of content


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October 2006 4

Comparison of

Objectives & Assessments

{ Objectives state the desired

learning outcomes and describewhat the students should be able to

do.{ Assessments measure student

achievement of the desired learning

outcomes.


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October 2006 5

Relationship of

Objectives & Assessments

{

Objectives provide the foundation for selectingand developing the assessments by providing averb thatz Describes the behaviors students should perform.z Indicates the desired performance levels.

{ Assessmentsz Should include student performances at the same

levels as those stated in the objectives.z May include lower levels if appropriate for testing

the objective.


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October 2006 6

Levels of Performance

{ Information (recall)

{ Concepts (comprehension)

{ Rules (application)

{ Problem Solving(analysis/synthesis/evaluation)

{

Psychomotor Skills{ Attitudes


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October 2006 7

Is the level of performance appropriate?

z Information: Know that, know how, define

z Concepts: Discriminate, classify, know why,understand how, describe/provide examples

z Rules: Apply rules to solve problems, interpret,use procedures

z Problem Solving: Compare/contrast, explain,break apart, produce, develop, create,generate, critique, judge, recommend.

z Psychomotor Skills: Demonstrate, perform,produce

z Attitudes: Appreciate, value, choose, believe


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October 2006 8

What is the performance level?

Examples of Objectives

{ Identify specific forms of Europeanarchitecture from late Roman timesthrough the 17th Century.

{ Define animal, mineral, and vegetable asused in biology.

{ Name the three stages of a society.


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October 2006 9

Information


{ Identify specific forms of Europeanarchitecture from late Roman timesthrough the 17th Century.

{ Define animal, mineral, and vegetable asused in biology.

{ Name the three stages of a society.


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October 2006 10

What is the performance level?Examples of Objectives

{ Interpret graphic results from a variety ofsources.

{ Summarize the effects of three models ofeducational reform on the presenteducation system in the US.

{ Describe why objectives should beconsidered when selecting appropriatecourse assessments.


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October 2006 11

ConceptsExamples of Objectives

{ Interpret graphic results from a variety ofsources.

{ Summarize the effects of three models ofeducational reform on the presenteducation system in the US.

{ Describe why objectives should beconsidered when selecting appropriatecourse assessments.


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October 2006 12

What is the performance level?


{ Apply development steps to create webpages in html.

{ Solve quadratic equations.

{ Prepare a seven course meal followingstandard culinary procedures and usingprinciples of haute cuisine.


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October 2006 13

Apply rules or proceduresExamples of Objectives

{ Apply development steps to create webpages in html.

{ Solve quadratic equations.

{ Prepare a seven course meal followingstandard culinary procedures and usingprinciples of haute cuisine.


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October 2006 14

What is the performance level?Examples of Objectives

{ Using a family case description, explain the familydynamics and the type and degree of family

dysfunction existing.{ Use relevant research findings to develop conclusions

about optimum educational environments.

{ Using the articles provided and the editorial andprofessional standards checklist, determine whicharticles should be included in the next issue of thejournal.


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October 2006 15

Problem Solving

(analysis/synthesis/evaluation)


{ Using a family case description, explain the familydynamics and the type and degree of family

dysfunction existing.{ Use relevant research findings to develop conclusions

about optimum educational environments.

{ Using the articles provided and the editorial andprofessional standards checklist, determine whicharticles should be included in the next issue of thejournal.


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October 2006 16

Is the content of the item

appropriate?

{ Topic: Is the content

z An important topic that supports one or moreobjectives?

z An important subtopic for an objective?

{ Teaching Points: Is the content animportant teaching point from

z The lectures?

z The readings?z Other resources?

Objective: Identify elements of sound building design.


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October 2006 17

What performance level is being tested?

1. Which of the following groups of items

would best contribute to a sound buildingdesign?

A) heavy walls, large windows, tallstructure

B) thin walls, large windows, external

supports

C) small windows, external supports, many

doorways

Objective: Identify elements of sound building design.

Objective: Determine sound building design elements as


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October 2006 18


1. Building Plan A is an example of:A) Sound building design because it has thick walls,

small windows, and no external supports.

B) Sound building design because it has thin walls,

large windows, and external supports.

C) Unsound building design because it has thick

walls, small windows, and external supports.

D) Unsound building design because it has thin

walls, large windows, and no external supports.

j g gpresented in blueprints and specifications.


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October 2006 19


1. Given the following data, what fraction of the off-spring from Plants A and B would be expected tohave both red flowers and yellow seeds?

Data set: Plant A is heterozygous for flower color

and homozygous for yellow seeds while Plant Bis heterozygous for seed color and homozygousfor red flowers.

A) 1/4

B) 1/2C) 3/4

D) 7/8

Objective: Using specified data, solve simple geneticsproblems.


Objective: Explain how and why information seeking problems


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October 2006 20


Using the information seeking casestudy provided, which elementseems to be most important inexplaining the outcome?

a. User characteristics.

b. Controlled vocabulariesc. Information organization

d. Flexibility of information systems

occur.

Objective: Make appropriate editorial decisions regarding


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October 2006 21


Read the following letter to the editor concerningcampus parking problems. What action wouldyou take regarding this letter?(Insert letter to the editor.)

a. Write to author for more information.b. Place letter in publish as soon as possible

file.c. Place letter into might publish file.

d. Discard letter.

various types of news and other types submissions to thenewspaper.


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October 2006 22

Our Objectives What are the PLs?

{ Name the student performance levels that test

critical thinking skills.{ Analyze multiple choice items to determine their

performance levels.

{ Describe question formats that are appropriatefor MC questions testing CTS.

{ Develop one multiple choice item for your

subject area that tests a critical or higher orderthinking skill.


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October 2006 23

Question Formats

{ Premise - Consequence

{ Analogy

{ Case Study

{ Incomplete Scenario{ Problem/Solution Evaluation
http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#premisehttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#analogyhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#casestudyhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#incompletescenariohttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#problemsolutionhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#problemsolutionhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#incompletescenariohttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#casestudyhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#analogyhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#premise


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October 2006 24

Internet Information{ Techniques for writing critical thinking

skill questions:http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html

{ Condensed Bloom:http://www.ceap.wcu.edu/Houghton/Learner/think/thinkhigherorder.html#skills

{ Higher-order thinking skills question

templates.http://sbci.cps.k12.il.us/HOTS_templates.pdf
http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.htmlhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.htmlhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.htmlhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.htmlhttp://www.ceap.wcu.edu/Houghton/Learner/think/thinkhigherorder.html#skillshttp://www.ceap.wcu.edu/Houghton/Learner/think/thinkhigherorder.html#skillshttp://www.ceap.wcu.edu/Houghton/Learner/think/thinkhigherorder.html#skillshttp://sbci.cps.k12.il.us/HOTS_templates.pdfhttp://sbci.cps.k12.il.us/HOTS_templates.pdfhttp://sbci.cps.k12.il.us/HOTS_templates.pdfhttp://sbci.cps.k12.il.us/HOTS_templates.pdfhttp://sbci.cps.k12.il.us/HOTS_templates.pdfhttp://www.ceap.wcu.edu/Houghton/Learner/think/thinkhigherorder.html#skillshttp://www.ceap.wcu.edu/Houghton/Learner/think/thinkhigherorder.html#skillshttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.htmlhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.htmlhttp://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html

multiple choice tests for critical thinking presentation(1)

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