Chipola College
Task 1.1.1 A: Unit Exam
EDF 4430- Measurement and Evaluation in the Classroom
Standards Infused and Assessed
Educator Accomplished Practice Indicators:
1.01, 1.05.
INTASC Indicators:
8.02, 8.03, 8.09, 8.10
EAP-ACP Critical Skills
1.2, 1.3, 1.5
Task Description
The teacher creates a unit exam or semester final assessment.
What to submit?
Submit a list of the learning outcomes being assessed, a copy of the exam (with a scoring key
showing the correct answers), peer evaluation comments, and the test map.
Directions
1. Identify the unit you want to assess. It is best if you have a unit already developed from a
prior class (Task 10.1.1) or one you have found on the Internet. Make sure the unit you
select has objectives covering a variety of learning levels and is correlated with the Sunshine
State Standards to be tested. If the unit does not have these objectives or correlations, you
will need to modify it to meet the requirements of this task.
2. Classify the outcomes according to Bloom’s cognitive taxonomy. As with all instruction and
assessment, it is important for you to include higher order thinking skills in this exam. At
least one outcome must be at each of the following levels: knowledge/comprehension,
application/analysis, and evaluation/synthesis. A minimum of 3 distinct levels of
performance is required.
3. Develop a test map showing the objectives to be tested, their taxonomic classifications and
standards linkages, the number of items on the test, the type of items, and the item numbers
on the exam. A recommended format is attached. Make sure you have a test that balances
lower and higher order thinking. Item types should be appropriate for the level.
4. Develop your items, demonstrating your skill to use a variety of item types, as appropriate to
the outcomes. Be sure to include items that are multiple choice, binary (e.g., true/false,
fact/opinion), matching, completion, short answer, and essay items. Except for the essay(s),
there should be at least five of each type.
5. Incorporate the use of technology in creating your test items. Suggestions for use of
technology would be, select the unit from the Internet, use item banking, test formatting
and/or scoring software, or use Equation Editor. Be sure to site your sources.
6. Show your test to a colleague/peer and ask him/her to read the test and help you identify any
items that are confusing or not clearly written, biased against minorities or cultural groups,
or not formatted using standard formatting criteria. Your colleague should use the itemwriting criteria included in this task and your textbook. Include his/her comments with your
submission.
7. Evaluate your items yourself, following the same item-writing criteria. Make sure the items
are of an appropriate level of difficulty for your students and the content you taught, and
make sure you covered the content sufficiently. Revise based on peer feedback and your
own assessment.
8. Identify any accommodations you would need to make for LEP and ESE students and
prepare an alternative version of the test for LEP students at a low proficiency level. This
does not need to be another test, but it can be. You may simply state your modification on a
separate page.
9. Include a scoring key, rubric, or sample answers. (You may indicate the answers directly on
the test.)
10. Write a reflection about your work. Discuss what you learned and still need to learn about
assessment. Explain why you made or did not make modifications for LEP or ESE students.
Describe the changes you made based on peer feedback and what you think you still need to
improve in the test.
Task 1.1.1A Test Map Suggested Formats
Test Map
Outcome
Taxonomic Level
Number of Items
Item Numbers on Test
Task 1.1.1 A: Unit Exam/Semester Final Assessment (Product)
Name: _____________
Submission #: ____
FEAP 1.01: Analyzes individuals’ learning needs and practices techniques which
accommodate differences, including linguistic and cultural differences.
FEAP 1.05: Employs traditional and alternative assessment strategies in determining
students’ mastery of specified outcomes.
Decision for E.A.P. on this Task (check one):
9 or more ratings are acceptable; none are unacceptable.
Demonstrated:
Partially Demonstrated: 5 to 13 ratings are marginal; none are unacceptable.
Not Demonstrated:
1 or more ratings are unacceptable.
Rating Scale Key: A = acceptable; M = marginal; U = unacceptable
(Numeral in parentheses signifies value of item.)
Element
#
Criteria for "acceptable" rating
Overall
exam
Individual
items
Rating
1
Overall Exam is appropriate and comprehensive for
(10) instructional content.
__ A __ M __ U
2(5) Test map is accurate and properly formatted.
__ A __ M __ U
3
Items address knowledge/comprehension,
(10) application/analysis, and synthesis/evaluation.
__ A __ M __ U
4(5) Directions are clear.
__ A __ M __ U
5
Accommodations for special students, including both
(10) ESE and LEP, are appropriate.
__ A __ M __ U
6(10) Items are appropriate for instructional outcomes.
__ A __ M __ U
7(10) Items are appropriate for development level of students.
__ A __ M __ U
8(10) Items are written at the specified taxonomic levels.
__ A __ M __ U
9 (5) Items are clear, free from bias, and formatted correctly.
__ A __ M __ U
10(5) Key, rubric, or sample answers are correct.
__ A __ M __ U
Reflection
11
(5)
Reflection fully describes the process of completing this
__ A __ M __ U
product.
Product
12
(5)
Product includes test, test map, peer review, key, and
reflection
Appearance
13
Product is professionally done, with no errors in
(10) grammar or spelling.
Improvements Needed:
Comment:
__ A __ M __ U
__ A __ M __ U