Week 3 Thought processes of test questions

When designing my test items, I actually try to put myself in the position of the child.  When teaching the child, I watch closely to see the reactions of the children and look for any signs of confusion or watch to see if any of the children may be struggling.  It is important to have essay questions when teaching children because if a child is given the opportunity to choose, they most likely will guess at the answer.  Some children in the Pre-K age group tend to be emotional and get very upset and easily frustrated when something is not going right or if they get a wrong answer; therefore it is important to be thorough when teaching young children.  The topic should be simple yet easy to understand.  The topic should be taught with various types of activities to reinforce the topic.


Reference

Kubiszyn, T. & Borich, G. (2010). Educational testing and measurement: Classroom application and practice, (9th ed). John Wiley & Sons, Inc., Hoboken, NJ.

Week 2 Learning Outcomes

The grade level I am working with is Pre-K.

My learning outcomes are:

(1)     Student will demonstrate his or her ability to write the lower case letters of the alphabet next to
          the corresponding upper case letters of the alphabet.  The test I will give will be a writer paper
          with various upper and lower cases on the left side of the page, with a blank line next to it for
          the students to write the corresponding upper or lower case letter on the blank.  This type of
          test is to ensure that the students actually knows the corresponding letter and is not guessing
          atwhich letter to choose from.

(2)     Student will show his or her ability to distinguish the differences between objects that are
          similar yet different by circling the differences between the objects.   The test will consist of
          a page with 12 different pictures of objects such as:

          First line: two fruits and one vegetable.
          Second line:  two dogs and one cat.
          Third line:  two cars and one truck.
          Fourth line:  two cups and one bowl.

         The student will then circle the object in each line that is different.  This activity supports
          the student learning that objects can be in the same category but still different.


(3)     Student will be able to count to 20 and match the number of objects from zero to 20 by 
         drawing a line from the number itself to the box with the same number of objects.  On this test
         the students will be given a page with various pictures in boxes which will include:

          Box # 1:     This box will contain one teddy bear.
          Box # 2:     This box will contain two baseballs.
          Box # 3:     This box will contain three kittens.
          Box # 4:     This box will contain four cars.
          Box # 5:     This box will contain  five circles.
          Box # 6:     This box will  contain six squares.
          Box # 7:     This box will contain seven triangles.
          Box # 8:     This box will contain eight hearts.
          Box # 9:     This box will contain nine kites.
          Box # 10:   This box will contain ten marbles.

          Inside the bottom right corner of each square will be a blank line for the child to write the
          number of the items that are in that box.  By the child supplying the number, this test          
          will assess if the child is able to  actually count the number of items and if the child can 
          write the correct number in the box.