ObjectivesandMultipleChoiceQuestions

Objective1
:(Grade912,Economics)

Condition,Behavior,andCriteria
:Givenanexampleofabusinessorganization,thestudentwill
correctlyidentifythetypeofbusinessorganization,with100%accuracy.

Question1
:MarkopensabakerywithhisfriendTerry.MarkoperatesthebakeryandTerry
investsmoneywhileonlyexpectingareturnoninvestment.Whichofthefollowingbusiness
organizationsisthebakery?

a. SoleProprietorship
b. Partnership
c. Corporation
d. Franchise

Level&Type:2BUnderstandingConceptualKnowledge

Objective2:
(Grade912,Economics)

Condition,Behavior,andCriteria
:WhengivenanillustrationoftheCircularFlowDiagram,the
learnerwillcorrectlyidentifytheflowofresources,with100%accuracy.


Question2:
Theflowland,labor,andcapitaltobusinessesisindicatedby

a. 2to3
b. 5to6
c. 1to2
d. 6to7

Level&Type:2BUnderstandingConceptualKnowledge

Objective3
:
(Grade912,Economics)

Condition,Behavior,andCriteria
:Givenanexampleofasituationeffectingsupply,thelearner
willcorrectlypredicttheresultingpriceandquantityofagood,with100%accuracy.

Question3:
AseveredroughtinCaliforniahasreducedthenumberofavocadosnationwide.
Whatisthenewresultingpriceandquantityofavocados?

Price
Quantity
a.
Increase
Decrease
b.
Increase
Increase
c.
Decrease
Increase
d.
Decrease
Decrease

Level&Type:3BApplicationofConceptualKnowledge

AssessmentPlan

ImprovingItemReliability:

Reliabilityisdefinedastheconsistencyofresultsoverreplicationsofanassessmentprocedure
(Nitko&Brookhart,2014)
.Toavoidmeasurementerrorsorinconsistencies,anassessmentplan
needstobeenabledtoimprovereliability.Forafuturereplicationoftheseassessmentitems,the
studentsshouldbetestedunderthesameconditions,orasmuchaspossible.Furthermore,these
questionsshouldbeaskedattheendoftheunit,theMidtermassessment,andtheFinalExam.
Dataistoberecordedforeachassessmentoftheseitemsandcomparedtomeasurereliability.

ImprovingItemValidity:

Validityisdefinedasthesoundnessofyourinterpretationsanduseofstudentassessment
results.Toimprovevalidity,anumberoftechniquesmustbeappliedtotheseassessments.Since
theassessmentquestionsreflectthelearningobjectives,theyreflectthecontentexpectationsin
statestandards,andareinlineaboutwhatshouldbetaughtaswellasbeassessed(inall
multiplechoicebecausethestateofGeorgiashighstakestest,theGeorgiaMilestone
Assessmentisalsoincompletemultiplechoiceformat)theresultsshouldbeusedtoassess
studentlearningoftheassessedmaterials.Furthermore,allmaterialinthisassessmentis
assignedasimilarvalue,whichfurtherdemonstratesvalidityinthatoneportionisnot
emphasizedmorethananother.Ibelieveanotherteacherusingthiscontentassessmentin
Economicswouldagreethattheitemsarebothrepresentativeandrelevanttothecourse.

DifferentiationofInstruction:

Thisassessmentdoesnot,byitself,indicatedifferentiation.However,toimproveinstructionand
meettheneeds,abilities,interest,andmotivationsofalllearners,thesemultiplechoice
assessmentitemscouldbeusedinapreassessmenttofindoutaboutstudentspriorknowledge,
readiness,andinterestsregardingthelearningobjectives(Nitko&Brookhart,2014).Usingthe
questionsinapreassessment,instructionalstrategiescouldbecateredtoindividualstudents
throughformativeassessmentsduringthemoduleorunit.

ImprovingStudentLearning:

Improvementofstudentlearningrequiresimmediatefeedbackonstudentperformance.
Furthermore,studentsmusthavetheabilitytoreviewtheircorrectandincorrectperformanceand
beabletomakecorrectionstoerrors(Nitko&Brookhart,2014)

Byprovidingthestudentswithhowtheperformed(percentage,overallgrade,etc.)andgiving
thestudentsadescriptionforreasonforeachcorrectanswercouldpossiblyimprovestudent
learning.Then,assessthestudentsagainaftertheyhavereviewedfromtheirmistakes.A
drawbacktothiswouldbereliabilityofthetest,becauseitwouldnotmakesensetoretestthe
studentswiththesameexamaftertheyhavereviewedtheanswers.

ImprovingFutureAssessments:

Futureassessmentsusingthesequestionswouldneedtobeanalyzedforfairness.Inregardsto
assessmentfairness,awarenessofgroupdifferences,limitedrepresentationoflearningoutcomes,
andidentificationofdifferentmethodstoassessthesameoutcomesshouldbeconsidered.The

limitationsofthisassignmentlimitedtherepresentationofmultiplechoicequestionsthatcould
beusedtoassesslearneroutcomes.Fairnessforgroupdifferences,especiallyforthosethatmay
notknowwhatdroughtoravocadosaremaybeatadistinctdisadvantageforquestion#3.
Differentmethodscouldbecompletedtoassesslearnerobjectivesandoutcomesandshouldbe
reviewedinablueprint.

Economics12thGrade
GeorgiaPerformanceStandard

EssayQuestionAssessment

SSEMI3Thestudentwillexplainhowmarkets,prices,andcompetitioninfluenceeconomic
behavior.
b.Explainandillustrateonagraphhowpricefloorscreatesurplusesandpriceceilings
createshortages.

Objectives

LevelandType

EssayQuestion

Studentwillexplain Knowledge
andillustratehow
Comprehension
pricefloorscreate
Application
surpluses.

Explainhowraisingminimumwagefrom
$7.25/hrto$10/hrwouldleadtoasurplusof
labor.Also,depictthissituationgraphically
usingasupplyanddemandgraph.

Studentwillexplain Knowledge
andillustratehow
Comprehension
priceceilingscreate Application
shortages.

Explainhowplacingamaximumpriceonrent
belowthemarketpricewouldleadtoshortages.
Also,depictthissituationgraphicallyusinga
supplyanddemandgraph.

SSEMI2ThestudentwillexplainhowtheLawofDemand,theLawofSupply,prices,and
profitsworktodetermineproductionanddistributioninamarketeconomy.
d.Explainhowpricesserveasincentivesinamarketeconomy.

Objectives

LevelandType

Studentwillexplain Analysis
howpricesserveas Evaluation
incentives.

EssayQuestion
Givethreeexamplesofsituationsinwhich
pricesgaveyouanincentivetopurchaseornot
purchaseagoodorservice.

ShortAnswerAssessment

SSEMI2ThestudentwillexplainhowtheLawofDemand,theLawofSupply,prices,and
profitsworktodetermineproductionanddistributioninamarketeconomy.
a.DefinetheLawofSupplyandtheLawofDemand.

Objectives

LevelandType

ShortAnswerQuestion

Studentwilldefine
theLawofSupply
andLawof
Demand

Knowledge
Application

DefinetheLawofSupplyandtheLawof
Demandusingthetermspriceandquantity.

SSEMI3Thestudentwillexplainhowmarkets,prices,andcompetitioninfluenceeconomic
behavior.
c.Definepriceelasticityofdemandandsupply.

Objectives

LevelandType

ShortAnswerQuestion

Studentwilldefine
theelasticand
inelasticofsupply
anddemand.

Recall
Knowledge

In500wordsorless,
Explainthedifference
betweeninelasticandelastic.

SSEMI1Thestudentwilldescribehowhouseholds,businesses,andgovernmentsare
interdependentandinteractthroughflowsofgoods,services,andmoney.
a.Illustratebymeansofacircularflowdiagram,theProductmarkettheResource
(factor)markettherealflowofgoodsandservicesbetweenandamongbusinesses,households,
andgovernmentandtheflowofmoney.

Objectives

LevelandType

Studentwilllabel
Recall
thedifferentpartsof Knowledge
theCircularFlow
Model.

ShortAnswerQuestion
Numberyouranswerdocument110.
Correctlylabelthecorrespondingnumberto
theCircularFlowModelonyouranswer
document.

AssessmentPlan

Theseitemsshouldbeusedattheendofaunitofinstruction,soastoevaluatethelearners
understandingofmaterialfromthelearningmodulesorotherformsofinstruction.Furthermore,
theitemsshouldbeaskedattheendoftheunitonMicroeconomicsandattheendofthecourse.
Fromtheassessedresponses,reflectionwillallowforadjustmenttotheunitplaninthefutureas
wellasforreview(Nitko&Brookhart,2014).

Improvingitemreliability:

Fortheextendedresponseanadvantageforlearnersistheabilitytoorganize,evaluate,and
synthesizeinformationintoalogicalargument.However,thiscanproveproblematicasit
pertainstoscoringreliabilitybecauseofsubjectivityofscoring.Withouttraining,teachersmay
awarddifferentmarkstothesameresponses(Nitko&Brookhart,2014).Asaresult,teachers
shouldincludeathoroughanddetailedscoringrubricsoastoimprovereliabilityandconsistency
inscoring.

Improvingitemvalidity:

Thetermsandcontentassessedintheextendedandshortanswerresponsesarereflectiveofthe
learningobjectivesthestudentsareexpectedtoperform.Thelearningobjectivesusesimilar
languageastheGeorgiaPerformanceStandardsandtheessayquestionsevaluatestudent
performancebasedoffofthelearningobjectives.

Someofthecriteriaforvalidityfeaturedwithinthisassessment,ascategorizedbyNitko&
Brookhart(p.41,2014)include:

Emphasisonwhatwastaught
Represents[stateofGeorgias]statedcurricularcontent
Requirementofstudenttointegrateanduseseveralthinkingschools
Containtasksthatcannotbecompletedwithoutusingintendedthinkingskills
Containindividualtaskitemsthatarenottoodifficultortoohard.
Freeofethnic,racial,andgenderbias

DifferentiationofInstruction:

Tomeettheneedsofstudentsandreflecttheuniversaldesignforlearning,appropriatesteps
mustbetakentogivestudentsavarietyofwaystodemonstratetheirknowledge.Studentscould
writetheiranswers,useacomputertotypeandsubmittheiranswers,ororallystatetheiranswers
throughsoftware,suchasAudacity,andsubmititasanMP3file.Noneoftheresponsequestions
askstudentstobegrammaticallycorrectandthatshouldbereflectedinarubricaswell.This
wouldbetoinsureEnglishLanguageLearnersorstudentswithdisabilitieswouldntbe
penalized.

ImprovingStudentLearning:

Improvementofstudentlearningrequiresimmediatefeedbackonstudentperformance.
Furthermore,studentsmusthavetheabilitytoreviewtheircorrectandincorrectperformanceand
beabletomakecorrectionstoerrors(Nitko&Brookhart,2014).

Sincetheseitemscouldbeusedasaformativeorsummativeassessment(eitherafterthe
completionofinstructionorcompletionoftheMicroeconomicsUnit),thesequestionscould
guideinstructionbasedonstudentsabilitytodemonstratetheirknowledge.Ifnecessary,
instructioncouldbemodifiedtoextendinstructiononaparticularconcept,orbeusedasreview
fortheendofcourseassessments.

Studentsshouldalsobeabletocorrecttheirmistakesthrougheithercorrectionsorrewritesonly
aftertheyhavebeenretaughtthematerial.

ImprovingFutureAssessments:

Toimprovetheassessmentitems,testfairnessissuesshouldbeappliedtomakesurethatthe
itemswerenotbiasedtowardanyonegroupandaccommodationsthatwerenotrecognizedmay
needtoberequiredwhenassessingdifferentstudents(Nitko&Brookhart,2014).


Objectives:
Theobjectivesinthesequestionspertaintothestandardsasdevelopedbythe
GeorgiaDepartmentofEducationfortheMicroeconomicsunitinthecourseonEconomics.
Specifically,eachofthesequestionsaligntoastandardinMicroeconomics.Thestandardwillbe
publishedwitheachoftheseperformancetasks.

Question1

Thinkoffiveitemsintheschoolthatmany
studentsliketobuy.Createasurveyandask
severalstudentsiftheywouldbuyanitemat
differentamounts.

Forexample,askingastudentiftheywould
pay$.50forabagofchipsfromthevending
machine$1$1.50$2.00.

Afteryouhaveconductedthesurvey,which
itemswereelastic?Inelastic?Explainyour
answers.

Standard

SSEMI3
Thestudentwillexplainhow
markets,prices,andcompetitioninfluence
economicbehavior.

LevelandType

Application,Analyzation,Evaluation,Creation

Rubric

Studentcreatedsurvey

Studentdidnotcreated/
conductsurvey

Studentcreatedsurveyof
5questionsbutdidnot
conductit.

Studentcreatedsurvey
andconducteditto10or
lessstudents.

Studentcreatedsurvey
andconducteditto11+
students.

Inelastic/Elastic

Studentdidnothave
statewhetheritemswere
elasticorinelastic.

Studentstatedwhether
itemswereelasticor
inelasticfor2items.

Studentstatedwhether
itemswereelasticor
inelasticfor3items.

Studentstatedwhether
itemswereelasticor
inelasticfor5items.

Explanation

Noexplanationforwhy
itemwaselasticor
inelastic.

Itemshadexplanations
forwhethertheywere
elasticorinelastic,but
didnotusedatafrom
surveytosupport
decision

Itemshadexplanations
forwhethertheywere
elasticorinelasticbut
notallweresupportedby
datainthesurvey.

Allitemshad
explanationsasto
whethertheywere
inelasticorelasticand
thedecisionswere
supportedbydata.

Question2

Createacartoonregardingtheeffectsof
supplyanddemand.Afteryouhavecreated
thecartoon,brieflyexplainwhyitreflectsthe
LawsofSupplyandDemand.

Acoupleofexamplesareprovided:

Standard

SSEMI2
Thestudentwillexplainhowthe
LawofDemand,theLawofSupply,prices,
andprofitsworktodetermineproductionand
distributioninamarketeconomy.

a.DefinetheLawofSupplyandtheLawof
Demand.

b.Describetheroleofbuyersandsellersin
determiningmarketclearingprice.

LevelandType

Application,Analyzation,Evaluation,Creation

Rubric

Studentcartoon

Studentdidnotcreate
cartoon

Studentcreatedcartoon,
butnoobvious
applicationsoftheLaw
ofSupplyorDemand
wasincluded

Studentcreatedcartoon,
butonlyoneofthetwo
applicationseitherLaw
ofSupplyorDemand
wereincluded.

Studentcreatedcartoon
andboththeLawof
SupplyandDemand
wereappliedtoitinan
obviousway.

Creativity

Studentdidnotcreate

Studentcreated

Studentcreatedcartoon

Studentcreatedcartoon

Explanation

cartoondepictinga
reallifesituationor
exampleofareallife
problemincartoon

situation,butthe
situationdoesnot
connecttoanyreallife,
current,orsocial
probleminvolvingsupply
ordemand

featuringeventsthat
connectedtoany
reallife,current,or
socialprobleminvolving
supplyordemand.

featuringeventsthat
connectedtoany
reallife,current,or
socialprobleminvolving
supplyordemand.Also
includedcolor.

Noexplanationforwhy
cartoonconnectedto
LawofSupplyand
Demand.

Explanationfor
connectiontoLawof
SupplyorLawof
Demand,butnotboth.

Explanationforwhythe
cartoonconnectedtothe
LawofSupplyandLaw
ofDemand,butlacked
depthinregardsto
eventsinreallife,
current,orsocial
problemsrelatedtoit.
(Evidence)

Explanationforwhythe
cartoonconnectedtothe
LawofSupplyandLaw
ofDemand,andincluded
depthinregardsto
eventsinreallife,
current,orsocial
problemsrelatedtoit.

Question3

Youareinchargeofsettingtheticketprices
fortheAtlantaBravesthisseason.The
managerhasjustinformedyouthattheteam
ismovingtodynamicpricing.Dynamic
pricingisdefinedassettingpricesbased
increase/ordecreaseddemand.

FindtheaverageticketpriceforaBraves
gamelastyear.Researchtheattendancefor
lastyearsgamesforeachteamthatvisited.
Findtheaveragenumberoffansthatattended
foreachgameforeachteam(I.E.Theaverage
numberoffansfortheWashingtonNationals
gameswere[number].Createabargraphfor
eachteamthatvisiteddisplayingtheaverage
numberofpeoplethatattended.Findthis
seasonsscheduleandseeifthoseteamsare
visitingAtlanta.

Iftheteamsareagainvisitingthisseasonthen
explaininyourownwordswhichgames
shouldtheticketpricesberaisedandwhich
gamestheticketpricesbelowered.Includein
youranswerfactorsthatcouldcausechanges
inthedemandfortheseticketsforthisseason.

Standard

SSEMI3

Thestudentwillexplainhow
markets,prices,andcompetitioninfluence

economicbehavior.

a.Identifyandillustrateonagraphfactors
thatcausechangesinmarketsupplyand
demand

SSEMI2

Thestudentwillexplainhowthe
LawofDemand,theLawofSupply,prices,
andprofitsworktodetermineproductionand
distributioninamarketeconomy.

b.Describetheroleofbuyersandsellersin
determiningmarketclearingprice

d.Explainhowpricesserveasincentivesina
marketeconomy.
LevelandType

Application,Analyzation,Evaluation,Creation

Checklist:

FindaverageticketpriceforBravesgamelastyear(1pts.)
Findaveragenumberoffansthatattendedeachgameforeachteamthatvisitedlastyear
(6pts.)
Createbargraphdepictingtheaveragenumberoffansthatvisitedonaverageforeach
teamthatvisitedlastyear.(6pts.)
Findthisseasonsschedule,writedowntheteamsthatvisitedlastyearandthatwillvisit
thisyear(2pts.)
Explanationforwhytheticketpriceshouldbeloweredorraisedforeachteamvisiting
thisseason.(16pts.)
Eachexplanationhasafactorthatcouldpossiblychangedemandforeachteamvisiting.
(16pts,)

ImprovingItemReliability:
Reliabilityisdefinedastheconsistencyofresultsoverreplicationsofanassessmentprocedure
(Nitko&Brookhart,2014).Becausescoreswithrubricsresultinlowerreliability,extrasteps
needtobetakentoimprovereliabilityofperformancebasedassessments.Therefor,toimprove
reliabilityamongsttheseassessmentquestionsshouldhaveanalyticcomponentsforaraterto
assess.Thatis,eachcriterionforaquestioncouldbeevaluatedseparately(p.279).Forexample,
Thethirdobjectivecouldhavepointsawardedfortheseparatetaskswithinthequestionbecause
ithasachecklistformtoit.

ImprovingItemValidity:

Oneobviousproblemwithperformanceandportfolioassessments,asateacher,youwantto
coachthestudenttodotheassessmentwell.Ifyourcoachingamountstoteachingallaspectsof
yourstatesstandardsandyourschoolscurriculumframeworkslearningobjectives,youare
doingtherightthing,(Nitko&Brookhart,2014).Possiblyprovidingexamplesonhowtodothe
assessment,likeQuestion2,maybeinasensecoachingwhichdoesnotteachstudentsto
performataskbutrathercoachesthem.Toimprovevalidityinthistask,aswellasotherthat
reflectexamplesonhowtodosomethingeliminatingexamplesmayencouragestudentin
performingtasksevenfromillstructuredproblems.
Also,toimprovetheoverallvalidityofthis
assessment,theseobjectiveshavebeenderivedfromtheStateofGeorgiaPerformanceStandards
(georgiastandards.org).

DifferentiationofInstruction
:

Differentiatedinstructionreferstotheteachingmethodsthatareadjustedtomeettheneeds,
abilities,interests,andmotivationsofstudents.Byhavingmultipleperformance/portfolio
assessmentslikethereisinquestion2&3ofthisdraft,aninstructorcantakepertinentdatafrom
apretestandhaveastudent(s)doonequestionoranotherbasedonhowwelltheydidonthe
preassessment.Ifastudentdidverywell,itmaybenecessarytochallengetheirabilitiesby
givingthemataskliequestion3.Iftheydontunderstandthematerialamoresimplerquestion
like#2maybenecessary.

ImprovingStudentLearning:

Inorderforstudentstobenefitfromthisassessment,timelyfeedbackisnecessary.Furthermore,
studentsshouldhavetheabilitytoreviewtheircorrectandincorrectperformanceandbeableto
makecorrectionstoerrors(Nitko&Brookhart,2014).Becausethesequestionsrequiredepthand
numerousskills,itwouldbehoovetheinstructortousepreviousstudentworktoshowexamples
ofhowthestudentswereabouttoperformthetaskinpreviousassessments.Itmayresultin
lowervalidityandreliability,butiftheassessmentsarevitallyimportanttothecourseandreflect
thecurrentmethods/knowledgetounderstandthematerialandconceptsitmaybewarranted.

ImprovingFutureAssessments:

Withperformanceassessmentscomeunforeseenproblemsthatcanbeadjustedoreliminated
witheachadministrationoftheassessment.Therefore,revisionoftheassessmenttask(p.306)as

wellasdevelopingconstructsfromwhichtoassessintheformofrubrics,checklists,etcmaybe
necessary.Changesbasedonstudentmaybevaluableandcouldbedonethroughaquestionnaire
orsurveyaftertheassessmenthasbeencomplete.Thiscouldinsurethatallstudentsthatfinish
thelearningobjectivefoundthattheperformancetaskalignedwiththeknowledgetheybelieve
theyneededtoknowtocompleteit.

Objectives:
TheobjectivesinthesequestionspertaintothestandardsasdevelopedbytheGeorgia
DepartmentofEducationfortheMicroeconomicsunitinthecourseonEconomics.Specifically,eachof
thesequestionsaligntoastandardinMicroeconomics.Thestandardwillbepublishedwitheachofthese
higherorderthinkingquestions.

Question1:
Studytheinformationinthechartbelow.Howisthecurrentandprojectedpopulationandage
ofBabyBoomerslikelytoaffecttheproductsthataremarketednowandinthefuture?

Standard:
SSEMI3Thestudentwillexplainhowmarkets,prices,andcompetitioninfluenceeconomic
behavior.

LevelandType:
Evaluate,Conceptual,andKnowledge

____________________________________________________________________________
_
____________________________________________________________________________
_

____________________________________________________________________________
_

Question2:
Readtheexcerptbelow.Whatfactorsthatcausechangesinsupplyanddemand
couldaffectthepricesofbaseballgameticketstotheAtlantaBraves?Giveatleasttwofactors
forsupplyandtwofactorsfordemandandexplainhowthesefactorsrelatetothechanging
ticketpricesforagivenweek,day,ortimebeforethegame.

Standard
:SSEMI2ThestudentwillexplainhowtheLawofDemand,theLawofSupply,prices,
andprofitsworktodetermineproductionanddistributioninamarketeconomy.

b.Describetheroleofbuyersandsellersindeterminingmarketclearingprice.

LevelandType:
Evaluate,Conceptual,andKnowledge

AtlantaJournalConstitution,March21st,2012

____________________________________________________________________________
_
____________________________________________________________________________
_
____________________________________________________________________________
_
____________________________________________________________________________
_
____________________________________________________________________________
_
____________________________________________________________________________
_

Question3
:List5itemsthatyourecentlybought.Explainwhetheryourdemandforeachitemis
mostlyelasticorinelastic.Also,foreachitemgiveafactorthatcouldchangethedemandyou
haveforthatitem.

Standard:
SSEMI3Thestudentwillexplainhowmarkets,prices,andcompetitioninfluence
economicbehavior


LevelandType:
Evaluate,Conceptual,andKnowledge.

____________________________________________________________________________
_
____________________________________________________________________________
_
____________________________________________________________________________
_
____________________________________________________________________________
_
____________________________________________________________________________
_
____________________________________________________________________________
_

AssessmentPlan

ImprovingItemReliability:

Reliabilityisdefinedastheconsistencyofresultsoverreplicationsofanassessmentprocedure
(Nitko&Brookhart,2014).Toimprovetheabilityofstudentconsistency,providingthestudents
witharubricsoastodemonstratetheexpectationsforeachquestionmaybenecessary.That
way,studentswillnotrespondtoeachquestionwithvaryinglengthsandexplanations.Also,
keepingthetestingconditionsassimilaraspossibleforeachapplication,suchasatimelimit,
wouldkeepstudentsfromrespondingtothequestionsasvaryinglengthwhichcouldultimately
influencetheresponsestoeachquestion.

ImprovingItemValidity:

Validityisdefinedasthesoundnessofyourinterpretationsanduseofstudentassessment
results(Nitko&Brookhart,2014).Thequestionsinthisassessmentarevalidbecausethey
reflectthecontentthatthestudentslearnintheMicroeconomicsunitpertheGeorgia
PerformanceStandards.Furthermore,NitkoandBrookhartprovidecriteriaforimproving
validityscoresfromclassroomassessments(p.41).Thecontentisrepresentativeandrelevant
becauseitrepresentsthestateofGeorgiascurricularcontentandiscontentworthlearning.The
assessmentrequiresstudentstointegrateanduseseveralthinkingskillsandcontainstasksthat
cannotbecompletedwithoutusingintendedthinkingskills.Italsorequiredareasonableamount
oftimetoconstructandrepresentsanappropriateuseofstudentclasstime.Inordertoimprove

validityfurther,thisassessmentshouldbeusedinconjunctionwithotherassessmentssuchas
multiplechoice.

DifferentiationofInstruction
:

Tomeettheneedsofstudentsandreflecttheuniversaldesignforlearning,appropriatesteps
mustbetakentogivestudentsavarietyofwaystodemonstratetheirknowledge.Toaidstudent
withpotentialreadingorwritingdisabilities,softwaresuchasAudacitycouldbeusedtorecord
thestudentresponses.Studentscouldalsosubmittheirresponsesviacloudservices,suchas
GoogleformsorGoogleDocs.Basedontheresultsfromthisassessment,individualized
instructionaltaskscouldbegiventostudentsthatdemonstratedvariousrangesofknowledgeand
abilitiesinthisassessment.

ImprovingStudentLearning:

Inorderforstudentstobenefitfromthisassessment,timelyfeedbackisnecessary.Furthermore,
studentsshouldhavetheabilitytoreviewtheircorrectandincorrectperformanceandbeableto
makecorrectionstoerrors(Nitko&Brookhart,2014).Becausethisarecomplicatedquestions
thatinvolvemanyskills,itmaybenefitthestudentstoreviewcorrectanswers,Forexample,after
theassessmenthastakenplace,aninstructorcouldpostascreencastdemonstratingthetypesof
skillsandthoughtprocessesnecessarytoanswerthesequestions.

ImprovingFutureAssessments:

Inthefuture,evaluatorsofthisassessmentshouldconsiderwhethertheassessmentwasfairin
thesensethatthequestionswerenotmisusedforthepurposeofstudent
evaluation/representationofknowledgeandthattheproperprocedureswerefollowedand
allowedinregardstoaccommodations.Also,biasshouldbeinvestigatedaswell.Forexample,in
thequestionaboutBabyBoomers,itmaybenotedthatnotallstudentsareawareofwhoBaby
Boomersareandthatitmaybenecessarytoaddressthatinthequestion.