Rationale behind the Test Items and Essay Items
The reasoning for the first test item was to allow students
to be able to define and comprehend what a habitat is which will build the
foundation for the students learning of the characteristics of each of the
different habitats that animals and plants live in. Allowing children to come
up with their own definition of the word habitat could help them understand the
meaning of it better. Our book stated that students should respond in their own
words not repeat what is in the textbook.
The reasoning for the second test item to allow students to identify
what each of the four habitats are by matching the description with the correct
habitat. This is will give them a better understanding of the different
habitats. It will also allow students to see the uniqueness of each habitat.
The reasoning for the third test item is to allow the
students to match the different types of animals and plants to the habitat it
belongs too. I want the students to understand the different animals and plants
that live in each of the habitats. Kubiszyn stated to “specify the basis of
matching and whether options can be used more than once” (2010, pg. 139).
The reasoning behind the essay item is to help students
understand the differences and similarities of each of the four habitats. Kubiszyn
stated “establish reasonable time and/or page limits for each essay question to
help the student complete the question and to indicate the level of detail for
the response you have in mind” (2010, pg. 165). I included a page limit. I
believe this essay item correlates to all my learning objectives which will
help students master the lesson of habitats.
References:
Kubiszyn, T. & Borich, G. (2010). Educational Testing & Measurement: Classroom Application and Practice. (9th Ed.). John Wiley & Sons, Inc., Hoboken, NJ.
