Test and Essay items: Thought Process and Rationale

The test items used were created to test what was being measured in the learning outcomes. Because I chose to measure students with learning disabilities I had to keep in mind that it was necessary to accommodate and modify the tasks included in the test items. Kubiszyn and Borich (2013) stated that “There is one basic rule to keep in mind when matching test items to instructional objectives: The learning outcome and conditions specified in the test question must match the Learning outcome and conditions described in the objective” (p. 114). Because the essay items could not be tweaked as the test items were, I had to account for the fact that there were no learning activities involved in this process. So in order to properly test the students using the essay items I included that the students research what was being measured first and then use the information that was researched to construct their essay. In order to put together test items that would “match” what was being measured, I had to think about the activities that I would use so that the students would be able to take their test with minimum or no assistance from the teacher. The visuals included on the tests assist the students and gives them a level of independence. I believe it is important to accommodate the students; yet, give them the independence they need in order for them to continue to learn, grow, and develop their skills. The essay test gives them the flexibility to learn something new without the stress of doing the assignment off the top of their head from just memory.

Reference: Kubiszyn, T. & Borich, G. (2013). Educational Testing and Measurement: Classroom Application and Practice. (10th ed.). Wiley. Kindle Edition.