DEVRANI NARINE-GADAR 04740401 1

Pedagogy as a Process - Portfolio Document

Growth in Assessment Competence

PRINCIPLES OF CLASSROOM ASSESSMENT

The assessment used for analysis is a Form 4 Integrated Science multiple choice end of

term examination. This examination consisted of sixty (60) questions; and students were given

seventy-five (75) minutes to complete the exercise. Each question held a weighting of one mark,

therefore the total for this examination was sixty (60) marks.

Two important principles of classroom assessment, with respect to a multiple choice

examination are (i) the use of a test matrix or blueprint, and (ii) the use of negatively stated stems

sparingly. These two principles will be discussed in greater detail below.

The use of test matrix or blueprint:

The test matrix ideally refers to the Table of Specifications. This table highlights the

areas to be tested in the examination (as according to the units covered); and the level of

cognition required for that content. The levels of cognition include Remembering/Understanding,

Applying, Analyzing or Evaluating, Creating all of which are in accordance with Blooms

taxonomy. The test matrix also identifies the number of questions for each content area to be

tested, as well as (i) the percentage of the test devoted to the various content areas, and (ii) the

percentage of the test devoted to each cognitive level. The test matrix allows careful and

cohesive planning of a multiple choice examination as it attempts to ensure equity in sampling of

content or objectives, as well as, equity in measurement of all levels of cognitive ability.
DEVRANI NARINE-GADAR 04740401 2

The end of term multiple choice examination administered to students, however, was not

created using a Table of Specifications. Instead, in the planning process, an attempt was made to

ensure that the number of questions presented was evenly distributed across all topic areas. This,

however, did not ensure equal representation of all cognitive levels to be examined. Upon

analysis of the cognitive levels of the multiple choice questions, it was observed that seventy-

eight (78) percent of the questions fell into the category of Remembering/Understanding; and

twenty-two (22) percent was Analysis/Evaluation-based. The students were therefore not equally

challenged at all levels, but were instead mostly examined on principles and concepts to simply

recall.

Therefore, when planning multiple choice questions for subsequent examinations, a well-

balanced test need to be constructed with the use of a Table of Specifications. This guarantees

that the students not only recall principles and concepts, but can actually apply the knowledge to

problem-solving scenarios. In addition, an increased requirement for thought and analysis from

students will serve to stimulate thinking, as well as, enhance creativity. Planning an examination

with the use of a Table of Specifications, however, may be time-consuming; therefore planning

and preparation should begin at an appropriate time prior to the examination.

The use of negatively stated stems sparingly:

This is an important factor to consider since students may tend to have difficulty in

understanding the requirements of a question once negative phrasing is present. This can also be

particularly confusing to students if the negative stem is followed by negative options to select

the correct answer from. The stem should therefore be constructed clearly; and if in fact
DEVRANI NARINE-GADAR 04740401 3

significant learning outcomes require a negatively-stated stem, the negative words must be

underlined or capitalized.

Upon review of the multiple choice examination, it was observed that ten (10) questions

out of the total of sixty (60) were constructed using a negative stem; and for each one, the

negative word was neither underlined nor capitalized. Additionally, two (2) out of the ten (10)

questions were followed by negative options from which the correct answer were to be selected.

Further review of the questions also revealed that six (6) out of the ten (10) questions could be

reconstructed to eliminate the negative phrasing and still seek to accomplish what the question

required. Analysis of the students answer sheets revealed that eighty-two (82) percent of the

Integrated Science class got two (2) or more of the negatively phrased questions incorrect. This

clearly indicates that this type of questioning can be problematic as students have difficulty

understanding exactly what the question is asking. Out of a total of sixty (60) questions, ten (10)

negatively phrased questions appeared to be too great of a number to be included in the

examination, especially since they could have been constructed differently.

Careful planning and construction of multiple choice questions for subsequent

examinations is therefore required. The questions must be comprehensive, easy to follow; and

students must be able to understand exactly what the question requires. Any question constructed

with negative phrasing also requires review to identify whether or not it can be reconstructed to

achieve the same outcome without the use of negative phrasing. In the event, however, that it is a

necessity that negative phrasing be used to achieve an outcome, it must be ensured that

underlining and capitalization be used. It is also of great importance that options be thoroughly

reviewed for these types of questions to eliminate the presence of negative options.
DEVRANI NARINE-GADAR 04740401 4

The construction of multiple choice questions must therefore align with the key

associated principles to ensure that it is not only well-written and easy to understand, but also

meets the desired outcomes. It is in fact a time-consuming process, however, effective

assessment of students equates to careful planning; and therefore appropriate time must be

allocated to undertake such a task.

Good that you could critique the test. Balance does not necessarily mean equal numbers of

question at each level. Higher order questions are more challenging and therefore are usually

less in number. However a very high number of remembering does suggest that students

thinking skills are being ignored.