Test Item Analysis

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Test Item Analysis Lynsey Martin Roger Williams
University LMartin591_at_hawks.rwu.edu
Grades 2-3 Classification of Organisms
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Step II Standards Alignment Connections to
Curriculum Framework Content Clarification Strand
Map
Step I Item Analysis Standardized Test Item Test
Item Type Test Item Structure Embedded Content
and Skills
Step III Instructional Alignment Lesson Plan
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Step I Standardized Test Item
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Step I Test Item Type

• What type of test item did you select?
• Enhanced Multiple Choice
• Scenario Analysis

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Step I Test Item Structure

• For a Multiple Choice Test Item
• Stem Which of the following physical
  characteristics did Tamara most likely use to
  sort the organisms into two groups?
• Diagram Data table
• Distractors (a) number of legs, (b) size of the
  body, (c) shape of the feet
• Correct answer choice (d) type of body covering
• What makes this the correct choice? This answer
  is correct because it is the only characteristic
  that each group of organisms have in common.
• .

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Step I Embedded Concepts Process Skills

• Concepts and Big Ideas
• Students should be able to recognize the
  physical similarities among organisms.
• Students should be able to sort organisms based
  on similar external features.
• Process (Inquiry or problem solving) Skills
• What abilities do students need to successfully
  complete this test item?
• Students should be able to read a data table.
• Webbs Knowledge Levels
• What is the Knowledge Level for this test
  item?
• Recall
• Skill/Concept
• Strategic Thinking
• Extended Thinking

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Step II Connections to State Curriculum
Framework
Rhode Island Grade Span Expectations
(GSEs) LS1 (K-2) -1b ...Students demonstrate
an understanding of classification of organisms
by identifying and sorting based on a similar or
different external features.
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Step II Content Clarification or Topic Study
Content Clarification
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Step II Atlas of Science Literacy
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Step III Instructional Alignment
Salt Marsh WebQuest
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