Test Item Analysis

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Test Item AnalysisAmy BooneTrenton Rosenwald
Middle School7th Grade Scienceaboone_at_k12tn.net
Topic The Rock Cycle Earth Science Source 2004
Colorado CSAP
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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? Extended Response
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Step I Test Item Structure

• Extended response
• Students are asked to complete a table pertaining
  to the 3 different types of rocks in the rock
  cycle.
• Students are able to fill in the table answering
  in their own words except for the actual names of
  the type of rock.

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Step I Embedded Concepts Process Skills

• What major concepts/ideas do students need to
  understand to successfully complete this test
  item?
• The basic events that occur during the rock cycle
• The three different rock types and examples of
  each
• What abilities do students need to successfully
  complete this test item?
• Communicating
• Classifying
• What is the Knowledge Level for this test
  item?
• Recall

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Step II Connections to State Curriculum
Framework
Grade 7 Standard 7 The Earth GLE 0707.7.2
Summarize the basic events that occur during the
rock cycle. SPI 0707.7.2 Label a diagram that
depicts the three different rock types. SPI
0707.7.3 Identify the major processes that drive
the rock cycle.
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Step II Content Clarification or Topic Study
The Rock Cycle Content Clarification
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Step II Atlas of Science Literacy
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Step III Instructional Alignment
The Rock Cycle Fact Finding Mission
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Test Item Analysis Glossary

• Alignment degree to which the components of an
  instructional plan work together to achieve a
  desired learning goal for students.
• Cognitive demand level of thinking required to
  solve a problem, complete a task, or answer a
  question.
• Constructed response student-created answer to
  a test item as in an essay.
• Content crosswalk method for examining
  correlations between different sets of standards.
• Content clarification process for researching a
  standard from the perspectives of the content
  knowledge base and factors that influence
  teaching and learning.
• Distractor incorrect option within a test item.
• Embedded science concept implicit idea that
  needs to be understood to successfully complete a
  test item.
• Enhanced multiple choice question that elicits
  prior knowledge, integrates knowledge and process
  skills, and uses an enhancement such as a map,
  graph, speech excerpt.
• Essay relatively short prose composition on a
  limited topic.
• Open-ended question prompt that allows
  test-takers to respond in their own words
• Extended response open-ended question that
  allows students to provide detailed written
  answers.
• Multiple choice question in which the test-taker
  selects a response from several possible
  alternatives.

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Test Item Analysis Glossary

• Performance task direct, systematic observation
  of a student action or product that is scored
  according to pre-established criteria.
• Released test item previously used standardized
  test question or task that have been made
  available to the public.
• Scenario analysis students respond to a task
  centered on an image or set of circumstances.
• Standardized test item finder tool that
  identifies websites that contain test items
  released by state departments of education or
  national agencies.
• State standards locator tool with direct links
  to websites that contain state standards.
• Stem statement or question used to frame a
  multiple-choice item.
• Strand maps visual representations found in the
  Atlas of Science Literacy that illustrate the
  Learning Progressions embedded in standards.
• Test item analysis process for designing
  instruction that is mindful of standardized
• testing.
• Topic study careful analysis of a concept that
  examines the requisite content knowledge base and
  issues associated with teaching and learning.
• Webbs depth of knowledge level hierarchical
  scale that measures the cognitive complexity of a
  learning expectation.
• (See http//www.vermontinstitutes.org/assess
  ment/web_depth.pdf)

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