Interpretive exercise

Allows us to measure more complex learning outcomes

Because there is one introductory materials, many questions can be asked – assessing both breadth and depth

Disadvantages

These items are difficult to construct

Often, there is heavy emphasis on reading skill

It does not measure “real” problem solving – where you actually have to re-state the question

Use of objective items may restrict assessment of learning to recognition level

Advantages & Disadvantages of

Interpretive exercises Advantages

Removes the influence of irrelevant factual information (e.g., knowledge of football in calculating math problems) – the intro materials provides the knowledge necessary for every one to answer the question(s).

More structured than Performance Based Assessment

Disadvantages

For these reasons and more, this type of assessment is not much used

What makes an interpretive

exercise valid?

The introductory material should be novel

The answer should not be found directly in

the introductory material (unless you are

testing lower level thinking)

Introductory material can be followed by

multiple choice, T/F, matching, key-type,

or even essay (though the authors do not

state that)

What makes an interpretive

exercise valid? Some rules:  Select introductory material that is relevant to the

learning outcomes (e.g., “distinguish between valid and invalid outcomes” has introductory material that is different for Science vs. History)

 Select introductory material that is new/novel (e.g., in textbooks not adopted by the school/district)

 Keep introductory material brief and readable

 Construct test items that call forth the type of performance specified in the learning outcome (make sure you do not ask questions that are directly answered by the introductory material)

 Follow all the rules of effective item writing

What makes an interpretive

exercise valid?

Some rules:  The subject matter/introductory material should

appropriate to the students’ curricular experience and reading level (e.g., they should be familiar with the types of graphs shown, or the subject/topic on which the reading material is included)

 Make sure to revise any introductory material that you pick (for clarity, conciseness, and greater interpretive value) – and revise the questions (this may require you to revise the intro material again!)

 Make the number of test items roughly proportional to the length of the introductory material

What makes an interpretive

exercise valid?

Some rules:

 If using key-type items, use categories that

are homogeneous and mutually exclusive

 In using key-type items, develop standard key

categories where applicable.