1-2-3-4 CrissCross & More

1. We will examine the data analysis features of the CrissCross spreadsheet.

• Step 1
• Step 2
• Step 3
• Step 4

2. Cognitive Identification of Multiple-Choice Questions

3. Scaling - What does a grade mean?

QUESTION ORDER must be the same on ALL versions of the test.

ANSWER CHOICE ORDER may be different on ALL versions of the test.

Step 1 shows for EACH question:

• Percentage Correct
• Discrimination Factor
• Cognitive Difficulty (based on student performance)
• Questions that may need to be reviewed, rewritten or replaced

It measures the ability of a question to correlate a student’s performance on a question and a student’s overall performance on an assessment.

Each student contributes to a question’s discrimination factor.

However, each student does not contribute equally to the discrimination factor.

The closer a student's score is to the average the less it contributes; the further form the average the more it contributes.

What skills are required to answer a question.

On Step 1, Questions are identified as Easy, Medium or Hard and are based on:

• student performance and
• spreadsheet settings.

The teacher sets the break points.

Shows the Difficulty Count for:

• Student Performance and
• Teacher Expected Performance (Step 2)

The scatter plot shows each question's performance.

Colored boxes match set break points

Minimum Discrimination Factor is 0.200

Question that fall outside the Easy, Medium or Hard Zones will identify as either:

• Weak - gray box or
• RRR - to the left of the red box
• RRR = Review, Rewrite, Replace

It's the team's/teacher's evaluation of the questions that will determine the validity of the question.

Step 2 allows for EACH version of the test to be analyzed.

• Distractor Breakdown
• Cognitive Difficulty Evaluation
• Questions that may need reviewing (with students)

Analyze distractors by form.

• GREEN - Correct Answer
• RED - Most Picked Incorrect Answer

Teams have to develop and identify the:

• types of assessment questions and
• course specific depth and breadth of their assessment questions

Move from SUBJECTIVE to OBJECTIVE evaluation of assessment items.

The evaluation of questions is based on:

• What was taught in the curriculum
  
• How it was taught in the curriculum
  
• What was presented/experienced in practice/homework problems
  
• What is in the learning guide

It is NOT based on:

• How you feel the students will perform
  
• How the students would evaluate the question

Difficulty ratings are entered on Step 2.

Step 1 shows an overall test comparison - student performance vs teacher expectation

Select which of many of the "Most Missed" questions to review.

Identified questions are highlighted in BLACK.

Step 3 is an analysis of each learning targets:

• Performance
• Cognitive Difficulty

Step 3 - Enter a brief description of each learning target.

Step 2 - Enter the target number for each question on Step 2.

Feature for AP courses

Step 4 is an analysis of each question's distractors

Analyze each form's distractors.

Correct answer should have an upward trend.

Incorrect(s) answer should have a downward trend.

Adjust Grade Break to match your scaled grade breaks.

What does a grade mean?

Work with your teammates to identify question types and question level descriptions

https://drive.google.com/drive/folders/1WN7CZWzQQwUb6lL87evkV-UBYxCZo9-F?usp=sharing

https://drive.usercontent.google.com/download&id=1jtKd1qBcWirf1fK9YIA9haqnXFPhX3ie&export=download

Check your DOWNLOAD folder for spreadsheet file.

Email: david.carroll@pisd.edu
Website: www.GravityKills.net