Approaches to Student Assessment

EDUC5494

Assignment: Complex Item Construction
Bhawna Marwaha (21250046)











The Complex structured item to be assessed is as follows:


1. The government conducted a random survey of internet users in Sydney and Perth. The information collected was to determine the
number of minutes spent on internet each month in both the cities.
The following data was collected:
A.) Perth : number of household surveyed:50
Number of minutes spent on internet each month :
3210, 220, 740, 1060, 1140, 2570, 590, 2480, 2180, 2370, 4820, 4170, 3890, 3380, 3530, 3710, 3180, 2510, 2330, 2640, 2380, 2320,
1730, 1540, 2240, 1370, 1530, 1140, 2390, 1630, 2260, 1730, 1390, 1680, 2260, 2890, 2640, 2710, 2730, 2910, 3810, 3620, 3280,
2480, 2570, 3290, 3020, 470, 3070, 3210




B.) Sydney: number of household surveyed:50

Number of minutes spent on internet each month :

2130,2541,250,650,170,4810,1540,3600,3450,4560,1580,4320,3250,4520,2560
,2400,1560,1340,3260,2350,3240,3150,4310,4120,4620,4530,3020,2380,2590,
2460,2750,2890,3560,3580,3980,4560,4800,1450,4560,4500,4820,3210,2560,
2650,1450,2310,1400,1200,150,4320



Answer the following questions based upon the two sets of data provided.


i.) Choose the appropriate way of grouping the data. Justify you grouping method



ii.) Draw a histogram to represent the data in a proper manner.


iii.) Create a frequency table using appropriate grouping method.



iv.) Calculate the following for both the groups:
a.) Range
b.) mean
c.) median
d.) mode
e.) variance
f.) standard deviation





v.) Is it easy to work out median from the histogram? Which type of graph would you recommend to read the median in as easy
way?



vi.) What interpretations can you draw from the range about both the groups surveyed?



vii.) What inference can you make about the time spent by the people of Perth on internet each month , by analysing the various
measures of central tendency.


viii.) What would happen if the data of 50 more household is included in the given data of Perth Household? Would then the
inferences drawn be more empirically sound? Justify your answer.

ix.) Compare the two groups and draw inferences based on their measures of central tendency .

x.) What judgements would you make about the best criteria to compare the data of the two groups?









Rationale: The Complex item constructed moves towards the testing of All the levels of cognitive development among the students with
reference to the Blooms taxonomy limiting the response to the topic Data Analysis and Interpretation

The specific features of various subparts of the complex item are stated as under:
1.) The ( i ) part of the item requires the student to analyse the ungrouped data and to use appropriate technique of grouping from the
conceptual knowledge in his schema. Further , it also requires the student to justify his choice of grouping with solid reasoning
supported with evidence. The answer presented must be organised and logically sequenced with strong supportive argument.
This clearly tries to test the student on the basis of forth level of Blooms taxonomy that is analysis, as the student has to classify the
data and justify his method.


2.) The (ii.) part of the item represents the application level in the Blooms taxonomy as it requires the student to construct a graph from
the raw information and the conceptual knowledge embedded in his brain. The student is tested on the basis of representing all the
necessary information in the form of a graph in a proper manner and neat and readable handwriting.



3.) The (iii) part of the item tests the lower levels of Blooms taxonomy, that is comprehension and application of knowledge. The
students are required to use an appropriate method of grouping to create frequency table. The table must be in proper order and the
systematic with all the aspects mentioned. The representation must be neat and clean .



4.) The (iv) part of the item again tries to assess the knowledgeand application level from the Blooms taxonomy . The basic
numeracy skills are test. The students are tested on the behalf of usage of the correct formula to calculate the mean and standard
deviation . The students are required to present their answer in a systematic manner showing the proper working .They are expected
to clearly reveal the method they opted to arrive to their solutions. The students are expected to use proper mathematical language
and symbols.



5.) The (v) part of the item tests the higher levels of cognitive development in The Blooms taxonomy. The very first task required by
the students is to give their opinion, this represents the analysis level of cognitive development. Further the students while
analysing the problem have to brake it down into parts , form relations and reach towards an alternate solution, this is the Synthesis
level of cognitive development, which they have to pass to give the answer to the other part which demands from them to recommend
their choice of graph. They have to justify their opinion supported by strong logical reasoning and evidence. This is evaluation. The
students are expected to show creativity linked with logical sequencing . the high order organisational skills are expected from the
students.




i.) The (vi) and (vii) and (ix) part represent the higher level of cognitive development from the Blooms taxonomy, that is drawing
inferences, making judgements. They are required to critically analyseand synthesise, so as to evaluate the result based on proper
understanding and in depth knowledge of the subject. The presentation must be in a logical manner with strong reasoning
.


ii.) In the (vii) part the students are given a case study in which they are required to use their previous knowledge, their creativity, they
have to logically organise their ideas and interpret the situation supported by proper arguments, before reaching to a conclusion. The
highest level of cognitive development from the Blooms taxonomy that is evaluation is measured in this case. The proper
organisation and logical presentation based on strong evidence is expected from the students.




iii.) The (x) part also represents the testing of the higher cognitive levels of development from the Blooms taxonomy . It requires the
students to analysethe various criterions of comparisons among the two sets of data. Further it demands from them to synthesisethe
information and make valuable judgement ( evaluation) based on proper evidence.




The students will be judged on the basis of the following Rubric:




Rating Scale


Criterion
Non Satisfactory:
Rating : 0
Less Satisfactory:
Rating:1
Satisfactory:
Rating : 2
More than Satisfactory:
Rating: 3
1. Computational
Skills

No formula Stated
No step working
Inaccurate answer
No formula stated
Steps not
performed
Nearest Possible
answer or accurate
answer
Proper formula
presented
Steps performed
and working
shown but lack
coherence
Accurate answer
Proper formula
presented
All the steps
performed in
systematic manner
showing proper
working
Accurate Answer

2. Accuracy The solution
contains many
flaws
Ideas are not stated
Working is not
shown
The Solution
contains few flaws
Ideas are not
clearly stated
Working is not
shown
The solution
contains no flaws
Ideas are not much
clearly stated
Working is shown
but lacks proper
reasoning
The Solution
contains no flaws
Ideas are clearly
stated
Working is clearly
shown with proper
reasoning
3. Problem Solving
Ability
Improper method
used for problem
solving
No justification
provided
No clear ideas
presented
A method used for
problem solving
does not reflects
true understanding
of conceptual
knowledge
The justification
provided contains
flaws
little clarity is seen
in presentation of
ideas
A Suitable method
of problem solving
is chosen which
represents and
understanding of
the conceptual
knowledge
Relevant
Justification is
provided but lacks
proper evidence
Comparatively
Less clarity is seen
in representing
ideas
A proper method
of problem solving
is chosen which
represents the in
depth
understanding of
the data
interpretation
concept
Appropriate
justification is
given based on
proper evidence
Clear
representation of
the ideas
4. Graphing
knowledge
The title is
misleading
Labelling is
irrelevant
The graph contains
unclear title
Labelling has a
number of flaws
The graph contains
a title that
generally tells what
the data shows
Some parts of the
The graph contains
a title that clearly
tells what data
shows
All parts of the
The data
representation is
poor
The graph is not
readable
The data
representation has
considerable errors
The graph is less
readable
graph are
inaccurately
labelled
Data representation
contains minor
errors
The graph is
generally neat and
readable
Graph are correctly
labelled
Accurate data
representation
Very neat and easy
to read
5. Logical reasoning The interpretations
and comparisons
lack logical
reasoning and
evidence
The evaluation is
irrelevant to the
topic
No details
regarding data
interpretation are
presented
The interpretations
and comparisons
Show very little
logical reasoning
without evidence
The evaluation
does not represents
high order thinking
and it not
systematic
Less details
regarding data
interpretation are
presented

The interpretations
and comparisons
show logical
reasoning with
little sequence and
evidence
A critical
evaluation is
represented but it
lacks proper higher
order thinking and
is not represented
in systematic
manner
Details regarding
the data
interpretation are
presented
The interpretation
and comparisons
show a sequence of
logical reasoning
supported with
strong evidence
A critical
evaluation is
represented
showing higher
order thinking in a
systematic manner
Even Minute
details regarding
the data
interpretation are
presented
6. Mathematical
language and
Symbols
Improper usage of
Mathematical
language and
symbols
The usage of
Mathematical
language and
symbols contain
recognisable flaws
Proper use of
mathematical
language and
symbols, with
minimum errors
Accurate use of
mathematical
language and
symbols

7. Organisation Lack of
organisation
Flow of ideas
difficult to follow
Irrelevant
arguments
No introduction or
conclusion
Flawed
organisation
Ideas not
developed
Favourable
arguments
Ineffective
conclusion

Good organisation
in general
some break in
logical flows
Almost favourable
arguments
Identifiable
introduction and
conclusion

Coherent
organisation
throughout the
formulation of
generalisation
Logical sequence
Strong favourable
arguments
Effective
introduction and
conclusion

8. Conceptual
Knowledge
No display of
conceptual
knowledge
Little display of
conceptual
knowledge
Better display of
conceptual
knowledge through
good
representation of
solutions to the
problem
Excellent display
of conceptual
knowledge through
proper
representation of
solution to the
problem
9. Data Interpretation
Ability
Poor Ability to
interpret data
No reasoning or
irrelevant
reasoning
No insight in data
interpretation
Ability to interpret
data
General reasoning
without supporting
arguments
Very less or no
insight in data
interpretation is
revealed
Good Ability to
interpret the data
Good reasoning
with less
supporting
argument
Little insight in
data interpretation
is revealed
Excellent ability to
interpret the data
remarkable
reasoning with
supporting
argument
Insight in data
interpretation is
reveal
10. Creative thinking
and analysing
(x)

no ability to think
in beyond
Little ability to
think beyond
conceptual
Ability to think
beyond conceptual
knowledge
Great Ability to
think beyond the
conceptual
conceptual
knowledge
no ability to
analyse the details
and no interpreting
ability , no logical
reasoning and no
evidence presented
knowledge
Less ability to
analyse the details
and inadequate
interpretation
without logical
reasoning and lack
of evidence
Good ability to
analyse the details
but interpretation
lacks coherence
and logical
reasoning and not
based on proper
evidence
knowledge
Excellent ability to
analyse the details
and interpret the
result logically and
based on proper
evidence.