The School Principal – DataMate Analysis for Improving Teaching, Learning, and Assessment
It has always been obvious to improve instruction and learning rests with the process to get into a student’s thinking, as reflected in examining assessment results. It does not matter if the assessment is a NYS test, a classroom test, or a quiz. So, what is there about DataMate that makes all this possible?
Test-Item Distractor
What is a test-item distractor? A distractor is any incorrect answer in a multiple-choice question which is plausible, but incorrect. For example, if a given multiple-choice question has the game Cricket as the correct answer, then the other choices (distractors) like Football, Golf, Ultimate Frisbee, etc. must be plausible responses. Multiple-choice questions are the most popular assessment questions and serve a very important function in monitoring and improving student performance (especially cognition), as well as teacher instruction. Developing effective distractors for a test or quiz question requires a challenge for question authors and teachers. A distractor should not be too difficult or too simple. But it needs to be plausible, possible, but not correct if it is to generate teacher insight as to why one or more students chose it.
Power of DataMate: Item Distractor/Miscue Analysis
An analysis of a test item distractor would be extremely time-consuming for an administrator or teacher without the help of technology. However, with EdVistas’ DataMate Assessment and Reporting System, it is a rapid-response tool which quickly displays the percentage of students responding to each of the options: correct and each incorrect option. For example, the responses for a test-item may resemble this display:
Options with the correct option being C:
A B C D
12% 26% 56% 6%
A teacher’s examination of the percentage of student-selected responses for each option is the beginning point in which questions must be raised such as: Why did a quarter of my students select option B? This is followed by an engagement with students to determine what led each student to the option selected, both correct and incorrect. Begin with the correct response to learn how these students were able to relate the question to the correct response.
What made you select option C which is the correct answer? Push the interaction to have students exhibit their reasoning and reinforce it.
What made option B seem correct for those of you that chose it? Look for clues that may relate to what students missed in addressing the item and its related topic.
Does what we have discussed about this test item make sense in selecting option C? Engage the class to learn what more may be gleaned from students’ thinking.
Any assessment worthy of administering must be discussed with students, especially on any items in which student responses display a significant degree of misunderstanding. Questioning is the process to access a deeper understanding of student thinking and a probable need to reteach. And, having the power of DataMate is crucial in supporting effective instruction. Those interested in learning more about DataMate may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com.
Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through student performance and a dynamic curriculum replete with strategic teaching. Dr. Crowder may be reached at bcrowder@edvistas.com