Well, in this case I was hoping student would use a broader context, and they did not. It was the first item on the exam and I think they just took it at face value with little consideration of other factors. I have been teaching and testing towards this application method and none of my items are rote memorization questions.
I wonder if I had placed the item in the middle if the exam, after I asked about types of validity, so that it would have cued them to think of convergent and construct validity if that would have made a difference? Thanks for the reply. I have read your article before. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] ---- Original message ---- >Date: Fri, 14 Mar 2008 10:50:19 -0400 >From: "Bob Grossman" <[EMAIL PROTECTED]> >Subject: RE: [tips] help with exam item >To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]> > > Annette, > > > > How much practice on similar items did you give > them? I often find I am testing for skills that I > haven't taught my students and then very few are > able to display the skills I'm looking for. See: > > Grossman, R.W. (2005). Discovering hidden > transformations: Making science and other courses > more learnable, College Teaching, Winter, Volume 53, > Number 1, pages 33-40. > http://www.kzoo.edu/psych/rg_Hidden.pdf > > Bob Grossman > > > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] > Sent: Friday, March 14, 2008 9:53 AM > To: Teaching in the Psychological Sciences (TIPS) > Subject: [tips] help with exam item > > > > Either I am losing my mind or something is wrong. I > used the following item on an exam. Not one student > picked the answer I thought was "correct". > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
