Developing a Test

Developing a Test

Student’s Name

Institutional Affiliation

Course

Instructor’s Name

Date

Developing a Test

Introduction

Assessment plays an important role in the process of learning and motivation. At the course level, the assessment provides important information on the depth and breadth of student learning. Assessment is more than just giving grades (Leenknecht et al., 2021). It should measure the progress of student learning. In that sense, assessment can be defined as the process of gathering data to better understand the strength and weaknesses of student learning. There are several methods of assessment including doing tests, asking questions, filling out questionnaires, and others. Assessment can also be either summative or formative (Leenknecht et al., 2021). In this case, the unit of instruction is the emotional intelligence course. The purpose of this paper is to develop a test along with answers to all the questions.

The global objective (goal) and Five Specific Educational Objectives

The global Objective: Learners to understand themselves and, at the same time, learn how to better understand others and manage their interpersonal relationships effectively.

The Five Specific Educational Objectives include:

Students will be able to define emotional intelligence
Students will apply concepts of effective communication among them and with teachers.
Students will improve in group performance and build a great learning spirit.
Students will be able to investigate and analyze their own feelings and manage them.
Students will identify best methods of Managing emotions.

Grade or Age Level of the Target Group (Students/Stakeholders) To Be Tested

The target group to be tested in this unit of instruction is high school students. Emotional intelligence among high school students is important to help them achieve their academic endeavors. Students who can manage their emotions are likely to get good grades. Emotional intelligence is important in all aspects of students (health, learning, and relationships) (Bahat & Ovsenik, 2020). Most high school students are adolescents, which is a period of life demarcated by intense physical and psychological growth. Therefore, a lesson on emotional intelligence will shape their emotional development. Students with emotional intelligence can easily overcome exam stress, manage boredom, and improve concentration. Emotional intelligence improves self-awareness, empathy, self-regulation, and increased problem-solving skills (Bahat & Ovsenik, 2020). One of the biggest problems among high school dents is not that they lack interest in their studies, but maintaining the interest. An emotionally intelligent student will have increased self-awareness, making them take charge of their learning productively.

Describe the Unit of Instruction. Discuss Which of the Following Terms Apply to Your Test: Assessment, Evaluation, Measurement, and Testing

The unit of instruction involves educating high school students about emotional intelligence to help them achieve their educational, social, and health goals. The unit will utilize the three concepts including lessons, group discussions, and question and answer sessions (Bahat & Ovsenik, 2020). The unit will have 5 modules or areas including emotions, emotional intelligence, emotional awareness, beliefs about emotions, and emotional expressions. The teacher will teach students what emotions are. They will learn why and how they are involved in many mental and physical processes at the same time (Bahat & Ovsenik, 2020). Students will be introduced to emotional intelligence, its meaning, importance, and ways to develop emotional intelligence.

Students will learn how to be aware of their emotions by understanding their feelings. They will learn beliefs about emotions that operate outside conscious awareness, and strongly determine the relationship people have with their emotions. The emotional expression refers to the ability to name and express what is happening emotionally (Bahat & Ovsenik, 2020). Emotionally intelligent people are skilled at expressing their emotions. Students will learn emotional expression and how to effectively communicate with others to build positive relationships. Students will perform a self-awareness exercise, the trust thermometer exercise, and the self-expression exercise (Bahat & Ovsenik, 2020). During the self-awareness exercise, the students will collect the emotions they have felt throughout the day. They will list the feelings and try to name them to help them know themselves better.

Trust thermometer is an exciting activity that promotes interpersonal trust. Students will line up against the wall and step forward as they respond. For instance, no move would indicate a lack of trust, while more steps would mean trust respectively (Bahat & Ovsenik, 2020). Taking 4 or 5 steps forward would imply that the person has complete trust in the other. Last but not least, the self-expression exercise will involve different activities such as calling all the students one by one and asking them how they are feeling, if they provide plain answers such as “fine” the teacher goes ahead and ask them why they think they are fine.

The test for the unit involves both evaluation and assessment of the knowledge students have gained. It will involve assessing students’ knowledge through test questions. Tests will assess knowledge of specific areas of the unit (Bahat & Ovsenik, 2020). Furthermore, the unit will evaluate student’s ability to apply knowledge learned in real-life situations.

List The Five Educational Objectives Again, and to The Right of Each Specify the Level of Webb’s DOK to Which It Corresponds

Students will be able to define emotional intelligence. This objective corresponds to level one of Webb’s DOK because students are required to recall what emotional intelligence is. By defining the term, the students simply recall the meaning. Defining involves remembering and it is one of the terms listed to demarcate level one on Webb’s DOK model.
Students will apply concepts of effective communication among themselves and with teachers. This objective falls under level four of Webb’s DOK because it involves extended strategic thinking. This level requires extended use of a higher-order thinking process involving the application of a concept. Employing and sustaining strategic thinking processes over a longer period to solve the problem is a key feature of curricular objectives that are assigned to this level.
Students will differentiate between different positive emotions needed to build an effective learning group and efficient learning spirit from the negative ones. The level of Webb’s DOK that this objective corresponds to is level three because of the differentiation skill. The expectation established for tasks at this level tends to require coordination of knowledge and skill from multiple subject-matter areas to carry out processes and reach a solution in a project-based setting.
Students will be able to investigate and analyze their own feelings and manage them. This objective corresponds to level three of Webb’s DOK model. This objective requires students to use strategic thinking to investigate and analyze the situation.
Students will identify the best methods of managing emotions. This is the last objective and is most likely to fall within level one of Webb’s DOK model. The objective falls within the first level of Webb’s DOK because it involves remembering

List The Five Objectives Again, And Under Each Include Two Objective Test Items

Students will be able to define emotional intelligence

Which of the following is the correct definition of emotional intelligence?

The ability to perceive and manage the emotions of yourself and others.
The ability to correct others instantly when they are wrong.
Not caring about the feelings of other people.
Only caring for the feelings of friends and people who agree with you.

Match the appropriate definition of the following scenarios.

Emotions a) Ability to perceive and manage the emotions of yourself and others

Emotional intelligence b) Strong feelings due to circumstances, mood, or relationships with others.

Emotional awareness c) facial expressions, smiling, showing empathy, crying, laughing, and others.

Emotional expressions d) Knowing your feelings as well as those of others.

Students will demonstrate effective communication among them and with teachers.

Effective communication is an indication of emotional intelligence.

True
False

People are often carried out by their________________. However, ________intelligent people use their_________________ to overcome their_________________

Chose from the answers below to fill the gaps:

Emotions, emotional intelligence, emotionally,

Students will differentiate between different positive emotions needed to build effective learning group and efficient learning spirit from the negative ones

List five positive emotions required to build effective learning group and efficient learning spirit among students.

___________
___________
___________
___________
___________

How can one’s emotions affect his/her ability to learn effectively? Also explain the connection between emotional intelligence and effective learning groups.

____________________________________________________________

Students will be able to investigate and analyze their own feelings and manage them

______________helps us recognize our own feelings and well as those of others

Emotional awareness
Fighting
Quarreling
Pretense

By understanding what people are thinking and feeling, people are able to respond appropriately in social situations.

True
False
Students will identify best methods of Managing emotions.

Do you get angry at others? What do you do when you are mad?

Insert your answer: ______________________

Think about a time when your team performed well. How did you feel? Did you feel responsible for your team’s success?

A Review of a Test That Has Already Been Developed for The Unit of Instruction

The test analyzed here is the emotional intelligence test developed by Bill Gaultiere, retrieved from https://www.soulshepherding.org/wp-content/uploads/2020/05/EQ-Test.pdf. Below are the test items listed and analyzed.

Question 1: When I feel bad I’m not sure what it is that is bothering me.