Top 10 Question Types in 2017 (Teacher Tools)

Edcite offers 60 technology-enhanced question types that align with online state assessments such as SBAC (Smarter Balanced), PARCC, AIR, ACT Aspire, and FSA (Florida State Assessments). Teachers can use these question types to create their own formative and summative assessments. This year we also improved our question type designs to make it even easier to create questions on Edcite.

Read on for the top 10 Edcite question types teachers used in 2017!

1. Free Response

Free Response was our most popular question type this year! Our Free Response question can be used across subjects, and teachers are able to add digital rubrics to make grading easy. You will find this question listed as #101 on our Create Question page.

Free Response

2. Fill in the Blanks

Teachers love our Fill in the Blanks question type, which is found on online state assessments. You can differentiate this question type by setting it as a drop-down, drag and drop, or type in answer. All options will be autograded. You will find this question listed as #002 on our Create Question page.

Fill in the Blank Drop-Down 2

fill-in-the-blank drag and drop

3. Math Keypad

This question type is always a popular one for math teachers looking for state assessment alignment. It is also autograded! You will find this question listed as #062 (Multiple Answers) or #063 (Single Answer) on our Create Question page.

Student is entering the sum of the fractions using a math keyboard technology-enhanced question type.

4. Essay Response

Teachers can add multiple passages, videos, or audio clips to Essay Response questions. Digital rubrics can also be added for fast grading on Edcite, and teachers can incorporate annotations and comments for students to see on their grade report. You will find this question listed as #100 on our Create Question page.

Essay Response

5. Numeric Answer

The Numeric Answer question type asks students to enter their answer in the box, with the option to write in units. Answers will be automatically graded! You will find this question listed as #066 on our Create Question page. Edcite also offers a Randomized Numeric Response Question (#068). Teachers choose a variable, set a range for it, and then set the answer algebraically so that the question will grade automatically, even though all students will see a different problem.

Need a text version of this question? Check out Edcite’s Short Text Answer question type (#027), which is also autograded!

numeric answer - response

6. Drag and Drop – Text / Drag and Drop – Math

The Drag and Drop – Text question is engaging for students and gives teachers a lot of freedom in how they want to set up the question. Images and tables can be embedded, making it a valuable question to use across subjects. It is also an autograded question type. You will find this question listed as #021 on our Create Question page.
drag and drop

The Drag and Drop – Math question type is very popular because it aligns with online state assessments. Students can drag integers, expressions, images, or text. Teachers can also select an optional grid layout or background image. This autograded drag and drop question is listed as #022 on our Create Question page.

Math Drag and Drop Example.gif

7. Grouping Drag and Drop

Teachers and students love this question type, and it can be used across all levels and subjects. Teachers have the ability to set up answer choices as text or images. This is an autograded question type. You will find it listed as #041 on our Create Question page.

Drag into Categories - Amendments

8. Select Box Response

This multiple choice question type uses larger boxes for answer choices. Teachers can set multiple correct answers and include images or graphs as answers. This autograded question type is listed as #004 on our Create Question page.

American Government - civics practice - multi-select

9. Match Text-to-Text

Students have a lot of fun with this question type as they show their learning! Students match items from two lists, and Edcite autogrades their answers. You will find this question type listed as #041 on our Create Question page.

matching text to text

10. Tabular Checkbox Answer

This question type appears on many online state assessments. Teachers can set up the table with multiple questions or problems and answers. You will find this autograded question listed as #010 on our Create Question page.

Elementary Math Tabular Choice

 

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What is your favorite question type on Edcite? Share on social media with the tag #EdciteQuestionType!

Top 10 Assignments in November (Teacher Resources)

Image is a green background with light wood table; blue and yellow eyeglasses on table in front of orange, yellow, blue, and red books; green apple; tablet; Edcite logo in white, orange, green; 'Most Popular Assignments' written on green background; 'November 2017' written on tablet

In November, students submitted almost 300,000 assignments! Listed below are the top ten assignments (click on the assignment name to view them). You can make a copy of any of these assignments and customize them to fit the needs of your students.

1. Nonfiction Article: The Kudzu Plant: 1050 submissions

Student is selecting the correct meaning of the word in an informational text.

 

2. American Government: Basic Principles of the Constitution: 1015 submissions

basic principles of constitution - grouping.gif

 

3. 7th CFA Expressions and Equations 2017-2018: 744 submissions

simplify math expression - math keyboard.gif

 

4. 6th Grade 2017 FALL AIR Readiness Assessment: 741 submissions

AIR math practice - candies - array.gif

 

5. Grade 3 Fable: The Lion and The Mouse: 724 submission

lion and mouse

 

6. American Government: Civic Participation and Skills: 712 submissions

American Government - civics practice - multi-select.gif

 

7. 4th Grade 2017 Fall AIR Readiness Assessment: 655 submissions

4th Grade AIR Math - reorder.gif

 

8. Figurative Language Practice – RL.6.4, L.6.5: 646 submissions

figurative language assignment

 

9. Nonfiction – Overcoming Adversity – Paired Texts: 480 submissions

drag into groups - categories

 

10. GW Regions: 432 submissions

geography - drag into groups - categories.gif

 

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Do you have a great assignment that you’d like to share with our community? Share your assignment in our Edcite Assignment Library or share on social media!

Improving the Quality of the Feed: Electronic Common Assessments

Educational assessment articles and books across this country in the last five years have referenced hogs, chickens, and cows. The question has been if you want a healthier animal, do you weigh it more often or do you improve the quality of the feed?  It has been continually suggested for the last decade that improving our students’ achievement requires breaking the pattern of being data-rich but information-poor.

However, assessments were just being given and were taking up valuable instructional time when we weren’t doing anything with the data. (2)This has been the case in my district over the last few years.  We were using an outside vendor to track student progress and doing a great job at weighing students.  However, assessments were just being given and were taking up valuable instructional time when we weren’t doing anything with the data. Add a number of parents who refused to have their students take these assessments and we had an assessment system that wasn’t working for anyone!

As Director of Educational Services, it was my number one priority this last year to build capacity in my staff to convert data to information that gives teachers tools needed to probe for causes where students are underperforming or exceeding expectations, analyze conditions that contribute to various trends of student achievement, and develop intervention and enrichment strategies to support these analyses.

Interventionand Enrichment

In relationship to the educational shifts required in the academic content standards for our state, I spent considerable time developing assessments created by my teachers that function from an evidence-centered design (see the embedded image for more information on this type of design).  Evidence-centered design begins with inferences that we want to make about student learning connected to standards and follows with a collection of evidence (i.e., an assessment) that shows how we know that students are making progress toward doing what we claim they can do.

bryan drost image

I knew that if I was to get buy-in from staff on utilizing the data to drive instruction, we had to create our own assessments. From my perspective, this meant that we either had to learn how to write good questions quickly or find them from vetted resources.  Utilizing resources from Achieve the Core and Illustrative Mathematics and doing some work with assessment blueprinting, we created assessments on Edcite that my principals and I felt were worthy of kids’ time and that would also provide us with valuable information with which to adjust instruction.

However, assessments were just being given and were taking up valuable instructional time when we weren’t doing anything with the data. (4).jpg

Edcite’s new platform Edcite Schools fit our needs as it was cost-effective, allowed us to generate reports in a number of ways (standards-based, classroom-based, student-based, etc.), and allowed our teachers to provide feedback to students via the electronic platform. The system allowed us to search through question banks that we vetted using an assessment vetting tool on Achieve the Core. It also had the extra advantage of being able to be customized to give students experience in a viewer very similar to our state’s assessment system, AIR.

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After we administered our first assessment, we met in grade level teams to analyze results. Utilizing the reports in Edcite Schools and following a data-protocol, where we set norms, focused on what students can do, what students were struggling with, and trends amongst assessments, we were able to have the professional conversation about how we were going to improve our instruction. The quality of the feed improved and we saw growth amongst students from assessment-to-assessment.

However, assessments were just being given and were taking up valuable instructional time when we weren’t doing anything with the data. (6).jpg

Fast-forward to June, which in my state is every curriculum director’s nightmare: the release of state achievement data. I learned that the work that we did with Edcite Schools actually was predicative.  When I compared our internal Edcite Schools data to our state achievement data, with a 99% predicative accuracy, I was able to determine which students were in danger of not meeting grade-level benchmarks.  We are now data rich.

As we plan for the following year, it is crucial that we start to utilize the information that we are collecting consistently to further plan interventions to help our students who are struggling. I know, as do my teams, that there are going to be mistakes. Will we have it 100% right next year? No. The key is to plan the administration of the assessment knowing that we have to do better for our students with whatever data comes back. They deserve it so that we can consistently focus on the feed rather than than weighing.

Bryan Drost_Edcite Blog

Bryan R. Drost is the Director of Curriculum and Instruction for the ESC of Summit County, Ohio. He holds a Master’s of Education in Educational Foundations with an emphasis in Standards-Based instruction as well as a Ph.D. in Curriculum and Instruction and Assessment both from Kent State. Bryan holds a variety of roles at the state and national levels: chairperson for the Ohio Foreign Language Association Technology Integration Committee, an ODE Network Regional Leader, a member of ODE’s Fairness and Test Use Committee, a steering committee member of the Northeast Ohio TALK Network, a RESA master coder, a national supervisor for edTPA, a consultant for the National Board, part of NCME’s Standards and Test Use Committee, one of Ohio’s Core Advocates, and a Batelle for Kids Roster Verification trainer. He has presented throughout the state and country on various topics related to instructional shifts, assessment, and technology integration.