Process and Rational of Test Items

          The learning outcomes and test items for pre-kindergarten children are much different than those of elementary aged children. Teachers assess pre-kindergarten children through hands on activities, observations and communication.  While the test formats remain the same, multiple choice, true/ false and essay questions are given verbal rather than written.
In the learning outcome 1, it is possible to use multiple choice and true or false, however, the teacher may be looking for a specific goal, such as does the student recognize the shape rather than can the student name the shape.  For example, the child may recognize that the shape is not a triangle, but calls it a square when it is actually a circle.  Most often then not, a pre-kindergarten student will answer a true/ false statement  with a yes or no and then provide the correct name of the shape if they know it.
  Learning outcome 2, states that the child will identify the letters in their name. Providing a multiple choice activity with other names that have the same letters will  allow the teacher to observe multiple goals, such as, identifying their name and if the child can problem-solve and find the name that is actually written correctly, not just having the same letters. For example, the teacher is assessing Jasmine to see if she can identify the letters in her name. The list of names provided as multiple choice answers are Jahneila, Jack, Jason, Jaun, Jamarvion, and Jasmine.  The teacher observes Jasmine and assesses her ability to find her name amongst the list of names.  Although she may not be able to spell her name, the learning outcome states that she will be able to identify her name.
Learning outcome 3 is assesses a children ability through an essay question to logically answer the question.  For a child to have the ability to see the object that does not belong is great, however, the goal in logic and reasoning or is for the child to have the ability to explain his/ her answer.  For example, the teacher provides a group of animals and one car. Then, she asks the child which toy does not belong? The child should answer by saying and pointing to the car and then proceed to explain that the car is not an animal or that the car belongs with the transportation toys.
Children in pre-kindergarten classrooms have the ability to be tested trough hands on activities, discussions and observation.  It is important for teachers to know exactly what the learning outcome is before they begin the process of teaching, observing and assessing.  Once a child at this age learns and “masters” a learning outcome, they will begin to use it in their everyday discussion and play. The observation at that point becomes easy to assess because the child experiences the outcome naturally.  

References

Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice
                (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ