This document provides guidance on developing high quality assessment items. It discusses aligning items to curriculum standards and depth of knowledge levels. It reviews Bloom's taxonomy and Webb's depth of knowledge. Teachers practice writing questions at different levels and sharing with partners. Guidelines are provided for multiple choice items, including content, format, structure, and avoiding bias. Teachers review sample items using a rubric and work on their Session 2 product for disseminating information in their school/district.
This document provides guidance on developing high quality assessment items. It discusses aligning items to curriculum standards and considering the depth of knowledge. It reviews Bloom's taxonomy and Webb's depth of knowledge models. Examples are provided of writing multiple choice items, including guidelines for writing clear and unbiased item stems and response options. Developing accessible items for all students, avoiding biases, and ensuring response options are plausible but not obvious are addressed. The document models the item development process and provides opportunities for participants to practice writing items and giving feedback.
The document summarizes modifications made to assessments in an 11th grade Environmental Science textbook. It describes the textbook's original assessment methods, such as section reviews and chapter reviews. It then outlines new assessment methods incorporated after modifications, including blogs, news broadcasts, student-made books, hands-on projects, and methods tailored to English language learners and disabled students. A matrix compares the original and modified assessment methods.
Thank you for sharing this document. After reviewing the content, here are the next steps I would recommend:
1. Schedule a follow up meeting with the key stakeholders listed to discuss the priority questions generated and begin developing an action plan to address them. Gathering input from those responsible will help ensure the strategies developed are comprehensive and implementable.
2. Conduct additional research into best practices for environmental sustainability, citizenship and literacy programs at other schools. Benchmarking against others' approaches can provide innovative ideas to consider.
3. Establish metrics and a timeline to track progress towards the goals. Setting measurable objectives and reporting on them will help maintain accountability over time.
4. Engage students in the process as much as possible.
The document discusses performance assessments and their characteristics. It provides examples of performance assessments, such as having students analyze how accurately a text predicted future trends. It also discusses designing performance assessments, including varying the level of structure, using rubrics, and guidelines like identifying the intended skills and content to be assessed. Creating good performance assessments takes work up front but can save time later.
This document provides information and examples for constructing different types of tests, including structured response items, constructed response items, and examples at various cognitive levels. It discusses key characteristics of good tests such as validity, reliability, and usability. Examples of different question types are provided, such as true/false, multiple choice, matching, short answer, and essay. Guidelines are offered for writing effective item stems and response options to avoid issues like negative wording, ambiguity, and guessing. Bloom's taxonomy is referenced for aligning question types and verbs with different cognitive levels.
Criteria of a Good Research Problem/Objectives BJ AMBAT
This document provides guidance on developing an effective statement of a research problem. It explains that a problem statement should clearly describe an issue that needs to be addressed in order to provide context and generate research questions. The statement may be in a declarative or question form and should indicate the variables and specific relationship being investigated. An example format is provided that includes three parts: (1) the ideal situation, (2) the current reality that prevents the ideal, and (3) proposed consequences to improve the situation. Overall, the document outlines best practices for writing a problem statement that defines a clear research topic.
The document discusses several topics related to gifted and talented students including:
1. Definitions of giftedness and how giftedness is typically measured which includes intelligence tests, achievement tests, teacher and parent nominations, and evaluations of products and abilities.
2. Approaches to identifying gifted learners through various screening and assessment methods.
3. Suggestions for developing an effective curriculum for gifted students including modifying content, process, products and expectations as well as providing appropriate goals and objectives.
4. Issues to consider when writing behavioral objectives for gifted students' individualized education programs.
5. Websites concerned with gifted education issues.
This document provides guidance on developing high quality assessment items. It discusses aligning items to curriculum standards and considering the depth of knowledge. It reviews Bloom's taxonomy and Webb's depth of knowledge models. Examples are provided of writing multiple choice items, including guidelines for writing clear and unbiased item stems and response options. Developing accessible items for all students, avoiding biases, and ensuring response options are plausible but not obvious are addressed. The document models the item development process and provides opportunities for participants to practice writing items and giving feedback.
The document summarizes modifications made to assessments in an 11th grade Environmental Science textbook. It describes the textbook's original assessment methods, such as section reviews and chapter reviews. It then outlines new assessment methods incorporated after modifications, including blogs, news broadcasts, student-made books, hands-on projects, and methods tailored to English language learners and disabled students. A matrix compares the original and modified assessment methods.
Thank you for sharing this document. After reviewing the content, here are the next steps I would recommend:
1. Schedule a follow up meeting with the key stakeholders listed to discuss the priority questions generated and begin developing an action plan to address them. Gathering input from those responsible will help ensure the strategies developed are comprehensive and implementable.
2. Conduct additional research into best practices for environmental sustainability, citizenship and literacy programs at other schools. Benchmarking against others' approaches can provide innovative ideas to consider.
3. Establish metrics and a timeline to track progress towards the goals. Setting measurable objectives and reporting on them will help maintain accountability over time.
4. Engage students in the process as much as possible.
The document discusses performance assessments and their characteristics. It provides examples of performance assessments, such as having students analyze how accurately a text predicted future trends. It also discusses designing performance assessments, including varying the level of structure, using rubrics, and guidelines like identifying the intended skills and content to be assessed. Creating good performance assessments takes work up front but can save time later.
This document provides information and examples for constructing different types of tests, including structured response items, constructed response items, and examples at various cognitive levels. It discusses key characteristics of good tests such as validity, reliability, and usability. Examples of different question types are provided, such as true/false, multiple choice, matching, short answer, and essay. Guidelines are offered for writing effective item stems and response options to avoid issues like negative wording, ambiguity, and guessing. Bloom's taxonomy is referenced for aligning question types and verbs with different cognitive levels.
Criteria of a Good Research Problem/Objectives BJ AMBAT
This document provides guidance on developing an effective statement of a research problem. It explains that a problem statement should clearly describe an issue that needs to be addressed in order to provide context and generate research questions. The statement may be in a declarative or question form and should indicate the variables and specific relationship being investigated. An example format is provided that includes three parts: (1) the ideal situation, (2) the current reality that prevents the ideal, and (3) proposed consequences to improve the situation. Overall, the document outlines best practices for writing a problem statement that defines a clear research topic.
The document discusses several topics related to gifted and talented students including:
1. Definitions of giftedness and how giftedness is typically measured which includes intelligence tests, achievement tests, teacher and parent nominations, and evaluations of products and abilities.
2. Approaches to identifying gifted learners through various screening and assessment methods.
3. Suggestions for developing an effective curriculum for gifted students including modifying content, process, products and expectations as well as providing appropriate goals and objectives.
4. Issues to consider when writing behavioral objectives for gifted students' individualized education programs.
5. Websites concerned with gifted education issues.
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
Curriculum evaluation through learning assessmentSharon Ballasiw
The document discusses learning outcomes and assessment methods. It defines learning outcomes as the intended results of the learning process. It describes four levels of learning outcomes - knowledge, process, understanding, and performance. Assessment methods discussed include objective tests like multiple choice and matching, as well as subjective tests like restricted response, extended response essays, and authentic or performance-based assessments. Examples are provided for each type of assessment method. The document aims to help teachers choose appropriate assessment methods aligned with the intended learning outcomes.
An important skill is paraphrasing, which involves restating ideas using different words while retaining the original meaning. It requires fully understanding the text and focusing on important words. When paraphrasing, the original should be set aside and the paraphrase written on note cards to check it accurately expresses the essential information in a new form, without changing the meaning or including unnecessary details. Minor rewording is insufficient for effective paraphrasing.
The document discusses an English course for law students and its contributions to their professional training and career development. It explains that the course provides students with skills to succeed in a changing world and access new information in their field. When students study English, they learn the language used for latest developments, allowing them to stay informed. The institution aims to develop students' critical thinking so they can propose solutions to real-world problems. The course covers general English skills applicable to all students through theoretical and practical lessons related to their immediate environment. It assesses students' language learning through greetings, personal information exchanges, and describing plans and events.
Creating (more) effective tests and quizzes.spr.15Julie Sievers
The document discusses designing effective tests and quizzes. It provides tips for creating different types of assessment items, including supply items, true/false questions, multiple choice, matching and essay prompts. The document emphasizes writing clear, unambiguous questions that accurately measure learning objectives. It also stresses the importance of culturally responsive assessment practices to ensure equitable evaluation of all students.
Research projects use questionnaires to collect standardized data from many people. Questionnaires can be used to collect descriptive information through population or sample surveys. They require asking all respondents the same questions in the same order. Common to all types of surveys is the use of questionnaires to collect data. Questionnaires facilitate measuring what people know, like, think, and experience through their responses. Care must be taken in questionnaire design and administration to obtain accurate self-reports.
The document discusses strategies for incorporating authentic research projects into secondary curricula using the Independent Investigation Method (IIM). It provides an overview of the IIM process, which includes 5 steps: [1] selecting a topic, [2] setting goals and research questions, [3] gathering information from varied sources, [4] organizing findings, and [5] evaluating if goals were met. The document emphasizes preventing plagiarism and using multiple primary and secondary sources to support conclusions. Sample tools are presented to guide students through each step of the research process.
This document provides instructions for students on an assignment regarding human health, ecosystems, and toxic substances. It discusses choosing three types of toxic substances and their effects. It also addresses the differences between biomagnification and bioaccumulation of toxins. The document provides formatting guidelines and expectations for citations, references, and APA style. Students are instructed to discuss tectonic plates and how they impact landforms and lives. They are also to compare mining methods and their environmental impacts.
QPI Individualization And Personalizationshannonkludt
The document provides classroom strategies and accommodations for students with various disabilities and challenges including depression, ADHD, ODD, and general instructional strategies. It discusses seating students, delivering information, structuring work and tests, organizing materials, teaching techniques for engaging and managing lessons, ignoring versus drawing out depressed students, never giving up on students, and establishing rapport to work with defiant students. It also lists several assessment and intervention resources.
This document provides guidance on how to plan and write a dissertation. It discusses choosing a topic, developing a proposal, conducting research, writing chapters, analyzing data, meeting deadlines, and addressing ethical concerns. Key points include developing a feasible timeline, obtaining necessary approvals, maintaining rigorous documentation, and producing a dissertation that makes an original contribution through critical analysis.
This web quest asks 10th grade biology students to research different North American biomes and recommend one for reintroducing the fictional species "SpatulaTankWhozit". Students gather data on temperature, rainfall, plants and characteristics of temperate grassland, forest, alpine and taiga biomes. They organize the data and learn about the species. Using facts from their research, students create a PowerPoint and written recommendation to the North American Species Reintroduction Society on which biome is best for the species.
This document provides instructions for a web quest assignment on biomes for 10th grade biology students. Students are tasked with researching different biomes, organizing the data, learning about a fictional species, and making a recommendation on which biome to reintroduce the species. They will complete excel sheets, a PowerPoint presentation, and paragraphs justifying their conclusion. The assignment is designed to teach students about biomes and scientific processes like gathering evidence and drawing conclusions.
The document provides guidelines for developing teacher-made tests, including how to write different types of test items such as multiple choice, true/false, matching, and essay questions. It offers tips for writing clear and effective question stems, alternatives, and rubrics while avoiding common pitfalls. Rules are presented for constructing various item types as well as ensuring overall test quality.
This document provides an example of an authentic assessment assignment that incorporates multiple disciplines, technologies, and learning styles. It involves students listening to the song "With God on Our Side" by Bob Dylan, analyzing the song's historical references and message, researching a related historical event from the last 30-35 years, writing a new stanza, recording a performance, and posting it online. The assignment is designed to blend history, literature, music, ethics and technology while developing students' communication, collaboration, and creative skills through an active learning project. Rubrics are provided to assess students' work.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
Curriculum evaluation through learning assessmentSharon Ballasiw
The document discusses learning outcomes and assessment methods. It defines learning outcomes as the intended results of the learning process. It describes four levels of learning outcomes - knowledge, process, understanding, and performance. Assessment methods discussed include objective tests like multiple choice and matching, as well as subjective tests like restricted response, extended response essays, and authentic or performance-based assessments. Examples are provided for each type of assessment method. The document aims to help teachers choose appropriate assessment methods aligned with the intended learning outcomes.
An important skill is paraphrasing, which involves restating ideas using different words while retaining the original meaning. It requires fully understanding the text and focusing on important words. When paraphrasing, the original should be set aside and the paraphrase written on note cards to check it accurately expresses the essential information in a new form, without changing the meaning or including unnecessary details. Minor rewording is insufficient for effective paraphrasing.
The document discusses an English course for law students and its contributions to their professional training and career development. It explains that the course provides students with skills to succeed in a changing world and access new information in their field. When students study English, they learn the language used for latest developments, allowing them to stay informed. The institution aims to develop students' critical thinking so they can propose solutions to real-world problems. The course covers general English skills applicable to all students through theoretical and practical lessons related to their immediate environment. It assesses students' language learning through greetings, personal information exchanges, and describing plans and events.
Creating (more) effective tests and quizzes.spr.15Julie Sievers
The document discusses designing effective tests and quizzes. It provides tips for creating different types of assessment items, including supply items, true/false questions, multiple choice, matching and essay prompts. The document emphasizes writing clear, unambiguous questions that accurately measure learning objectives. It also stresses the importance of culturally responsive assessment practices to ensure equitable evaluation of all students.
Research projects use questionnaires to collect standardized data from many people. Questionnaires can be used to collect descriptive information through population or sample surveys. They require asking all respondents the same questions in the same order. Common to all types of surveys is the use of questionnaires to collect data. Questionnaires facilitate measuring what people know, like, think, and experience through their responses. Care must be taken in questionnaire design and administration to obtain accurate self-reports.
The document discusses strategies for incorporating authentic research projects into secondary curricula using the Independent Investigation Method (IIM). It provides an overview of the IIM process, which includes 5 steps: [1] selecting a topic, [2] setting goals and research questions, [3] gathering information from varied sources, [4] organizing findings, and [5] evaluating if goals were met. The document emphasizes preventing plagiarism and using multiple primary and secondary sources to support conclusions. Sample tools are presented to guide students through each step of the research process.
This document provides instructions for students on an assignment regarding human health, ecosystems, and toxic substances. It discusses choosing three types of toxic substances and their effects. It also addresses the differences between biomagnification and bioaccumulation of toxins. The document provides formatting guidelines and expectations for citations, references, and APA style. Students are instructed to discuss tectonic plates and how they impact landforms and lives. They are also to compare mining methods and their environmental impacts.
QPI Individualization And Personalizationshannonkludt
The document provides classroom strategies and accommodations for students with various disabilities and challenges including depression, ADHD, ODD, and general instructional strategies. It discusses seating students, delivering information, structuring work and tests, organizing materials, teaching techniques for engaging and managing lessons, ignoring versus drawing out depressed students, never giving up on students, and establishing rapport to work with defiant students. It also lists several assessment and intervention resources.
This document provides guidance on how to plan and write a dissertation. It discusses choosing a topic, developing a proposal, conducting research, writing chapters, analyzing data, meeting deadlines, and addressing ethical concerns. Key points include developing a feasible timeline, obtaining necessary approvals, maintaining rigorous documentation, and producing a dissertation that makes an original contribution through critical analysis.
This web quest asks 10th grade biology students to research different North American biomes and recommend one for reintroducing the fictional species "SpatulaTankWhozit". Students gather data on temperature, rainfall, plants and characteristics of temperate grassland, forest, alpine and taiga biomes. They organize the data and learn about the species. Using facts from their research, students create a PowerPoint and written recommendation to the North American Species Reintroduction Society on which biome is best for the species.
This document provides instructions for a web quest assignment on biomes for 10th grade biology students. Students are tasked with researching different biomes, organizing the data, learning about a fictional species, and making a recommendation on which biome to reintroduce the species. They will complete excel sheets, a PowerPoint presentation, and paragraphs justifying their conclusion. The assignment is designed to teach students about biomes and scientific processes like gathering evidence and drawing conclusions.
The document provides guidelines for developing teacher-made tests, including how to write different types of test items such as multiple choice, true/false, matching, and essay questions. It offers tips for writing clear and effective question stems, alternatives, and rubrics while avoiding common pitfalls. Rules are presented for constructing various item types as well as ensuring overall test quality.
This document provides an example of an authentic assessment assignment that incorporates multiple disciplines, technologies, and learning styles. It involves students listening to the song "With God on Our Side" by Bob Dylan, analyzing the song's historical references and message, researching a related historical event from the last 30-35 years, writing a new stanza, recording a performance, and posting it online. The assignment is designed to blend history, literature, music, ethics and technology while developing students' communication, collaboration, and creative skills through an active learning project. Rubrics are provided to assess students' work.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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4. LOOKING BACK
o Activity-Table Share: Use of Session
1 Information Reflection
⚫How have you used information
gained from Session 1 in your
practice?
⚫How have you shared the
information from Session 1 in your
school or district?
8. ACCESS CURRICULAR DOCUMENTS
Activity- Take a moment to locate
curriculum standards materials
Common Core
⚫ ELA and Math
Essential Standards
Next Generation Science Standards
Unpacking documents completed by
school/district
Curriculum Maps/Pacing Guides
Begin to think about which ones you want
to address today
9. REVISED BLOOM’S TAXONOMY-KNOWLEDGE
PROCESS DIMENSION
FACTUAL KNOWLEDGE-basic elements students must
know to be acquainted with a discipline or solve problems in
it
CONCEPTUAL KNOWLEDGE-The interrelationships among
the basic elements within a larger structure that enable them
to function together
PROCEDURAL KNOWLEDGE-How to do
something, methods of inquiry, and criteria for using
skills, algorithms, techniques, and methods
METACOGNITIVE KNOWLEDGE-Knowledge of cognition in
general as well as awareness and knowledge of one's own
cognition
11. WEBB’S DEPTH OF KNOWLEDGE
Level 1: Recall
⚫ Recall a fact, information, or procedure
Level 2: Skill/Concept
⚫ Use information or conceptual knowledge, two or
more steps
Level 3: Strategic Thinking
⚫ Requires reasoning, developing a plan or a
sequence of steps, some complexity
Level 4: Extended Thinking
⚫ Requires an investigation, time to think and
process multiple conditions of the problem.
12.
13. PRACTICE ALIGNMENT
o Activity-Write items (open ended- that align
to your content area and Revised Bloom’s
Taxonomy/Webb’s Depth of Knowledge)
• Write four questions to address each of
the four levels.
• Record your responses using the tool of
your choice for your own records.
• Share your responses on the Google
Spreadsheet
14. PRACTICE ALIGNMENT
o Activity-Find a partner who teaches in the same
grade span in a different district. Share your
questions and discuss how you might approach
the content differently.
o Reflect #R7DLA
15. MULTIPLE CHOICE ITEM GUIDELINES
Content
General
Format
Structure
•Stem
•Foil
Accessibility
•SWD and LEP
Bias/Sensitivity
16. MULTIPLE CHOICE TERMINOLOGY
A. bluebird
B. cardinal
C. robin
D. sparrow
Which is the state bird of North Stem
Carolina?
Distractor
Foils
Distractor
Key
Distractor
17. MULTIPLE CHOICE GUIDELINES-CONTENT
Base items on curriculum standards and
DOK.
Keep the testing vocabulary consistent with
grade level.
Measure a single
concept, principle, procedure, or
competency.
Write items with a mixture of difficulty levels-
Easy, Medium, Hard
18. MULTIPLE CHOICE GUIDELINES-CONTENT
Choose to assess important information, not trivial
material.
POOR ITEM
How many different elements make up the Noble Gases?
A. 3
B. 4
C. 5
D. 6
IMPROVED ITEM
What common property is shared by all the noble gases?
A. They are highly reactive and must be stored in air-tight containers.
B. They are inert, and do not easily form chemical compounds.
C. They are metallic in nature, and have basic oxides.
D. When mixed with water, they form a toxic blue-green solution.
19. MULTIPLE CHOICE GUIDELINES-GENERAL
Test the content, not the test-taking or reading ability of
students-avoid tricky or misleading items.
Avoid errors of grammar, abbreviations, punctuation and
spelling.
Do not use contractions.
Do not use first or second person.
Do not use humor.
20. MULTIPLE CHOICE GUIDELINES-FORMAT
Write clear, concise instructions.
Format foils vertically.
Use space in a balanced manner to produce an easy to
follow format
21. MULTIPLE CHOICE GUIDELINES-STRUCTURE
Avoid writing complex format multiple-choice items.
Which of the following are fruits?
1. Tomatoes
2. Tomatillos
3. Habanero peppers
A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 1, 2, & 3
22. MULTIPLE CHOICE GUIDELINES-STRUCTURE
Do not use fill-in-the blank format. Pose a question.
Be brief . Wordiness in the stem can clue or confuse the student. (“window-
dressing”)
POOR ITEM
High temperatures and heavy rainfall characterize a humid climate. People who live in this kind of
climate usually complain of problems dealing with heavy amounts of perspiration. Even moderately warm
days are uncomfortable for most people in this climate. Which biome is being described?
A. savanna
B. taiga
C. tundra
D. tropical rainforest
IMPROVED ITEM
Which term describes a biome with high temperatures and heavy rainfall?
A. savanna
B. taiga
C. tundra
D. tropical rainforest
23. MULTIPLE CHOICE GUIDELINES-STEM
Word the stems positively. Do not use any negative
phrasing, such as words NOT or EXCEPT.
Do not write stems that ask for or express opinions.
Write the items so that the central idea and any common
elements are included in the stem instead of the foils.
Place the interrogative as close to the foils as possible.
Use qualifying words in a stem, when needed, to
emphasize the “best answer.” Words such as
best, most likely, and most appropriate are bold and
italicized.
24. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Each item must contain four foils (A,B,C,D)
Order the answer choices in a logical order, such as
ascending or descending value for numbers, the
order in which the words appear in a
chart, chronological order, etc.
Each item written should contain foils that are
independent and not overlapping.
To the extent possible, foils for an item should be
homogeneous in content and length.
25. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Do not use the following as foils: all of the
above, none of the above, I don’t know.
Word the foils positively, avoid any negative
phrasing.
Avoid providing clues to the correct
response.
Avoid writing items in which phrases in the
stem are repeated in the foils.
26. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Avoid absolutes such as ALWAYS, NEVER,
TOTALLY, and ABSOLUTELY should not be
used when writing items.
Qualifiers such as best, most likely,
approximately, etc. should be bold and italic.
Present one and only one best (correct)
answer.
Use the common errors made by students as
distractors.
27. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Use plausible distractors. The best
(correct) answer must clearly be the best
(correct) answer and the incorrect
responses must clearly be inferior to the
best (correct) answer. No distractor
should be obviously wrong.
POOR ITEM
Which example best describes the adhesion
property of water?
A. drops of water on the outside of a glass
B. sugar dissolving in water
C. ice floating in water
D. melting of aluminum
28. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Use plausible distractors.
IMPROVED ITEM
Which example best describes the adhesion
property of water?
A. drops of water on the outside of a glass
B. sugar dissolving in water
C. ice floating in water
D. water changing from a liquid to a gas
29. MULTIPLE CHOICE GUIDELINES-UNIVERSAL
DESIGN
Make items accessible and usable by students of all
abilities, including students with disabilities and students
with limited English proficiency.
Use simple language and sentence structure.’
Do not use colloquial language.
30. MULTIPLE CHOICE GUIDELINES-UNIVERSAL
DESIGN
Limit the use of homonyms, homophones, and
homographs
fair
1.Adjective. Meaning lovely or beautiful, when describing
someone
2.Adjective. Meaning of light complexion, or light colored (blonde)
hair
3.Adjective. Meaning reasonable, equitable, free from self-interest
3. Noun. Meaning a gathering of people to sell and barter
goods, or to enjoy entertainment, and also a travelling show of
rides, stalls and sideshows
31. SENSITIVITY AND BIAS
Do not use stereotypes based on gender, race,
religion, socio-economic status, or other factors.
Respect diversity by including people from all walks
of life in use of names and artwork.
Ensure items do not highlight socio-economic
disparities.
Avoid espousing religious and political beliefs.
32. REVISING AND WRITING QUESTIONS
o Activity-- Would you change any of the
questions that you posed, initially? Make any
necessary changes.
o Create 3 Multiple Choice Questions- Record the
questions using the same tool you used before
and share your responses on the Google
Spreadsheet
o Reflect #R7DLA
33. SESSION 2 PRODUCT IDEA BRAINSTORM
Activity- Table Talk-With your team, discuss what
your product for School Net will be for Session 2.
What is the proposed product? How can you align
the Session 2 product with your Session 1 product?
How will it be disseminated in your school/district?
Share your ideas to wiki Padlet.
34. ASSESSING ITEMS
o Activity- Review Questions
o Find a trio
o Use the item review document to gauge the quality of
each of the items
o What changes would you make to the items?
Reflect #R7DLA
36. ONLINE RESOURCES/SCHOOL NET
Activity- Explore the resources presented. How
could these be used in your instructional delivery or
assessment program? Are there other resources
you would like to share? Share your ideas to
Padlet.
37. SESSION 2 PRODUCT
Activity-Work with your district team to develop the
product. In which ways can you connect Session 1
and Session 2? How will you disseminate the
information to your school/district to build capacity?
Complete the School Net upload form