The student shouldn't have to spend time deciphering your test questions. Learn the basics on good question writing skills.
Answers to slides are in the Notes section below.
The document provides information about the PSAT/NMSQT, including that it measures skills needed for college, serves as practice for the SAT, and approximately 3.5 million students take it each year, with over half being in 10th grade or below. It also outlines the skills tested, sample question types, how it is scored, and test preparation strategies. The document provides guidance on registering for and preparing for the PSAT/NMSQT, what to expect on test day, and how the test report can help students improve their skills.
This document contains a sample test with 37 multiple choice questions covering topics related to education, research methodology, communication, logic, and data interpretation. The questions are designed to assess knowledge of concepts like student-centered learning, research methods, data analysis, logical reasoning, and effective communication. Sample questions assess the ability to identify key aspects of passages, match concepts, calculate percentages and growth rates from tables, and recognize logical fallacies. The test covers a wide range of topics relevant to the UGC NET exam for paper 1.
This document discusses best practices for writing and correcting communicative language exams. It covers:
- Reasons for testing such as placement, proficiency, and achievement tests.
- Types of exam questions including written, oral, and portfolio assessments.
- Guidelines for ensuring exams are balanced and test grammar, vocabulary, functions, accuracy, fluency, production, and recognition.
- Formats such as multiple choice, ordering, and matching questions.
- Tips for writing stems, options, and balancing exam sections.
The document provides information about the Air Force Common Admission Test (AFCAT) syllabus and sample questions. It outlines the following:
1. The exam will have 100 questions worth 3 marks each. One mark will be deducted for incorrect answers. The exam duration is 2 hours.
2. Questions will assess General Awareness, English Verbal Ability, Numerical Ability, and Reasoning and Military Aptitude.
3. Sample questions include passages to be comprehended, error detection, word meanings, analogies, and spatial reasoning puzzles. The document provides examples of different question types that may appear on the AFCAT.
The document outlines the rules for a contest covering science, math, and general information categories. It details the breakdown of questions by type and category. Easy questions are worth 2 points, average 3 points, and difficult 5 points. The time limits and scoring procedures are provided. A sample set of questions is then given covering the different subject areas and difficulty levels.
Griffith revolutionized filmmaking by introducing close-ups. [1] He argued that when watching a proposal scene, viewers' eyes move between the characters' faces and hands, rather than watching from a single distant viewpoint. [2] Griffith asked why the camera couldn't mimic viewers' eye movements through close-ups, showing expressions and details like the ring being presented. [3] Some critics doubted audiences would accept close-ups on screen.
The PSAT/NMSQT measures academic skills needed for college through questions on critical reading, writing and math. It provides feedback to students on strengths and weaknesses. Preparation includes taking challenging courses, practicing with sample tests and making educated guesses.
The PSAT/NMSQT measures academic skills needed for college through questions on critical reading, writing and math. It provides feedback to students on strengths and weaknesses. Preparation includes taking challenging courses, practicing with sample tests and making educated guesses. On test day, students should read carefully, work steadily and skip questions to return to if time allows.
The document provides information about the PSAT/NMSQT, including that it measures skills needed for college, serves as practice for the SAT, and approximately 3.5 million students take it each year, with over half being in 10th grade or below. It also outlines the skills tested, sample question types, how it is scored, and test preparation strategies. The document provides guidance on registering for and preparing for the PSAT/NMSQT, what to expect on test day, and how the test report can help students improve their skills.
This document contains a sample test with 37 multiple choice questions covering topics related to education, research methodology, communication, logic, and data interpretation. The questions are designed to assess knowledge of concepts like student-centered learning, research methods, data analysis, logical reasoning, and effective communication. Sample questions assess the ability to identify key aspects of passages, match concepts, calculate percentages and growth rates from tables, and recognize logical fallacies. The test covers a wide range of topics relevant to the UGC NET exam for paper 1.
This document discusses best practices for writing and correcting communicative language exams. It covers:
- Reasons for testing such as placement, proficiency, and achievement tests.
- Types of exam questions including written, oral, and portfolio assessments.
- Guidelines for ensuring exams are balanced and test grammar, vocabulary, functions, accuracy, fluency, production, and recognition.
- Formats such as multiple choice, ordering, and matching questions.
- Tips for writing stems, options, and balancing exam sections.
The document provides information about the Air Force Common Admission Test (AFCAT) syllabus and sample questions. It outlines the following:
1. The exam will have 100 questions worth 3 marks each. One mark will be deducted for incorrect answers. The exam duration is 2 hours.
2. Questions will assess General Awareness, English Verbal Ability, Numerical Ability, and Reasoning and Military Aptitude.
3. Sample questions include passages to be comprehended, error detection, word meanings, analogies, and spatial reasoning puzzles. The document provides examples of different question types that may appear on the AFCAT.
The document outlines the rules for a contest covering science, math, and general information categories. It details the breakdown of questions by type and category. Easy questions are worth 2 points, average 3 points, and difficult 5 points. The time limits and scoring procedures are provided. A sample set of questions is then given covering the different subject areas and difficulty levels.
Griffith revolutionized filmmaking by introducing close-ups. [1] He argued that when watching a proposal scene, viewers' eyes move between the characters' faces and hands, rather than watching from a single distant viewpoint. [2] Griffith asked why the camera couldn't mimic viewers' eye movements through close-ups, showing expressions and details like the ring being presented. [3] Some critics doubted audiences would accept close-ups on screen.
The PSAT/NMSQT measures academic skills needed for college through questions on critical reading, writing and math. It provides feedback to students on strengths and weaknesses. Preparation includes taking challenging courses, practicing with sample tests and making educated guesses.
The PSAT/NMSQT measures academic skills needed for college through questions on critical reading, writing and math. It provides feedback to students on strengths and weaknesses. Preparation includes taking challenging courses, practicing with sample tests and making educated guesses. On test day, students should read carefully, work steadily and skip questions to return to if time allows.
Here are the key points to know about quadrilaterals that are parallelograms:
- A parallelogram is a quadrilateral with both pairs of opposite sides parallel. This is the defining property of a parallelogram.
- Some additional properties of parallelograms include:
- Opposite angles are equal
- Consecutive angles sum to 180°
- Diagonals bisect each other
- Opposite sides are equal in length
- A quadrilateral is a parallelogram if any one of the following conditions is true:
- Both pairs of opposite sides are parallel
- Both pairs of opposite sides are congruent in length
- One pair of opposite angles is congruent
1. This instructional material was collaboratively developed by educators from public and private schools to teach mathematics.
2. Feedback on the material is encouraged to be sent to the Department of Education.
3. The document provides an introduction and overview of the key topics to be covered in the module on quadrilaterals, including parallelograms, trapezoids, kites, and solving real-life problems.
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.
Using mcq for effective it education woodfordRipudaman Singh
This document provides guidance on using multiple choice questions effectively in information technology education. It discusses challenges such as larger class sizes and trimester study periods that have led to increased use of multiple choice assessments. The document outlines factors to consider when writing high-quality multiple choice questions, such as grammar, number of options, order of questions and answers. It also addresses criticisms that multiple choice questions only test recall and provides examples of questions that can assess higher-order thinking skills based on Bloom's taxonomy, such as comprehension, application and analysis. The overall aim is to help IT educators construct multiple choice tests that maintain the integrity and quality of assessment.
This document discusses constructing multiple-choice tests and tables of specifications. It begins by listing the objectives of the session, which are to recognize characteristics of multiple-choice questions, follow principles for constructing them, prepare tables of specifications, identify cognitive domains, construct aligned test questions, and understand the importance of specifications and test construction. The rest of the document provides guidance on writing high-quality multiple-choice questions through examples and discussion of stems, alternatives, cognitive levels, and more. It also explains that a table of specifications is a tool for ensuring tests have content validity by mapping competencies to test questions.
The document discusses measurement and evaluation of higher order thinking skills (HOTS) in science teaching and assessment. It outlines several key points:
1. Developing good assessment requires alignment between the curriculum, instruction, and assessment.
2. Multiple choice questions can assess lower order thinking but have limitations for higher order thinking. Constructed response questions are better for assessing analysis, evaluation and creation.
3. To better measure HOTS, questions should use combinations of formats like multiple choice followed by explanation, or performance tasks followed by multiple choice. Factual statements, diagrams, or data can be provided to ask students to analyze, identify, develop hypotheses, or evaluate statements.
This document provides a sample test for admission to the MSCS program at the Virtual University of Pakistan. It is divided into three sections covering English, Mathematics, and Computer Science. The English section contains questions testing logical reasoning, analytical reasoning, grammar, analogies, and antonyms. The Mathematics section covers topics like exponents, ratios, polynomials, geometry, probabilities, and more. Sample questions are multiple choice. The Computer Science section addresses programming, data structures, algorithms, operating systems, databases, and other core CS topics. The test is meant to evaluate the applicant's preparation in these key subject areas for the MSCS program.
This document provides information about Module 5 on quadrilaterals, including:
1) An introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions for a quadrilateral to be a parallelogram.
2) A module map outlining the key topics to be covered, including parallelograms, rectangles, trapezoids, kites, and solving real-life problems.
3) A pre-assessment to gauge the learner's existing knowledge of quadrilaterals through multiple choice and short answer questions.
This document provides guidance on writing effective multiple choice questions. It discusses the advantages and disadvantages of multiple choice questions, guidelines for constructing item stems and alternatives, and examples of questions at different cognitive levels. The intended learning outcomes are to explain the strengths and weaknesses of multiple choice exams, evaluate existing multiple choice items, and create effective multiple choice items that measure various learning levels. Participants are engaged in revision activities to practice applying the guidelines.
This document is an introduction to probability of compound events module. It begins with reviewing key concepts related to sets such as elements, cardinality, union, and intersection. These concepts are essential for understanding probability of compound events. The document then discusses probability as a measure of how likely an event is to occur. It defines probability of simple events as finding the probability of a single event and explains how to calculate it using ratios when outcomes are equally likely. An example problem demonstrates calculating probability. The introduction prepares the reader to learn about probability of compound events by refreshing important prior knowledge around sets and probability of simple events.
The document provides tips for Navy personnel taking advancement exams. It emphasizes that exam scores are fully within the candidate's control through preparation. Candidates should use references like the bibliography and past exam profiles to focus their studying on weak areas. Effective study involves disciplined planning, short frequent sessions, review, and using various techniques like flashcards, games, and study groups. On exam day, candidates should get enough rest, use effective test-taking strategies like starting with easy questions, and trust that their preparation will allow them to perform well.
A step-to-the-future-prepare-for-the-psat-nmsqtKatelin Esther
The PSAT/NMSQT is a standardized test that measures critical reading, writing, and math skills. It is taken by over 3.5 million high school students each year as practice for the SAT and to qualify for National Merit Scholarships. The document provides an overview of the skills tested on the PSAT/NMSQT, including critical reading, math, and writing sections, and provides sample questions and test preparation strategies to help students succeed.
The document provides information about the Georgia Milestones standardized test administered to students in grades 3-5. It discusses ways to help students prepare and feel relaxed, such as getting plenty of rest, eating breakfast, and wearing comfortable clothes. It also provides an overview of the tests subjects and question types at each grade level, including selected response, technology-enhanced, constructed response, and extended writing prompts. Students are advised to read all directions carefully, eliminate wrong answers, and show their work.
Sat Exam Reading Strategies Short PassagesBriana Songer
Strategies from Kaplan Book plus extra links for practice of each skill-Big Picture, Little Picture, Inference, Vocabulary-In-Context, and Funtion Questions. Message me for additional practice resources.
The document contains information about standards, concepts, and rules for developing assessment items. The standards relate to social studies and include concepts like economic choice, opportunity cost, and citizenship. The document provides examples of rules for developing clear, concise questions and response options for selected response items like multiple choice. The rules aim to ensure the items accurately measure the targeted skills and knowledge.
Answer all 20 questions. Make sure your answers are as complet.docxfestockton
This document provides instructions for a 20 question statistics exam. It states that students must show all work and explanations for answers, as answers without work will not be accepted. If technology is used to calculate answers, the source and steps must be explained. Students should record their answers and work on the provided answer sheet. The exam covers topics like hypothesis testing, probability, confidence intervals, regression, and more. It requires justifying answers and showing steps for full credit.
The document provides information about the Air Force Common Admission Test (AFCAT), including the scheme of syllabus and examples of questions. It states that the AFCAT paper will contain 100 questions across topics like general awareness, English comprehension and vocabulary, numerical ability, and reasoning and military aptitude. Five sample questions are provided for each topic, testing comprehension, problem-solving, and spatial reasoning abilities. The syllabus and question examples provide insight into the scope and format of the AFCAT exam.
The document provides information about the Air Force Common Admission Test (AFCAT), including the scheme of syllabus and examples of questions. It states that the AFCAT paper will contain 100 questions across topics like general awareness, English comprehension and vocabulary, numerical ability, and reasoning and military aptitude. Five sample questions are provided for each topic, testing comprehension, problem solving, and spatial reasoning abilities. The syllabus and sample questions are intended to inform candidates about the format and content assessed on the AFCAT.
The document provides information about the Air Force Common Admission Test (AFCAT), including the scheme of syllabus and examples of questions. It states that the AFCAT paper will contain 100 questions across topics like general awareness, English comprehension and vocabulary, numerical ability, and reasoning and military aptitude. Five sample questions are provided for each topic, testing comprehension, problem-solving, and logical reasoning skills. The syllabus and question examples provide insight into the breadth of topics and cognitive skills assessed on the AFCAT.
Here are the key points to know about quadrilaterals that are parallelograms:
- A parallelogram is a quadrilateral with both pairs of opposite sides parallel. This is the defining property of a parallelogram.
- Some additional properties of parallelograms include:
- Opposite angles are equal
- Consecutive angles sum to 180°
- Diagonals bisect each other
- Opposite sides are equal in length
- A quadrilateral is a parallelogram if any one of the following conditions is true:
- Both pairs of opposite sides are parallel
- Both pairs of opposite sides are congruent in length
- One pair of opposite angles is congruent
1. This instructional material was collaboratively developed by educators from public and private schools to teach mathematics.
2. Feedback on the material is encouraged to be sent to the Department of Education.
3. The document provides an introduction and overview of the key topics to be covered in the module on quadrilaterals, including parallelograms, trapezoids, kites, and solving real-life problems.
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.
Using mcq for effective it education woodfordRipudaman Singh
This document provides guidance on using multiple choice questions effectively in information technology education. It discusses challenges such as larger class sizes and trimester study periods that have led to increased use of multiple choice assessments. The document outlines factors to consider when writing high-quality multiple choice questions, such as grammar, number of options, order of questions and answers. It also addresses criticisms that multiple choice questions only test recall and provides examples of questions that can assess higher-order thinking skills based on Bloom's taxonomy, such as comprehension, application and analysis. The overall aim is to help IT educators construct multiple choice tests that maintain the integrity and quality of assessment.
This document discusses constructing multiple-choice tests and tables of specifications. It begins by listing the objectives of the session, which are to recognize characteristics of multiple-choice questions, follow principles for constructing them, prepare tables of specifications, identify cognitive domains, construct aligned test questions, and understand the importance of specifications and test construction. The rest of the document provides guidance on writing high-quality multiple-choice questions through examples and discussion of stems, alternatives, cognitive levels, and more. It also explains that a table of specifications is a tool for ensuring tests have content validity by mapping competencies to test questions.
The document discusses measurement and evaluation of higher order thinking skills (HOTS) in science teaching and assessment. It outlines several key points:
1. Developing good assessment requires alignment between the curriculum, instruction, and assessment.
2. Multiple choice questions can assess lower order thinking but have limitations for higher order thinking. Constructed response questions are better for assessing analysis, evaluation and creation.
3. To better measure HOTS, questions should use combinations of formats like multiple choice followed by explanation, or performance tasks followed by multiple choice. Factual statements, diagrams, or data can be provided to ask students to analyze, identify, develop hypotheses, or evaluate statements.
This document provides a sample test for admission to the MSCS program at the Virtual University of Pakistan. It is divided into three sections covering English, Mathematics, and Computer Science. The English section contains questions testing logical reasoning, analytical reasoning, grammar, analogies, and antonyms. The Mathematics section covers topics like exponents, ratios, polynomials, geometry, probabilities, and more. Sample questions are multiple choice. The Computer Science section addresses programming, data structures, algorithms, operating systems, databases, and other core CS topics. The test is meant to evaluate the applicant's preparation in these key subject areas for the MSCS program.
This document provides information about Module 5 on quadrilaterals, including:
1) An introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions for a quadrilateral to be a parallelogram.
2) A module map outlining the key topics to be covered, including parallelograms, rectangles, trapezoids, kites, and solving real-life problems.
3) A pre-assessment to gauge the learner's existing knowledge of quadrilaterals through multiple choice and short answer questions.
This document provides guidance on writing effective multiple choice questions. It discusses the advantages and disadvantages of multiple choice questions, guidelines for constructing item stems and alternatives, and examples of questions at different cognitive levels. The intended learning outcomes are to explain the strengths and weaknesses of multiple choice exams, evaluate existing multiple choice items, and create effective multiple choice items that measure various learning levels. Participants are engaged in revision activities to practice applying the guidelines.
This document is an introduction to probability of compound events module. It begins with reviewing key concepts related to sets such as elements, cardinality, union, and intersection. These concepts are essential for understanding probability of compound events. The document then discusses probability as a measure of how likely an event is to occur. It defines probability of simple events as finding the probability of a single event and explains how to calculate it using ratios when outcomes are equally likely. An example problem demonstrates calculating probability. The introduction prepares the reader to learn about probability of compound events by refreshing important prior knowledge around sets and probability of simple events.
The document provides tips for Navy personnel taking advancement exams. It emphasizes that exam scores are fully within the candidate's control through preparation. Candidates should use references like the bibliography and past exam profiles to focus their studying on weak areas. Effective study involves disciplined planning, short frequent sessions, review, and using various techniques like flashcards, games, and study groups. On exam day, candidates should get enough rest, use effective test-taking strategies like starting with easy questions, and trust that their preparation will allow them to perform well.
A step-to-the-future-prepare-for-the-psat-nmsqtKatelin Esther
The PSAT/NMSQT is a standardized test that measures critical reading, writing, and math skills. It is taken by over 3.5 million high school students each year as practice for the SAT and to qualify for National Merit Scholarships. The document provides an overview of the skills tested on the PSAT/NMSQT, including critical reading, math, and writing sections, and provides sample questions and test preparation strategies to help students succeed.
The document provides information about the Georgia Milestones standardized test administered to students in grades 3-5. It discusses ways to help students prepare and feel relaxed, such as getting plenty of rest, eating breakfast, and wearing comfortable clothes. It also provides an overview of the tests subjects and question types at each grade level, including selected response, technology-enhanced, constructed response, and extended writing prompts. Students are advised to read all directions carefully, eliminate wrong answers, and show their work.
Sat Exam Reading Strategies Short PassagesBriana Songer
Strategies from Kaplan Book plus extra links for practice of each skill-Big Picture, Little Picture, Inference, Vocabulary-In-Context, and Funtion Questions. Message me for additional practice resources.
The document contains information about standards, concepts, and rules for developing assessment items. The standards relate to social studies and include concepts like economic choice, opportunity cost, and citizenship. The document provides examples of rules for developing clear, concise questions and response options for selected response items like multiple choice. The rules aim to ensure the items accurately measure the targeted skills and knowledge.
Answer all 20 questions. Make sure your answers are as complet.docxfestockton
This document provides instructions for a 20 question statistics exam. It states that students must show all work and explanations for answers, as answers without work will not be accepted. If technology is used to calculate answers, the source and steps must be explained. Students should record their answers and work on the provided answer sheet. The exam covers topics like hypothesis testing, probability, confidence intervals, regression, and more. It requires justifying answers and showing steps for full credit.
The document provides information about the Air Force Common Admission Test (AFCAT), including the scheme of syllabus and examples of questions. It states that the AFCAT paper will contain 100 questions across topics like general awareness, English comprehension and vocabulary, numerical ability, and reasoning and military aptitude. Five sample questions are provided for each topic, testing comprehension, problem-solving, and spatial reasoning abilities. The syllabus and question examples provide insight into the scope and format of the AFCAT exam.
The document provides information about the Air Force Common Admission Test (AFCAT), including the scheme of syllabus and examples of questions. It states that the AFCAT paper will contain 100 questions across topics like general awareness, English comprehension and vocabulary, numerical ability, and reasoning and military aptitude. Five sample questions are provided for each topic, testing comprehension, problem solving, and spatial reasoning abilities. The syllabus and sample questions are intended to inform candidates about the format and content assessed on the AFCAT.
The document provides information about the Air Force Common Admission Test (AFCAT), including the scheme of syllabus and examples of questions. It states that the AFCAT paper will contain 100 questions across topics like general awareness, English comprehension and vocabulary, numerical ability, and reasoning and military aptitude. Five sample questions are provided for each topic, testing comprehension, problem-solving, and logical reasoning skills. The syllabus and question examples provide insight into the breadth of topics and cognitive skills assessed on the AFCAT.
3. e ss o f this
L
Part figuring out assessment
Part figuring out answer
More of
th is
4. (True or False)
The physical relationship
between most petroleum
products and purely (True or False)
aqueous solutions is As a general rule, oil and
generally such that water do not mix.
physical interaction and
diffusion of the two is
severely limited.
Which is easier to process for the student? Why?
5. (True or False)
The physical relationship
between most petroleum
products and purely (True or False)
aqueous solutions is As a general rule, oil and
generally such that water do not mix.
physical interaction and
diffusion of the two is
severely limited.
(A) keeps the language simple. Unless the purpose of the test is to survey the extent of
the students’ vocabulary, there is no point in using words that are unfamiliar to students
or in phrasing questions so that they are difficult to understand. Students will be
justifiably angry and frustrated if they get answers wrong because they could not
understand what was being asked rather than because they did not know the right
answer.
6. (True or False)
(True or False)
The area of a rectangle is
A 2’ x 4’ rectangle has an
found by multiplying the
area of 8ft2.
length by the width.
Which asks the student to demonstrate at a higher cognitive level? Why?
7. (True or False)
(True or False)
The area of a rectangle is
A 2’ x 4’ rectangle has an
found by multiplying the
area of 8ft2.
length by the width.
(B) Ask students to apply, rather than simply recall, information.
If students can apply the information they learned, it is a safe bet they have committed it
to memory. It does not follow, however, that simply because students have memorized
information they can also apply it. This being the case, it is better to aim questions at
application rather then simple recall.
8. 5) The number of square feet in a room nine feet long and twelve
feet wide is:
A) 3. B) 21. C) 81. D) 108. E) 144.
6) At $2.00 per square foot, what would it cost to carpet the room
described in question #5?
A) $6 B) $42 C) $162 D) $216 E) $288
Here are two successive questions on an assessment.
What is our opportunity for improvement?
9. 5) The number of square feet in a room nine feet long and twelve
feet wide is:
A) 3. B) 21. C) 81. D) 108. E) 144.
6) At $2.00 per square foot, what would it cost to carpet the room
described in question #5?
A) $6 B) $42 C) $162 D) $216 E) $288
Make sure that each item is independent.
Check questions to be sure that one question does not provide a clue to some other
question or that the answer to one question is not crucial to another.
Any student missing #5 probably missed #6. Nothing gained by linking questions…
combine.
10. A B C D
1)
2)
3)
4)
5)
6)
7)
8)
What is the answer to #8?
11. A B C D
1)
2)
3)
4)
5)
6)
7)
8)
(D) Do not establish or follow a pattern for correct responses. Regardless of
how clever an answer pattern is, some student will eventually discover it and
compromise the test results.
(You know someone has done it, or it wouldn’t be a rule!)
12. The acronym USDA stands for:
A) United States Dairy Association.
B) United States Department of Agriculture.
C) United States Department of Administration.
D) United States Dietitians’ Association.
What is our opportunity for improvement?
13. The acronym USDA stands for:
A) United States Dairy Association.
B) United States Department of Agriculture.
C) United States Department of Administration.
D) United States Dietitians’ Association.
(B) Do not include trick or trivial questions. Sometimes evaluators are tempted to ask
questions that require extended effort for correct interpretation that deal with unimportant
points. Trick or trivial questions not only reduce the validity and reliability of tests, but they
may have a powerful negative effect if they antagonize students.
This should be something important and relevant… something the participant should know
rather than looking up in a reference document.
14. How should you respond to a question from a student
once the assessment has begun?
15. Do not answer questions after the test has started unless it is done publically.
Sometimes individual students will seek further clarification of a question as they work through
the test. If additional information is provided to that student, the test results may be biased,
since the student will have had access to direct help when others did not. It is wise to make a
general announcement prior to each test concerning your reluctance to answer questions
during a test. This, plus careful proofreading of test prior to their administration, should
forestall most questions. IF it does become necessary to answer a question about some test
item, assume that other students may be equally confused about it and call everyone’s
attention to the clarification. Remember however, that interrupting students during a test
destroys their train of thought and thus should be avoided whenever possible.
16. 12) John Adams was:
A) the second president of the United States.
B) the third president of the United States.
C) the fourth president of the United States.
D) none of the above.
13) The second president of the United States was:
A) John Adams.
B) Thomas Jefferson.
C) James Madison.
D) none of the above.
How are these two questions different?
17. 12) John Adams was:
A) the second president of the United States.
B) the third president of the United States.
C) the fourth president of the United States.
D) none of the above.
13) The second president of the United States was: Stem
A) John Adams. Answer
B) Thomas Jefferson.
C) James Madison. Distractors
D) none of the above.
If the stem does its job properly, it gives the student an idea of what is sought before reading
the options. In #12, the student doesn’t know what is sought until they’ve read each option.
Furthermore, more time is consumed because the student must read the repetitive wording
– inefficient testing.
In Question #13, the stem is clear and concise and gives the student sufficient time to begin
thinking about the answer.
18. 13) The second president of the United States was:
A) John Adams.
B) Thomas Jefferson.
C) James Madison.
D) none of the above.
What could be done to improve this question?
19. 13) The second president of the United States was:
A) John Adams.
B) Thomas Jefferson.
C) James Madison.
D) none of the above.
Make distractors reasonable and plausible.
Distractors should be equally appealing to someone who is purely guessing. Someone
vaguely familiar with the early presidents would recognize the names and eliminate
option D, thereby increasing their odds of guessing a right answer from 1 in 4 to 1 in 3.
20. The area of a circle with a radius of 3 feet
is:
3’ A) 9.42 ft2.
B) 18.85 ft2.
C) 28.27 ft2.
D) 29.6 ft2.
Why are these distractors plausible?
21. The area of a circle with a radius of 3 feet
is:
= π*3
3’ A) 9.42 ft . 2
= 2π*3
B) 18.85 ft2.
= π*32
C) 28.27 ft2.
= π2*3
D) 29.6 ft2.
One way to construct good distractors is based on the type of errors most students are
likely to make. In this case, each distractor is an incorrect calculation based on different
errors.
22. 15) To make an effective presentation, the presenter should:
A) identify the audience’s needs in advance.
B) meet everyone in person after the presentation.
C) summarizes the main points in a title slide.
D) looks at the slide to focus attention on it.
What is our opportunity for improvement?
23. 15) To make an effective presentation, the presenter should:
A) identify the audience’s needs in advance.
B) meet everyone in person after the presentation.
C) summarizes the main points in a title slide.
D) looks at the slide to focus attention on it.
Make sure that unintentional clues are not provided.
Sometimes a student can eliminate an option simply because it is grammatically incorrect.
For example a stem ending with … “An” vs “a”
Incorrect tenses or forms of words can provide clues…
24. 16) “Lake effect snow storms” are most likely to occur when:
A) the temperature drops.
B) snow is created when a cold wind blows over the warmer
water in the lake causing the evaporating water to crystalize.
C) it gets cold.
D) it gets warm.
E) it has recently rained.
What is our opportunity for improvement?
25. 16) “Lake effect snow storms” are most likely to occur when:
A) the temperature drops.
B) snow is created when a cold wind blows over the warmer
water in the lake causing the evaporating water to crystalize.
C) it gets cold.
D) it gets warm.
E) it has recently rained.
Another example of unintentional clues. Distractors that are consistently
longer or shorter than the other options.
The use of “always” or “never” is usually a big giveaway, as is the user of “all
of the above” or “none of the above”
26. 18) Who was the second president of the United States?
A) John Adams
B) Warren Harding
C) Thomas Jefferson
D) James Madison
19) The second president of the United States was:
A) John Adams.
B) Warren Harding.
C) Thomas Jefferson.
D) James Madison.
Which punctuation is correct?
27. 18) Who was the second president of the United States?
A) John Adams
B) Warren Harding
C) Thomas Jefferson
D) James Madison
19) The second president of the United States was:
A) John Adams.
B) Warren Harding.
C) Thomas Jefferson.
D) James Madison.
If the stem is a complete question, it should end with a question mark. The answer and
the distractors would be capitalized, but not have periods unless they were complete
sentences.
If the stem is part of a statement that will be completed by one of the choices, it should
end with a colon. Colons precede lists and the choices constitute a list. If the choices
complete the statement, each should begin with a lower case letter and end with a
period because the stem plus the choice will make a complete statement.
28. 19) Who was the second president of the United States?
A) John Adams
B) Warren Harding
C) Thomas Jefferson
D) James Madison
What is our opportunity for improvement?
29. 19) Who was the second president of the United States?
A) John Adams
B) Warren Harding
C) Thomas Jefferson
D) James Madison
Format… Skip a line between the stem and the choices to make it easier for students to
visually separate the two components. Also keep both the stem and the choices on the
same page, if there is not enough room, move the whole question to a new page.
30. (True or False)
If every teacher were given his or her own computer,
most of the difficult problems currently limiting wider
use of computer-assisted instruction would be solved.
What is the opportunity for improvement?
31. (True or False)
If every teacher were given his or her own computer,
most of the difficult problems currently limiting wider
use of computer-assisted instruction would be solved.
“Most of the difficult problems”? How many is that? 99%? 52%?
True False items are most appropriate for lower-level cognitive skills. (Keep in mind it is a
50/50 guess) Although True-False items are often misused, it is possible to construct true-
false items that cover the analysis level of Bloom’s Taxonomy.
Other points to keep in mind when writing True/False items:
•Be sure every item is wholly true or wholly false.
•Whenever possible, avoid such terms as ‘generally’ or ‘usually’. (Although not as much as a
giveaway as “always” or “never”, they are still open to varying interpretations.)
•Be sure that items are not dependent upon insignificant facts. Make sure each item asks
something of importance and worth remembering.
•Be sure that correct items are not consistently longer or shorter than incorrect items.
•Avoid the use of double negatives, but if you use any negative at all, emphasize it.
32. Connect the state with its state bird.
___Connecticut A) Robin
___Nevada B) Mountain Bluebird
___Idaho C) Bluebird
___Ohio D) Cardinal
___Oregon E) Western Meadowlark
___Mississippi F) Mockingbird
___Texas G) Chickadee
___Wisconsin H) Lark Bunting
___Minnesota I) Common Loon
___North Dakota J) Brown Thrasher
___South Carolina K) Great Carolina Wren
___Iowa L) Eastern Goldfinch
What is our opportunity for improvement?
33. Connect the state with its state bird.
___Connecticut A) Robin
___Nevada B) Mountain Bluebird
___Idaho C) Bluebird
___Ohio D) Cardinal
___Oregon E) Western Meadowlark
___Mississippi F) Mockingbird
___Texas G) Chickadee
___Wisconsin H) Lark Bunting
___Minnesota I) Common Loon
___North Dakota J) Brown Thrasher
___South Carolina K) Great Carolina Wren
___Iowa L) Eastern Goldfinch
Matching Items are used most easily to measure low-level cognitive skills such as recall or
comprehension. Link People to dates, capitals to states, labels for charts, etc.
In this question, neither list is in alphabetical order so students must continually scan the list
if they know the answer. If the list is 1-1 match, student can guess right answers by
eliminating some options. So…
34. Connect the state with its state bird.
___Connecticut A) Bluebird
___Idaho B) Brown Thrasher
___Iowa C) Cardinal
___Minnesota D) Chickadee
___Mississippi E) Common Loon
___Nevada F) Eastern Goldfinch
___North Dakota G) Great Carolina Wren
___Ohio H) Lark Bunting
___Oregon I) Mockingbird
___South Carolina J) ) Mountain Bluebird
___Texas K) Robin
___Wisconsin L) Western Meadowlark
1. Sort both lists chronologically
2. Add 1-many options… in this case, some birds are used multiple times for different
states, and some not at all. Alternatively, have more choices than matches. This prevents
guessing by elimination. (Note this in the instructions too!)
3. Ensure all items are around one topic… (seems obvious, but again…)
4. Shorten list… usually no more than 10
36. Fill-in-the-Blank vs. Essay
For completion items, write items that can be completed with a single word or short phrase.
When students are required to ‘fill in’ more than a few words, the grading of the item is no
longer black and white, and it ceases to be a completion item.
37. The first World War began in ____________.
What is our opportunity for improvement?
38. The first World War began in ____________.
State? Country? Continent? Year? Decade?
Be sure that only one word or phrase can correctly complete the sentence.
39. 21) ______________ was the second president of the United States.
22) The second president of the United States was ______________.
Which completion item is easier for the student?
40. 21) ______________ was the second president of the United States.
22) The second president of the United States was ______________.
Put blanks near the end of the sentence so the student is
guided toward the correct response.
41. The letter from the 1776 General Congress to King
George that severed all political connections between
America and Britain is known as the
_________________ ___ ___________________.
What is our opportunity for improvement?
42. The letter from the 1776 General Congress to King
George that severed all political connections between
America and Britain is known as the
_____________ ______________ _______________.
Make all blanks the same length. Making the length of the lines correspond to
the words, gives away hints for students who are guessing.
44. __________ __________ wrote _________ ___________.
No more than 2 blanks in an item. The more blanks in an item, the greater the
chance the student will be unable to determine the question.
45. Benefits and Risks of Essays
Advantages Disadvantages
1. In-depth sampling of students’ 1. Teacher fatigue,
knowledge of a specific topic. subconscious biases, and
2. Students must interpret, other extraneous variables
evaluate, and organize data; can affect grade.
draw conclusions; make 2. Essay tests inherently biased
inferences; and express in favor of students who can
thoughts coherently. write quickly, neatly, and
3. Emphasizes higher-level effectively.
cognitive skills such as 3. Reduced reliability and
synthesis and evaluation. validity because only a few
4. Easier to construct than questions are asked.
objective tests. 4. Longer time to grade.
5. Increased possibility of
bluffing.
46. M. A. Lorber and W. D. Pierce (1990). Objectives, Methods, and
Evaluation for Secondary Teaching (3rd Edition). Englewood Cliffs, NJ:
Prentice Hall.
Editor's Notes
Two types of questions:
C) Make sure that unintentional clues are not provided. Sometimes a student can eliminate an option simply because it is grammatically incorrect. For example a stem ending with … “An” vs “a” Incorrect tenses or forms of words can provide clues…
.
Essay Test Essays have their own benefits and risks… consistent grading is a concern