selected-response test items

affective and psychomotor objectives

Assessing student mastery of specific skills

comparisons of a student's scores to those of other students

Reduce the difficulty of the test so that 90 percent of the students reach mastery quickly.

Make each test harder than the last.

Evaluations should be given frequently, with clear criteria

Keep students guessing about what they have to do to get a good grade

Use comparative standards for grading

Use clear criteria so that students can understand how grades are earned.

Reduce the number of tests given.

Give students a few weeks to get a test off their minds, before giving them test feedback.

Comparative evaluations must emphasize fair, reliable assessment of student performance.

The grading of comparative evaluations on course content should make some provision for effort.

Comparative evaluations are currently considered unnecessary.

Comparative evaluations must be conducted frequently.

Includes both objective questions and essay questions

Matches the instructional objectives for the material covered.

Include items for each of the six levels of Bloom's taxonomy

Measures what students are capable of doing rather than what the have done.

Multiple choice questions are inappropriate because they are not similar enough to real-life problems.

Multiple-choice questions are appropriate as long as they are well written.

Multiple choice items are appropriate because they involve selected response, not constructed response

Multiple choice questions are inappropriate because they do not provide specific feedback

A table of specifications is useful for increasing reliability when scoring essay questions.

A table of specifications helps teachers keep track of student progress.

It is unnecessary to construct a table of specifications if the teacher knows the subject matter as well.

Teachers use a table of specifications to distirubte test times across different instructional objectives.

make the average difficulty index .60

make the distractors tricky enough to fool about half of the students in a class.

Make the distractors appear as reasonable as the correct answer to students who do not know the material

Include at least one distractor that a knowledgeable student is likely to regard as correct.

include at least one implausible choice for an item

Make the stem as short as possible

list alternatives horizontally rather than vertically.

use letters rather than numbers to identify choices

matching

Short essay

true-false

multiple choice

Mechanics such as spelling and grammar are just as important as content so it's appropriate to base the grade on both.

Yes, but you should also grade the essays on effort

Yes, if two spirit grades (one for one for writing mechanics) are given

No, evaluation should be based on content knowledge only

Authentic Assessment

Goal setting

Formative evaluation

Standardized tests

A thoughtfully selected collection of core and optional items

set of required items selected by the student without teacher input

a randomly selected set of times chosen by either the student or the teacher

set of required items selected by the teacher with minimal student input

observe a students place on a sequence of developing skills

document and celebrate student learning

Target classroom instructions

provide insight into student knowledge and skills

False

True