Selected Response

1. Selected Response Measuring knowledge and some reasoning

2. Multiple choice – Best option • Ask a full question in simple language • The paucity of plausible conundrums that could provide evidentiary distracters indicates: • Writing multiple choice items is difficult due to: • Only one correct, clearly best answer • Don’t overdo “all of the above” • Make sure they are specific to what was learned – no grammar clues • Use positive stems more often than negative • Vary placement of correct answer

3. True and False – only two alternatives – no diagnostics • Short, simple, only one central idea, unequivocal • Don’t use no negatives • Attribute opinions to a source • Watch for clues • Try to be even with t’s and f’s in random order

4. Matching – simple knowledge • Premises and responses • Keep the lists homogeneous • Less than 10 items • Uneven and use twice helps • All on the same page • Be explicit in directions

5. Fill in blank – Completion – Short Answer • Measures knowledge, computation or skill • Hard to phrase so that only one answer is right • Spelling • Blanks at the end • Define units

6. References used: • Chatterji, Madhabi. (2003). Designing and using tools for educational assessment. Boston: Allyn & Bacon. • Gronlund, N.E. (2003). Assessment of student achievement 7th ed. Boston: Allyn & Bacon. • Oosterhoff, A. (2003). Developing and using classroom assessments 3rd ed. Upper Saddle River, NJ; Merrill Prentice Hall. • Stiggins, R.J., Arter, J.A., Chappuis, J.& Chappuis, S. (2004). Classroom assessment for student learning. Portland, OR; Assessment Training Institute. • Wiggens, G. & McTighe. (2001). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall