Low Level Questions ● Specific Objective ● Quick Feedback ● Build Student Confidence ● Practical Option When should you use multiple choice? High Level Questions ●Analyze situations ●Make inferences from data ●Interpret data ●Solve problems
● Recall vs. Learning ● Large Concepts ● Guessing vs. Learning ● Keep in mind there are lots of test format options! When shouldn’t you use multiple choice?
What are the parts of the question? Example From: All potential answers (a-e) are called the Alternatives
●Keep in mind your learning objectives ●Ensure stem can stand alone (provides context for the problem) ●Only include relevant information ●Avoid negative phrasing Tips on Writing the Problem/Stem
Tips for the problem (stem): Which statement is true? A.All rats have red eyes B.Rats can’t climb C.Pet rats are called Fancy Rats D.Rat teeth are soft and delicate What are pet rats called? A.Feeder Rats B.Fancy Rats C.Friendly Rats D.Fuzzy Rats VS.
What’s wrong with this question? Ratatouille is a fun movie about a little rat that wants to become a chef. What is the actual cause of the bubonic plague? A.Rats B.Fleas C.Aliens D.Sour Milk
● Which of the following is not true… ● All of the following are true except… o Don’t confuse the students ● If you believe this to be the only way to discern student mastery - be sure to EMPHASIZE the word “not” or “except” Negative Phrasing
What do you think?
● Be certain there is only one right answer ● You can increase the level of difficulty by using the terminology “best” answer ● List answers logically ● Don’t give clues on stems or alternatives Tips on Writing the Alternatives
What’s wrong with this questions? Who is the main character of the the movie Ratatouille? A.Remy B.George Washington C.Scooby Doo D.Frank
Clear and Concise ●Don’t be too wordy!
Mutually Exclusive Who is the main character of Ratatouille? A.Remy B.Linguini C.Frank D.Loyd Both could be right!
● Use homogeneous content ● Watch grammar (“A” vs. “An”) ● Parallel form ● Similar in length - and when this isn’t possible make sure there are 2 shorter and 2 longer responses No Clues
● If test takers can identify one answer as incorrect/correct then they can also discount the none of the above answers ● All of the above can be used - but do so judiciously “All of the Above” & “None of the Above”
● Alphabetical ● Numerical ● Avoids bias Logical Order
Complex Choices What is the reason the restaurant closed in the end of Ratatouille? A.The health inspector found rats B.Chef Skinner’s evil plot succeeded C.Anton Ego’s review was scathing D.A and B are correct E.A, B, and C are correct F.B and C are correct
● Cultural Considerations o Testing Center Examples: Common words (horizontal) Don’t assume understanding (+/-) ● Suggested Solution: make partnerships with other organizations on campus who focus on cross- cultural assistance Other Considerations
● Can create a large/detailed Stem ● Have several follow up questions that refer to the Stem, this allows for deeper analysis Higher Order Questions
● Turn essay question into a M/C question o Consider elements of correct answer o Make one of those elements the correct answer o Turn non-essential elements of the essay into the distractors Higher Order Recipes
There were several Generative Approach suggestions presented in class for teaching melody. A) In this theory, what are the important aspects to employ when planning a melody lesson for 1st graders? B) What is the preferred progression for teaching melody sub-elements? Recipe 1 Example as Essay ?
Jerome Bruner’s learning theory could best be applied to a music setting in which of the following scenarios? A) Students begin to develop an understanding of pitch by using sol-fege hand signs. Ks learn only sol, etc. B) Students begin to develop an understanding of rhythm by walking to/tapping a steady beat in K, using bars for duration in 1st/2nd, notes in 3rd, etc. C) Students learn pitch and matching by hearing/ echoing a teacher in K. By 3rd they learn by note. Recipe 1 M/C Example
● As with all assessments, ensure assessments are aligned with objectives and instruction ● Use some means for students to problem solve o Scenario o Graph/Chart Recipe 2
Mrs. Liu ’ s students completed research papers on life in colonial times. The students worked on their papers for several weeks and turned in their final versions at the end of the marking period. Mrs. Liu evaluated the papers and used the scores she assigned to help determine the students ’ report card grades for that marking period. This is an example of what type of assessment? A. formative B. objective C. summative D. standardized Recipe 2 Example - Scenario
In the diagram above, parallel light rays pass through a convex lens and converge to a focus. They can be made parallel again by placing a: a. concave lens at point B. b. concave lens at point C. c. second convex lens at point B. d. second convex lens at point C. ** Recipe 2 Example - Diagram
Time to Write Your Own Questions!
Questions for us?
When?: September 24 th 3 PM Where?: 301, RFH Our next workshop on Test Question Writing