1. Selected Response Measuring knowledge and some reasoning

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

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

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

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

6. References used: Chatterji, Madhabi. (2003). Designing and using tools for educational assessment. Boston: Allyn & Bacon. 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. 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. 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. 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 Wiggens, G. & McTighe. (2001). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall