Finding the Right Balance Unpacking Multiple Choice Questions and the SOL Standards

The Great Balancing Act When constructing multiple choice questions there are 3 considerations that have to be harmonized: Student performance on the test item matches the learning objective Student performance correlates with the stated content standards The actual test items are valid and reliable

Unpacking a multiple choice question “It is our true policy to steer clear of permanent alliances with any portion of the foreign world…” George Washington, Farewell Address Both Washington’s farewell address and the Monroe Doctrine of the 1820s influenced America’s Foreign policy throughout most of the 19 th century. Which term best describes that policy? A.Imperialism B.Internationalism C.Isolationism D.Industrialism

Curriculum Content Standard VUS.9a Explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the US in foreign markets Essential Questions: – Why did the US abandon her traditional isolationist foreign policy? Essential Skills – Formulate historical questions and defend findings based on inquiry and interpretation (VUS.1c)

Curriculum Alignment “It is our true policy to steer clear of permanent alliances with any portion of the foreign world…” George Washington, Farewell Address Both Washington’s farewell address and the Monroe Doctrine if the 1820s influenced America’s Foreign policy throughout most of the 19 th century. Which term best describes that policy? A.Imperialism B.Internationalism C.Isolationism D.Industrialism Foundational question to determine if students understood the US policy prior to the 1900s.

Curriculum Critique of Question with regards to curriculum Question addresses vocabulary term, “isolationism” but does not address the “Why did the US abandon her traditional isolationist foreign policy?”

Alternative Question US Foreign Policy Monroe Doctrine -The US will not interfere in European Affairs -The US would regard it as a threat to her peace and safety if any European power tries to impose their system on any independent state in the Western Hemisphere 1. Based on the documents provided, which statement best explains the evolution of US foreign policy from the 19 th to the 20 th century? A. The US became a more isolationist nation, focusing on domestic trade and commerce. B. The US stopped following strict isolationist policies and began to emerge as a power in global affairs, specifically in Latin America and Asia. C. The US begins to emerge as a military power aggressively challenging European powers for control of India and Africa D. Over time, the US became the dominate world power in European economic and political affairs. US Foreign Policy Dollar Diplomacy- President Taft urges American banks and businesses to invest in Latin America and promises US military involvement if unrest threats their investment. US Open Door policy urges all foreigners to observe Chinese laws and fair competition in trade. The US annexes Puerto Rico and the Philippines following the Spanish American War

Student Performance of Stated Objective Stated objective: – The Student will demonstrate knowledge of the emerging role of the United States in world affairs by A. Explaining the changing policies of the US toward Latin America and Asia

Performance Correlation “It is our true policy to steer clear of permanent alliances with any portion of the foreign world…” George Washington, Farewell Address Both Washington’s farewell address and the Monroe Doctrine if the 1820s influenced America’s Foreign policy throughout most of the 19 th century. Which term best describes that policy? A.Imperialism B.Internationalism C.Isolationism D.Industrialism Describes is considered a knowledge level action verb while Explain is considered a comprehension level action verb

Critique of Question from Performance Perspective The VUS.9 (a) standard is asking for students to explain the changing policies of the US not describe or define what isolationism means. The question should reflect this performance demand.

Alternative Question US issues the Monroe Doctrine pledging to not get involved in European Affairs Following the Spanish American War, the US asserts it right to intervene in Cuban Affairs US Issues the Open Door Policy giving all nations equal trading rights in China and urging foreigners to obey Chinese laws and observe fair trade competition. President Taft issues the Dollar Diplomacy urging US banks and Businesses to invest in Latin with US military protection in the event of political unrest. Based on the graphic below, which statement best explains the role of the United States in global affairs at the turn of the century: A. The US became a political and military power in European Affairs B. The US stopped following strict isolationist policies and began to emerge as a global economic power in Asia and Latin America C. The US gradually retreated from global affairs and focused more on domestic and national matters. D. The US gradually changed its political philosophy from a democratic to a militaristic state perspective.

Some Do’s and Don’t about multiple choice questions Do – Write the test question to match the difficulty level of the intended learning outcome and age of the student – Write the test question in a clear and definite manner – Write the test question so that student performance matches the learning task. Don’t – Add irrelevant clues or information that masks the true substance of the question – Add nonfunctional material (material not directly related to the question and answer) – Add multiple distractors that are similar to the correct answer

Your Turn In small groups take one of the following Standards and make a multiple choice question that aligns with both the content and performance components

Samples WH I WHI.8 The student will demonstrate knowledge of Islamic civilization from about 600 to – 1000 A. D. ( C. E.) by a) describing the origin, beliefs, traditions, customs, and spread of Islam; WH II WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by – c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy;