Documenti di Didattica
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Assessment Tools
Marvien M. Barrios, Ed.D,RGC
The desired method of marking true or false should be clearly explained before students begin the
test.
Construct statements that are definitely true or definitely false, without additional qualifications. If
opinion is used, attribute it to some source.
Keep true and false statements at approximately the same length, and be sure that they are
approximately equal numbers of true and false items.
double negatives statements. They take extra time to decipher and are difficult to interpret.
broad general statements that are usually not true or false without further qualifications.
terms denoting indefinite degree (e.g., large, long time, regularly), or absolutes (e.g., never, only, always).
taking statements directly from the text and presenting them out of context.
Keep both the list of descriptions and the list of options fairly short and
homogeneousthey should both fit on the same page.
Make sure that all the options are plausible distracters for each descriptions to
ensure homogeneity of lists.
The list of descriptions should contain the longer phrases or statements, while the
options should consist of short phrases, words, or symbols.
Each description in the list should be numbered (each is an item), and the list of the
options should be identified by letter.
Include more options than descriptions. If the option list is longer than the
description list, it is harder for the students to eliminate options. If the option list is
shorter, some options must be used more than once. Always include some options
that do not match any of the descriptions, or some that match more than one, or
both.
In the directions, specify the basis for matching and whether options can be used
more than once.
Have clearly in mind what mental process you want the students to use before starting to write the
question.
Write the question to clearly and unambiguously define the task to the students.
Start essay questions with such words or phrases as compare, contrast, give reasons for, give
original examples of, predict what would happen if, and so on. Do not begin with such words as
what, who, when, and list, because those words generally lead to tasks that require only recall of
information.
A question with a controversial issue should ask for and be evaluated in terms of the presentation of
evidence for a position rather than the position taken.
Establish reasonable time and/or page limits for each essay question to help the student complete
the question and to indicate the level of detail for the response you have in mind.
Use essay questions with content and objectives that cannot be satisfactorily measured by objective
items.
GENERAL GUIDELINES IN
WRITING MULTIPLE CHOICE ITEMS
Content Concerns
Every item should reflect specific content and a single specific cognitive process.
Use novel material to test for understanding and other forms of higher level learning.
Simplify vocabulary.
Vary the position of the right answer according to the number of options. Assign the position of the correct answer randomly.
Avoid negative words such asNotorExcept. If unavoidable boldface, capitalize, italicize, or underline these words.
Use humor if it is compatible with the teacher; avoid in formal testing situation.