If possible, provide clues for students to come up with correct answers even if those clues are not directly relevant to the knowledge and/or skill being assessed. Because stronger students will usually be able to discern the nature of the assessment tasks before them, directions about how students are to respond need not be specific or detailed. Attempt to employ syntax in test items that is well within the understanding levels of the students being assessed. 20. Which of the following is a recommended item-writing rule for the construction of binary-choice items? Include no more than two concepts in any one statement. Employ a roughly equal number of statements representing the two categories being tested. If one category being assessed requires longer statements than the other category, be sure that the disparity in statement-length is constant. Employ relatively few double-negative statements and, if you do, be sure to emphasize with italics or bold-face type that a negative is involved. 21. One of the important rules to be followed in creating multiple binary-choice items is that: Most items should mesh sensibly with a cluster’s stimulus material. Item clusters should be strikingly separated from one another. The stimulus material for any cluster of items should contain a substantial amount of extraneous information. Multiple binary-choice items, to avoid confusion, should never be included in a test already containing binary-choice items. 22. Which of the following is an item-writing guideline for the construction of multiple- choice items? Generally, especially with young children, the stem should consist of an incomplete statement rather than direct question. use but use a Don’t ever “all-of-the-above” alternatives, “none-of-the-above” alternative to increase an difficulty. item’s Typically, make the later answer options, such as and the correct “C” “D,” answers. Supply clues to the correct answer by using alternatives of dissimilar lengths. 23. Which of the following rules is often recommended for the generation of matching items? Order all of the premises alphabetically, but arrange the responses in an unpredictable manner. Place the premises for an item on one page, then put most of the responses for that item on the following page.
If possible, provide clues for students to come up with correct answers even if those clues are not directly relevant to the knowledge and/or skill being assessed. Because stronger students will usually be able to discern the nature of the assessment tasks before them, directions about how students are to respond need not be specific or detailed. Attempt to employ syntax in test items that is well within the understanding levels of the students being assessed. 20. Which of the following is a recommended item-writing rule for the construction of binary-choice items? Include no more than two concepts in any one statement. Employ a roughly equal number of statements representing the two categories being tested. If one category being assessed requires longer statements than the other category, be sure that the disparity in statement-length is constant. Employ relatively few double-negative statements and, if you do, be sure to emphasize with italics or bold-face type that a negative is involved. 21. One of the important rules to be followed in creating multiple binary-choice items is that: Most items should mesh sensibly with a cluster’s stimulus material. Item clusters should be strikingly separated from one another. The stimulus material for any cluster of items should contain a substantial amount of extraneous information. Multiple binary-choice items, to avoid confusion, should never be included in a test already containing binary-choice items. 22. Which of the following is an item-writing guideline for the construction of multiple- choice items? Generally, especially with young children, the stem should consist of an incomplete statement rather than direct question. Don’t ever use “all-of-the-above” alternatives, but use a “none-of-the-above” alternative to increase an item’s difficulty. Typically, make the later answer options, such as “C” and “D,” the correct answers. Supply clues to the correct answer by using alternatives of dissimilar lengths. 23. Which of the following rules is often recommended for the generation of matching items? Order all of the premises alphabetically, but arrange the responses in an unpredictable manner. Place the premises for an item on one page, then put most of the responses for that item on the following page.
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