EVALUATION PORTFOLIO
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Transcript of EVALUATION PORTFOLIO
UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA
P.E.M. EN INGLES
LICDA. EVELYN QUIROA
EVALUATION PORTFOLIO
IRMA YOLANDA BOLAÑOS BRAN
O76 O9 1334
GUATEMALA, NOVEMBER 2011
INDEX
1. Front Page
2. Index
3. Introduction
4. Assessment
5. Evaluation
6. Blue Print
7. Type of Tests
8. Final test
9. Conclusion
INTRODUCTION
Teachers need to know different kinds of strategies and must to
have account aspects that influence in class in the teaching-
learning process. Not only student´s behavior but also teacher´s
leadership in the class. On the following pages there are some
assessment, evaluation and different type of test that will help us
to deal with our daily teaching routine. And too, we will find a
BLUE PRINT format that will help us to structure correctly an exam.
If we take count the information we can better our classes and
make it effective.
CLASS LOG Date: 07/23/2011
Topic: Assessment and Evaluation
ASSESSMENT
Assessment is an activity that we can apply in our classes without previous
plan to check our students comprehension of a specific topic. The assessment
activities can be used on the beginning or end of the class. If we want to
know if we should pass to another topic of our plan we first need to check
how was the topic understood. And according to my results I can teach a new
topic.
Assessment can be divided by two groups:
· Formal assessment
· Informal assessment
EVALUATION
Evaluation is the action of interpreting information on an specific period of
time. It will help me to check my student’s knowledge of the topic that I am
teaching. This evaluation has an specific time to make and it will have score
to summarize the knowledge. It is always required on courses that our
students must to pass for grading on their careers.
Evaluation can be divided by two groups:
· Diagnostic
· Formative
· Summative
IRMA YOLANDA BOLAÑOS BRAN
076 09 1334
Chapter 9. Assessment Vocabulary
The definitions in this list were derived from several sources, including:
• Glossary of Useful Terms Related to Authentic and Performance Assessments. Grant
Wiggins
• SCASS Arts Assessment Project Glossary of Assessment Terms
• The ERIC Review: Performance-Based Assessment. Vol. 3 Issue 1, Winter, 1994.
• Assessment: How Do We Know What They Know? ASCD. 1992.
• Dissolving the Boundaries: Assessment that Enhances Learning. Dee Dickinson
• http://www.newhorizons.org/strategies/assess/terminology.htm
Accountability – The demand by a community (public officials, employers, and taxpayers) for
school officials to prove that money invested in education has led to measurable learning.
"Accountability testing" is an attempt to sample what students have learned, or how well teachers
have taught, and/or the effectiveness of a school's principal's performance as an instructional
leader. School budgets and personnel promotions, compensation, and awards may be affected.
Most school districts make this kind of assessment public; it can affect policy and public
perception of the effectiveness of taxpayer-supported schools and be the basis for comparison
among schools. It has been suggested that test scores analyzed in a disaggregated format can
help identify instructional problems and point to potential solutions.
Action Plans – The statement that indicates the specific changes that a given area plans to
implement in the next cycle based on assessment results. "The biology faculty will introduce one
special project in the introductory class that will expose the students to the scientific method."
"Career Services is implementing a software program called ‘1st Place’. This software will
allow better tracking of job openings."
Action Research – Classroom-based research involving the systematic collection of data in
order to address certain questions and issue so as to improve classroom instruction and
educational effectiveness.
Affective Outcomes – Outcomes of education that reflect feelings more than understanding;
likes, pleasures, ideals, dislikes, annoyances, values.
Annual Report: A report from each academic program based on its assessment plan that is
submitted annually, which outlines how evidence was used to improve student learning
outcomes through curricular and/or other changes or to document that no changes were needed.
Assessment – The systematic collection, review, and use of information about educational
programs undertaken for the purpose of improving student learning and development. In general
terms, assessment is the determination of a value, or measurement, based on a "standard." We
often refer to this standard as a "target." Standard-based measurement, or assessment, is useful in
education for both the placement of students in initial course work and ascertaining the extent of
students' acquisition of skills/knowledge.
Assessment Cycle – The assessment cycle in higher education is generally annual and fits within
the academic year. Outcomes, targets and assessment tools are established early in the fall
semester; data is collected by the end of spring semester; results are analyzed during the summer
and early fall.
Assessment Tool – An instrument that has been designed to collect objective data about students'
knowledge and skill acquisition. An appropriate outcomes assessment test measures students'
ability to integrate a set of individual skills into a meaningful, collective demonstration. Some
examples of assessment tools include standardized tests, end-of-program skills tests, student
inquiries, common final exams, and comprehensive embedded test items.
Assessment Literacy – The possession of knowledge about the basic principals of sound
assessment practice, including terminology, the development and use of assessment
methodologies and techniques, familiarity with standards of quality in assessment. Increasingly,
familiarity with alternatives to traditional measurements of learning.
Authentic Assessment – A circumstance in which the behavior that the learning is intended to
produce is evaluated and discussed in order to improve learning. The concept of model, practice,
feedback in which students know what excellent performance is and are guided to practice an
entire concept rather than bits and pieces in preparation for eventual understanding. A variety of
techniques can be employed in authentic assessment.
Benchmark – Student performance standards (the level(s) of student competence in a content
area).
Cohort – A group whose progress is followed by means of measurements at different points in
time.
Course-embedded assessment – A method in which evidence of student learning outcomes for
the program is obtained from assignments in particular courses in the curriculum.
Course-level assessment – Assessment to determine the extent to which a specific course is
achieving its learning goals.
Course mapping – A matrix showing the coverage of each program learning outcome in each
course. It may also indicate the level of emphasis of each outcome in each course.
Criterion Referenced Tests – A test in which the results can be used to determine a student's
progress toward mastery of a content area. Performance is compared to an expected level of
mastery in a content area rather than to other students' scores. Such tests usually include
questions based on what the student was taught and are designed to measure the student's
mastery of designated objectives of an instructional program. The "criterion" is the standard of
performance established as the passing score for the test. Scores have meaning in terms of what
the student knows or can do, rather than how the test-taker compares to a reference or norm
group.
Curriculum Map – A matrix showing where each goal and/or learning outcome are covered in
each program course.
Direct Assessment – Assessment to gauge student achievement of learning outcomes directly
from their work.
Educational Goals – The knowledge, skills, abilities, capacities, attitudes or dispositions students
are expected to acquire as a result of completing your academic program. Goals are sometimes
treated as synonymous with outcomes, though outcomes are the behavioral results of the goals,
and are stated in precise operational terms.
Formative assessment – The assessment of student achievement at different stages of a course or
at different stages of a student’s academic career. The focus of formative assessment is on the
documentation of student development over time. It can also be used to engage students in a
process of reflection on their education.
General Education Assessment – Assessment that measures the campus-wide, general education
competencies agreed upon by the faculty. General education assessment is more holistic in
nature than program outcomes assessment because competencies are measured across
disciplines, rather than just within a single discipline.
Holistic Scoring – In assessment, assigning a single score based on an overall assessment of
performance rather than by scoring or analyzing dimensions or traits individually. The product is
considered to be more than the sum of its parts and so the quality of a final product or
performance is evaluated rather than the process or dimension of performance. A holistic
scoring rubric might combine a number of elements on a single scale. Focused holistic scoring
may be used to evaluate a limited portion of a learner's performance.
Indirect Assessment – Assessment that deduces student achievement of learning outcomes
through the reported perception of learning by students and other agents.
Institutional assessment – Assessment to determine the extent to which a college or university is
achieving its mission.
Learning outcomes – Operational statements describing specific student behaviors that evidence
the acquisition of desired goals in knowledge, skills, abilities, capacities, attitudes or
dispositions. Learning outcomes can be usefully thought of as behavioral criteria for determining
whether students are achieving the educational goals of a program, and, ultimately, whether
overall program goals are being successfully met. Outcomes are sometimes treated as
synonymous with objectives, though objectives are usually more general statements of what
students are expected to achieve in an academic program.
Measurable Criteria – An intended student outcome, or administrative objective, restated in a
quantifiable, or measurable, statement. "60% of biology students will complete an
experiment/project using scientific methods in fall 2003;" "75% of responding MU students will
indicate on a survey in fall 2003 that they have read materials about career opportunities on
campus."
Metacognition – The knowledge of one's own thinking processes and strategies, and the ability to
consciously reflect and act on the knowledge of cognition to modify those processes and
strategies.
Norm – A distribution of scores obtained from a norm group. The norm is the midpoint (or
median) of scores or performance of the students in that group. Fifty percent will score above
and fifty percent below the norm.
Performance-Based Assessment – Direct, systematic observation and rating of student
performance of an educational objective, often an ongoing observation over a period of time, and
typically involving the creation of products. The assessment may be a continuing interaction
between teacher and student and should ideally be part of the learning process. The assessment
should be a real-world performance with relevance to the student and learning community.
Assessment of the performance is done using a rubric, or analytic scoring guide to aid in
objectivity. Performance-based assessment is a test of the ability to apply knowledge in a real-
life setting or performance of exemplary tasks in the demonstration of intellectual ability.
Portfolio – A systematic and organized collection of a student's work that exhibits to others the
direct evidence of a student's efforts, achievements, and progress over a period of time. The
collection should involve the student in selection of its contents, and should include information
about the performance criteria, the rubric or criteria for judging merit, and evidence of student
self-refection or evaluation.
Portfolio Assessment – Portfolios may be assessed in a variety of ways. Each piece may be
individually scored, or the portfolio might be assessed merely for the presence of required pieces,
or a holistic scoring process might be used and an evaluation made on the basis of an overall
impression of the student's collected work. It is common that assessors work together to
establish consensus of standards or to ensure greater reliability in evaluation of student work.
Established criteria are often used by reviewers and students involved in the process of
evaluating progress and achievement of objectives.
Primary Trait Method – A type of rubric scoring constructed to assess a specific trait, skill,
behavior, or format, or the evaluation of the primary impact of a learning process on a designated
audience.
Process – A generalizable method of doing something, generally involving steps or operations
which are usually ordered and/or interdependent. Process can be evaluated as part of an
assessment, as in the example of evaluating a student's performance during prewriting exercises
leading up to the final production of an essay or paper.
Program assessment – Assessment to determine the extent to which students in a departmental
program can demonstrate the learning outcomes for the program.
Reliability – An assessment tool’s consistency of results over time and with different samples of
students.
Rubric – A set of criteria specifying the characteristics of a learning outcome and the levels of
achievement in each characteristic.
Self-efficacy – Students’ judgment of their own capabilities for a specific learning outcome.
Senior Project – Extensive projects planned and carried out during the senior year as the
culmination of the undergraduate experience. Senior projects require higher-level thinking skills,
problem-solving, and creative thinking. They are often interdisciplinary, and may require
extensive research. Projects culminate in a presentation of the project to a panel of people,
usually faculty and community mentors, sometimes students, who evaluate the student's work at
the end of the year.
Summative assessment – The assessment of student achievement at the end point of their
education or at the end of a course. The focus of summative assessment is on the documentation
of student achievement by the end of a course or program. It does not reveal the pathway of
development to achieve that endpoint.
Triangulation – The collection of data via multiple methods in order to determine if the results
show a consistent outcome
Validity – The degree to which an assessment measures (a) what is intended, as opposed to (b)
what is not intended, or (c) what is unsystematic or unstable
CLASS LOG Date: 07/30/2011
Topic: General review Assessment and Evaluation
This class was about a general review of the topic already taught. We review
what is an assessment and evaluation. Assessment as we remember is an
activity that we can use any time that we want to check our student`s
knowledge in our class. Evaluation is a timed and planned activity to check
our student´s advances on the class.
Teacher too, gives us some examples of informal and formal assessment. She
show us how we can create projects using our imagination but first at all the
student´s imagination. We can assign them some projects and let them work
alone. But first, we have to put our rules and our parameters because we
must to be careful with our objectives of each class work. Is necessary too, to
tell them that we don´t want that they bring to our class dangerous material
and we must to avoid that they hurt whit our project.
If we will go out of the school, we have too planned every detail of the
project and we will have good results.
IRMA YOLANDA BOLAÑOS BRAN
076 09 1334
TEACHING ASSESSMENT & EVALUATION
CONTENTS
• Introduction ....................................... 1
• Need for the Guide ............................ 1
• What is Quality Teaching? ................. 2
• Formative Assessment ...................... 2
• Summative Evaluation ....................... 2
• Overview of Assessment and
Evaluation Strategies:
1. Teaching dossiers ........................ 3
2. Student ratings ............................ 4
3. Peer observations ........................ 5
4. Letters & individual interviews ...... 6
5. Course portfolios ......................... 6
6. Classroom assessment ............... 7
• Classroom Assessment Techniques .. 8
The Teaching Assessment and Evaluation Guide© is published by the Senate Committee on Teaching and Learning
(SCOTL),York University www.yorku.ca/secretariat/senate/committees/scotl/ (revised January 2002)
INTRODUCTION
The Teaching Assessment and Evaluation Guide provides
instructors with starting-points for reflecting on their
teaching, and with advice on how to gather feedback on
their teaching practices and effectiveness as part of a
systematic program of teaching development. As well, the
Guide provides guidance on how teaching might be fairly
and effectively evaluated, which characteristics of
teaching might be considered, and which evaluation
techniques are best suited for different purposes. The
Teaching Assessment and Evaluation Guide is a
companion to the Teaching Documentation Guide (1993),
also prepared by the Senate Committee on Teaching and
Learning (SCOTL). The Documentation Guide (available
at the Centre for the Support of Teaching and on the
SCOTL website) aims to provide instructors with advice
and concrete suggestions on how to document the variety
and complexity of their teaching contributions.
NEED FOR THE GUIDE
Teaching is a complex and personal activity that is best
assessed and evaluated using multiple techniques and
broadly-based criteria. Assessment for formative
purposes is designed to stimulate growth, change and
improvement in teaching through reflective practice.
Evaluation, in contrast, is used for summative purposes to
give an overview of a particular instructor’s teaching in a
particular course and setting. Informed judgements on
teaching effectiveness can best be made when both
assessment and evaluation are conducted, using several
techniques to elicit information from various perspectives
on different characteristics of teaching. There is no one
complete source for information on one’s teaching, and no
single technique for gathering it. Moreover, the
techniques need to be sensitive to the particular teaching
assignment of the instructor being assessed or evaluated,
as well as the context in which the teaching takes place. If
multiple perspectives are represented and different
techniques used, the process will be more valued, the
conclusions reached will be more credible, and
consequently more valuable to the individual being
assessed or evaluated.
Current practices at York University are varied. In most
departments and units, teaching is systematically
evaluated, primarily for summative purposes. Individual
instructors are free, if they wish, to use the data so
gathered for formative purposes, or they may contact the
Centre for the Support of Teaching which provides
feedback and teaching analysis aimed at growth,
development and improvement. Without denying the
value of summative teaching evaluation, the main
purpose of this Guide is to encourage committees and
individuals to engage in reflective practice through the
ongoing assessment of teaching for formative purposes
and for professional development. Research indicates
that such practice leads to heightened enthusiasm for
teaching, and improvement in teaching and learning, both
of which are linked to faculty vitality.
S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O
Y O R K U N I V E R S I T Y
2
consideration the level of the course, the instructor’s
objectives and style, and the teaching methodology
employed. Nonetheless, the primary criterion must be
improved student learning. Research indicates that
students, faculty and administrators alike agree that
quality teaching:
• establishes a positive learning environment;
• motivates student engagement;
• provides appropriate challenges;
• is responsive to students’ learning needs; and
• is fair in evaluating their learning.
Concretely, indicators of quality teaching can include:
• effective choice of materials;
• organization of subject matter and course;
• effective communication skills;
• knowledge of and enthusiasm for the subject matter
and teaching;
• availability to students; and
• responsiveness to student concerns and opinions.
Some characteristics are more easily measured than
others. Furthermore, since instructors are individuals and
teaching styles are personal, it is all the more important to
recognize that not everyone will display the same patterns
and strengths.
ASSESSMENT OF TEACHING FOR
FORMATIVE PURPOSES
Formative assessment of teaching can be carried out at
many points during an instructional period, in the
classroom or virtual environment, to compare the
perceptions of the instructor with those of the students,
and to identify gaps between what has been taught and
what students have learned. The purpose of assessment is
for instructors to find out what changes they might make
in teaching methods or style, course organization or
content, evaluation and grading procedures, etc., in order
to improve student learning. Assessment is initiated by
the instructor and information and feedback can be
solicited from many sources (for example, self, students,
colleagues, consultants) using a variety of instruments
(surveys, on-line forms, etc. - see classroom assessment
below). The data gathered are seen only by the instructor
and, if desired, a consultant, and form the basis for
ongoing improvement and development.
SUMMATIVE EVALUATION
Summative evaluation, by contrast, is usually conducted at
the end of a particular course or at specific points in an
instructor’s career. The purpose is to form a judgment
about the effectiveness of a course and/or an instructor.
The judgment may be used for tenure and promotion
decisions, to reward success in the form of teaching
awards or merit pay, or to enable departments to make
WHAT IS QUALITY TEACHING?
All assessment and evaluation techniques contain implicit
assumptions about the characteristics that constitute
quality teaching. These assumptions should be made
explicit and indeed should become part of the evaluation
process itself in a manner which recognizes instructors’
rights to be evaluated within the context of their own
teaching philosophies and goals. First and foremost then,
“teaching is not right or wrong, good or bad, effective or
ineffective in any absolute, fixed or determined sense.”¹
Instructors emphasize different domains of learning
(affective, cognitive, psychomotor, etc.) and employ
different theories of education and teaching
methodologies (anti-racist, constructivist, critical,
feminist, humanistic, etc.)². They encourage learning in
different sites (classrooms, field locations, laboratories,
seminar rooms, studios, virtual classrooms, etc.). They
use different instructional strategies and formats (using
case studies, coaching, demonstrating, facilitating
discussions,
lecturing, problem-
based learning,
online delivery, etc.),
and they do this
while recognizing
that students have
diverse backgrounds
and levels of
preparedness. In one
situation, instructors
may see their role as
transmitting factual
information, and in
another as facilitating
discussion and
promoting critical
thinking.
As variable and
diverse as quality
teaching might be,
generalizations may
nevertheless be made
about its basic
characteristics as
described in the accompanying text box.
The criteria for evaluating teaching vary between
disciplines and within disciplines, and should take into
______
1. Mary Ellen Weimer (1990). Improving College Teaching
(CA: Jossey Bass Publishers), 202.
2. Adapted from George L. Geis (1977), “Evaluation:
definitions, problems and strategies,” in Chris Knapper et
al Eds., Teaching is Important (Toronto: Clarke Irwin in
association with CAUT).
QUALITY TEACHING
Put succinctly, quality teaching is
that activity which brings about the
most productive and beneficial
learning experience for students and
promotes their development as
learners. This experience may
include such aspects as:
• improved comprehension of
and ability to use the ideas
introduced in the course;
• change in outlook, attitude and
enthusiasm towards the
discipline and its place in the
academic endeavour;
• intellectual growth; and
• improvement in specific skills
such as critical reading and
writing, oral communication,
analysis, synthesis, abstraction,
and generalization.
Teaching Assessment and Evaluation Guide
1. TEACHING DOSSIERS
A teaching dossier or
portfolio is a factual
description of an
instructor’s teaching
achievements and
contains documentation
that collectively
suggests the scope and
quality of his or her
teaching. Dossiers can
be used to present
evidence about teaching
quality for evaluative
purposes such as T&P
submissions, teaching
award nominations,
etc., as they can provide a useful context for analyzing
other forms of teaching evaluation. Alternatively, dossiers
can provide the framework for a systematic program of
reflective analysis and peer collaboration leading to
improvement of teaching and student learning. For further
information on how to prepare a teaching dossier, please
consult SCOTL’s Teaching Documentation Guide
(available at the Centre for the Support of Teaching and
from the SCOLT website).
OVERVIEW OF STRATEGIES FOR ASSESSING AND EVALUATING
QUALITY TEACHING AND STUDENT LEARNING
3
This section describes six strategies that teachers may use to assess and evaluate the quality of their teaching and its impact
on student learning: 1) teaching dossiers; 2) student ratings; 3) peer observations; 4) letters and individual interviews; 5)
course portfolios; and 6) classroom assessment. These descriptions draw on current research in the field (available at the
Centre for the Suppport of Teaching, 111 Central Square, www.yorku.ca/cst) and practices and procedures at other
universities in Canada and abroad. All evaluation and assessment efforts should use a combination of strategies to take
advantage of their inherent strengths as well as their individual limitations.
To focus on:
§ Appraisal of instructor’s
teaching and learning context
§ Soundness of instructor’s
approach to teaching and
learning
§ Coherence of teaching
objectives and strategies
§ Vigour of professional
development, contributions
and accomplishments in the
area of teaching.
Benefits: Dossiers provide an opportunity for instructors
to articulate their teaching philosophy, review their
teaching goals and objectives, assess the effectiveness of
their classroom practice and the strategies they use to
animate their pedagogical values, and identify areas of
strength and opportunities for improvement. They also
highlight an instructor’s range of responsibilities,
accomplishments, and contributions to teaching and
learning more generally within the department, university
and/or scholarly community.
Limitations: It is important to note that dossiers are not
meant to be an exhaustive compilation of all the
documents and materials that bear on an instructor’s
teaching performance; rather they should present a
selection of information organized in a way that gives a
comprehensive and accurate summary of teaching
activities and effectiveness.
_______For further information on teaching dossiers see:
Teaching Documentation Guide (1993, Senate Committee
on Teaching and Learning).
Peter Seldin “Self-Evaluation: What Works? What
Doesn’t?” and John Zubizarreta “Evaluating Teaching
through Portfolios” in Seldin and Associates (1999).
Changing Practices in Evaluating Teaching: A Practical
Guide to Improved Faculty Performance and Promotion/
Tenure Decisions (MA: Anker Press).
Teaching Assessment and Evaluation Guide
informed decisions about changes to individual courses,
the curriculum or teaching assignments.
At most universities, summative evaluation includes the
results of teaching evaluations regularly scheduled at the
end of academic terms. However, to ensure that
summative evaluation is both comprehensive and
representative, it should include a variety of evaluation
strategies, among them:
• letters from individual students commenting on the
effectiveness of the instructor’s teaching, the quality of
the learning experience, and the impact of both on their
academic progress;
• assessments by peers based on classroom visits;
• samples and critical reviews of contributions to course
and curriculum development, as well as of
contributions to scholarship on teaching; and
• evidence of exceptional achievements and
contributions to teaching in the form of awards, and
committee work.
One’s teaching dossier (see below) is an ideal format for
presenting these types of evaluation as a cumulative and
longitudinal record of one’s teaching.
Important note: It is crucial that the two processes –
summative evaluation and formative assessment – be kept
strictly apart if the formative assessment of teaching is to
be effective and achieve its purpose. This means that the
information gathered in a program of formative
assessment should not be used in summative evaluation
unless volunteered by instructors themselves. It also
means that persons who are or have been involved in
assisting instructors to improve their teaching should not
be asked to provide information for summative evaluation
purposes.
4
2. STUDENT RATINGS OF TEACHING
Student ratings of
teaching or student
evaluations are the most
commonly used source
of data for both
summative and
formative information.
In many academic units
they are mandatory, and
in several units, they are
also standardized. For
purposes such as tenure
and promotion, data
should be obtained over
time and across courses
using a limited number
of global or summary
type questions. Such
data will provide a
cumulative record and
enable the detection of
patterns of teaching
development1. Information obtained by means of student
ratings can also be used by individual instructors to
improve the course in future years, and to identify areas of
strength and weakness in their teaching by comparison
with those teaching similar courses. Longer and more
focussed questionnaires are also useful in a program of
formative evaluation when designed and administered by
an instructor during a course.
Benefits: The use of a mandatory, standardized
questionnaire puts all teaching evaluations on a common
footing, and facilitates comparisons between teachers,
courses and academic units. The data gathered also serve
the purpose of assessing whether the educational goals of
the unit are being met. Structured questionnaires are
particularly appropriate where there are relatively large
numbers of students involved, and where there are either
several sections of a single course, or several courses with
similar teaching objectives using similar teaching
approaches.
Questionnaires are relatively economical to administer,
summarize and interpret. Provided that students are asked
to comment only on items with which they have direct
experience, student responses to questionnaires have been
found to be valid. While questionnaire forms with
open-ended questions are more expensive to administer,
they often provide more reliable and useful sources of
information in small classes and for the tenure and
promotion process. Also, open-ended questions provide
insight into the numerical ratings, and provide pertinent
information for course revision.
Limitations: While students’ perceptions provide
valuable feedback to instructors, recent research has
identified specific areas of teaching quality on which
students are not able to make informed judgments. These
include the appropriateness of course goals, content,
design, materials, and evaluation of student work.3
Thus,
the use of a variety of techniques as described elsewhere
in this document can help to address the gaps and
shortcomings in the student rating data.
Further, recent research indicates that care should be taken
to control for possible biases based on gender, race,
discipline, and teaching approach, particularly for those
using non-traditional teaching methods and curriculum.
Likewise, ratings can be affected by factors for which it is
difficult to control, such as student motivation, complexity
of material, level of course, and class size. Care should be
taken, therefore, to create an appropriate context for
interpreting the data in light of other sources of data and
in comparison with other courses. One way to ensure
fairness and equity is to ask students to identify the
strengths of the instructor’s approach as well as
weaknesses, and to ask for specific suggestions for
improvement.
Teachers have such different perspectives, approaches,
and objectives that a standardized questionnaire may not
adequately or fairly compare their performance. For
example, the implicit assumption behind the design of
many evaluation forms is that the primary mode of
instruction is the lecture method. Such a form will be
inadequate in evaluating the performance of instructors
who uses different teaching methods, for example
collaborative learning. One way to overcome this
limitation and to tailor the questionnaire to the objectives
and approaches of a specific course or instructor is to
design an evaluation form with a mandatory core set of
questions and additional space for inserting questions
chosen by the instructor.
Note: The Centre for the Support of Teaching has sample
teaching evaluation forms from numerous Faculties and
departments, as well as books and articles which are
helpful resources for individuals and committees
interested in developing questionnaires. In addition, web
resources are posted on the SCOTL website.
_____For further information on student ratings of teaching see:
1. Cashin, William (1995), “Student ratings of teaching:
The research revisited.” Idea Paper, Number 32 (Kansas
State University, Centre for Faculty Development)
2. See, for example, The Teaching Professor, Vol. 8, No.
4, 3-4
3. See also Theall, Michael and Franklin, Jennifer,
Eds.(1990). Student Ratings of Instruction: Issues for
Improving Practice, New Directions in Teaching and
Learning, No. 43 (CA: Jossey-Bass Inc.).
To focus on:
§ Effectiveness of instructor
§ Impact of instruction on
student learning
§ Perceived value of the course
to the student
§ Preparation and organization
§ Knowledge of subject matter
and ability to stimulate
interest in the course
§ Clarity and understandability
§ Ability to establish rapport
and encourage discussion
within the classroom
§ Sensitivity to and concern
with students’ level of under-
standing and progress
Teaching Assessment and Evaluation Guide
5
3. PEER OBSERVATIONS
Peer observations offer
critical insights into an
instructor’s
performance,
complementing student
ratings and other forms
of evaluation to
contribute to a fuller
and more accurate
representation of
overall teaching quality.
Research indicates that
colleagues are in the
best position to judge
specific dimensions of
teaching quality,
including the goals,
content, design and
organization of the
course, the methods and
materials used in
delivery, and evaluation of student work.
Peer observation may be carried out for both summative
and formative purposes. For summative evaluation, it is
recommended that prior consensus be reached about what
constitutes quality teaching within the discipline, what the
observers will be looking for, and the process for carrying
out and recording the observations. To ensure that a full
picture of an instructor’s strengths and weaknesses is
obtained, some observers find checklists useful and some
departments may choose to designate the responsibility of
making classroom observations to a committee. Given the
range of activities in a class, some observers find it helpful
to focus on specific aspects of the teaching and learning
that takes place. It is also advisable that more than one
colleague be involved, and that more than one observation
take place by each colleague. This will counteract
observer bias towards a particular teaching approach and
the possibility that an observation takes place on an
unusually bad day. These precautions also provide for
greater objectivity and reliability of the results.
Before an observation, it is important that the observer
and instructor meet to discuss the instructor’s teaching
philosophy, the specific objectives and the strategies that
will be employed during the session to be observed, and
the materials relevant to the course: syllabus, assignments,
online course components, etc. Likewise, discussions of
the criteria for evaluation and how the observations will
take place can help to clarify expectations and procedures.
A post-observation meeting allows an opportunity for
constructive feedback and assistance in the development
of a plan for improvement.
Peer observation is especially useful for formative
evaluation. In this case, it is important that the results of
the observations remain confidential and not be used for
summative evaluation. The process of observation in this
case should take place over time, allowing the instructor
to implement changes, practice improvements and obtain
feedback on whether progress has been made. It may also
include video-taping the instructor’s class. This process is
particularly helpful to faculty who are experimenting with
new teaching methods.
A particularly valuable form of observation for formative
purposes is peer-pairing. With this technique, two
instructors provide each other with feedback on their
teaching on a rotating basis, each evaluating the other for
a period of time (anywhere between 2 weeks and a full
year). Each learns from the other and may learn as much
in the observing role as when being observed. Full
guidelines for using this technique, as well as advice and
assistance in establishing a peer-pairing relationship, are
available from the Centre for the Support of Teaching.
Benefits: Peer observations can complete the picture of an
instructor’s teaching obtained through other methods of
evaluation. As well, observations are an important
supplement to contextualize variations in student ratings
in situations, for example, where an instructor’s teaching
is controversial because experimental or non-traditional
teaching methods are being used, or where other unique
situations exist within the learning environment.
Colleagues are better able than students to comment upon
the level of difficulty of the material, knowledge of
subject matter and integration of topics, and they can
place the teaching within a wider context and suggest
alternative teaching formats and ways of communicating
the material.
Limitations: There are several limitations to using peer
observations for summative purposes. First, unless
safeguards are put in place to control for sources of bias,
conflicting definitions of teaching quality, and
idiosyncrasies in practice, inequities can result in how
classroom observations are done1. For example,
instructors tend to find observations threatening and they
and their students may behave differently when there is an
observer present. Also, there is evidence to suggest that
peers may be relatively generous evaluators in some
instances. A second limitation is that it is costly in terms
of faculty time since a number of observations are
necessary to ensure the reliability and validity of findings.
Since observers vary in their definitions of quality
teaching and some tact is required in providing feedback
on observations, it is desirable that observers receive
training before becoming involved in providing formative
evaluation. The approaches described above can help to
minimize these inequities and improve the effectiveness of
peer observation. Finally, to protect the integrity of this
To focus on:
§ Quality of the learning
environment (labs, lecture
halls, online discussion
groups, seminars, studios,
etc.)
§ Level of student engagement
§ Clarity of presentation, and
ability to convey course
content in a variety of ways
§ Range of instructional
methods and how they
support student
understanding
§ Student-instructor rapport
§ Overall effectiveness
Teaching Assessment and Evaluation Guide
6
technique for both formative and summative purposes, it
is critical that observations for personnel decisions be kept
strictly separate from evaluations for teaching
improvement.
______For further information on colleague evaluation of
teaching see:
1. DeZure, Deborah. “Evaluating teaching through peer
classroom observation,” in Peter Seldin and Associates
(1999). Changing Practices in Evaluating Teaching: A
Practical Guide to Improved Faculty Performance and
Promotion/Tenure Decisions (MA: Anker Press).
4. LETTERS AND INDIVIDUAL
INTERVIEWS
Letters and/or
individual interviews
may be used in teaching
award nominations,
tenure and promotion
files, etc. to obtain
greater depth of
information for the
purpose of improving
teaching, or for
providing details and
examples of an
instructor’s impact on
students.
Benefits: Interviews
and letters elicit
information not readily
available through student ratings or other forms of
evaluation. Insights, success stories, and thoughtful
analyses are often the outcomes of an interview or request
for a written impressions of an instructor’s teaching.
Students who are reluctant to give information on a rating
scale or in written form, often respond well to a skilled,
probing interviewer.
Limitations: The disadvantage of letters is that the
response rate can be low. The major disadvantage of
interviews is time. Interviews can take approximately one
hour to conduct, about 30 minutes to arrange, and another
block of time for coding and interpretation. A structured
interview schedule should be used to eliminate the bias
that may result when an untrained interviewer asks
questions randomly of different students.
5. COURSE PORTFOLIOS
A course portfolio is a
variant on the teaching
dossier and is the
product of focussed
inquiry into the learning
by students in a
particular course. It
represents the specific
aims and work of the
instructor and is
structured to explain
what, how and why
students learn in a class.
It generally comprises
four main components:
1) a statement of the
aims and pedagogical
strategies of the course
and the relationship
between the method and
outcomes; 2) an
analysis of student
learning based on key assignments and learning activities
to advance course goals; 3) an analysis of student
feedback based on classroom assessment techniques; and
4) a summary of the strengths of the course in terms of
students’ learning, and critical reflection on how the
course goals were realised, changed or unmet. The final
analysis leads to ideas about what to change in order to
enhance student learning, thinking and development the
next time the course is taught.1
Course portfolios have been described as being closely
analogous to a scholarly project, in that:
“a course, like a project, begins with significant goals
and intentions, which are enacted in appropriate ways
and lead to relevant results in the form of student
learning. Teaching, like a research project, is
expected to shed light on the question at hand and the
issues that shape it; the methods used to complete the
project should be congruent with the outcomes sought.
The course portfolio has the distinct advantage of
representing – by encompassing and connecting
planning, implementation and results – the intellectual
integrity of teaching as reflected in a single course.” 2
Benefits: The focus on a specific course allows the
portfolio to demonstrate student understanding as an index
of successful teaching. For instructors, course portfolios
provide a framework for critical reflection and continuous
improvement of teaching, and deep insight into how their
teaching contributes to students’ knowledge and skills.
To focus on:
§ Appropriateness of course
goals and objectives
§ Quality of instructional
materials and assignments
§ Coherence of course
organization, teaching
strategies and modes of
delivery
§ Comprehensiveness of
methods for appraising
student achievement
§ Level of student learning and
contribution of teaching to
students’ progress
§ Innovations in teaching and
learning
To focus on:
§ Effectiveness of instructor
through detailed reflection
§ Impact of instruction on
student learning and
motivation over the longer
term
§ Preparation and organization
§ Clarity and understandability
§ Ability to establish rapport
and encourage discussion
§ Sensitivity to and concern
with students’ level of
understanding and progress
Teaching Assessment and Evaluation Guide
7
For departments, they can highlight cohesion and gaps
within the curriculum and enable continuity within the
course over time and as different instructional
technologies are incorporated. As well, course portfolios
can collectively promote course articulation and provide
means of assessing the quality of a curriculum and
pedagogical approaches in relation to the overall goals
and outcomes of a program of study.
Limitations: Because course portfolios focus on one
course, they do not reflect the full range of an instructor’s
accomplishments, responsibilities, and contributions (such
as curriculum development and work with graduate
students) that would be documented in a teaching dossier.
Also, course portfolios take time to prepare and evaluate,
and instructors should not be expected to build a portfolio
for every course taught; rather they should concentrate on
those courses for which they have the strongest interest or
in which they invest the majority of their energy,
imagination and time.3
______
For further information on course portfolios see:
1. Cerbin, William (1994), “The course portfolio as a tool
for continuous improvement of teaching and learning.”
Journal on Excellence in College Teaching, 5(1), 95-105.
2. Cambridge, Barbara. “The Teaching Initiative: The
course portfolio and the teaching portfolio.” American
Association for Higher Education.
3. Cutler, William (1997). The history course portfolio.
Perspectives 35 (8): 17-20.
6. CLASSROOM ASSESSMENT*
Classroom assessment
is method of inquiry
into the effects of
teaching on learning. It
involves the use of
techniques and
instruments designed to
give instructors
ongoing feedback about
the effect their teaching
is having on the level
and quality of student
learning; this feedback
then informs their
subsequent
instructional decisions.
Unlike tests and quizzes, classroom assessment can be
used in a timely way to help instructors identify gaps
between what they teach and what students learn and
enable them to adjust their teaching to make learning more
efficient and effective. The information should always be
shared with students to help them improve their own
learning strategies and become more successful self-
directed learners.
There are a variety of instruments for classroom
assessment, either in class or electronically, such as one-
minute papers, one-sentence summaries, critical incident
questionnaires, focus groups, and mid-year mini surveys
(see page 8). Generally, the instruments are created,
administered, and results analysed by the instructor to
focus on specific aspects of teaching and student learning.
Although the instructor is not obligated to share the results
of classroom assessment beyond the course, the results
may usefully inform other strategies for evaluating
teaching quality.
Classroom assessment can be integrated into an
instructor’s teaching in a graduated way, starting out with
a simple assessment technique in one class involving five
to ten minutes of class time, less than an hour for analysis
of the results, and a few minutes during a subsequent class
to let students know what was learned from the assessment
and how the instructor and students can use that
information to improve learning. After conducting one or
two quick assessments, the instructor can decide whether
this approach is worth further investment of time and
energy.
Benefits: Classroom assessment encourages instructors to
become monitors of their own performance and promotes
reflective practice. In addition, its use can prompt
discussion among colleagues about their effectiveness,
and lead to new and better techniques for eliciting
constructive feedback from students on teaching and
learning.
Limitations: As with student ratings, the act of soliciting
frank, in-the-moment feedback may elicit critical
comments on the instructor and his/her approach to
teaching. However, it is important to balance the positive
and negative comments and try to link negative
commentary to issues of student learning. New users of
classroom assessment techniques might find it helpful to
discuss the critical comments with an experienced
colleague.
______
Adapted from Core: York’s newsletter on university
teaching (2000) Vol 9, No. 3.
To focus on:
§ Effectiveness of teaching on
learning
§ Constructive feedback on
teaching strategies and
classroom/online practices
§ Information on what students
are learning and level of
understanding of material
§ Quality of student learning
and engagement
§ Feedback on course design
Teaching Assessment and Evaluation Guide
* “Classroom Assessment” is a term used widely by
scholars in higher education; it is meant to include all
learning environments. For examples, see references
on page 8.
8
ONE-MINUTE PAPER
The One-Minute Paper, or a brief reflection, is a tech-
nique that is used to provide instructors with feedback on
what students are learning in a particular class. It may be
introduced in small seminars or in large lectures, in first
year courses or upper year courses, or electronically using
software that ensures student anonymity. The One-
Minute Paper asks students to respond anonymously to the
following questions:
One-Minute Paper
1. What is the most important thing you learned
today?
2. What question remains uppermost in your
mind?
Depending upon the structure and format of the learning
environment, the One-Minute Paper may be used in a
variety of ways:
• During a lecture, to break up the period into smaller
segments enabling students to reflect on the material
just covered.
• At the end of a class, to inform your planning for
the next session.
• In a course comprising lectures and tutorials, the
information gleaned can be passed along to tutorialleaders giving them advance notice of issues that they
may wish to explore with students.
THE MUDDIEST POINT
An adaptation of the One-Minute Paper, the Muddiest
Point is particularly useful in gauging how well students
understand the course material. The Muddiest Point asks
students:
What was the ‘muddiest point’ for you today?
Like the One-Minute Paper, use of the Muddiest Point can
helpfully inform your planning for the next session, and
signal issues that it may be useful to explore.
ONE SENTENCE SUMMARIES
One Sentence Summaries can be used to find out how
concisely, completely and creatively students can
summarize a given topic within the grammatical
constraints of a single sentence. It is also effective for
helping students break down material into smaller units
that are more easily recalled. This strategy is most
effective for any material that can be represented in
declarative form – historical events, story lines, chemical
reactions and mechanical processes.
A SAMPLING OF CLASSROOM ASSESSMENT TECHNIQUES
The One Sentence Summary technique involves asking
students to consider the topic you are discussing in terms of
Who Does/Did What to Whom, How, When, Where and
Why, and then to synthesize those answers into a single
informative, grammatical sentence. These sentences can
then be analyzed to determine strengths and weaknesses in
the students’ understanding of the topic, or to pinpoint
specific elements of the topic that require further elabora-
tion. Before using this strategy it is important to make sure
the topic can be summarized coherently. It is best to
impose the technique on oneself first to determine its
appropriateness or feasibility for given material.
For further information on these and other classroom
assessment strategies see:
Cross, K. P. and Angelo, T. A, Eds. (1988) Classroom
Assessment Techniques: A Handbook for Faculty (MI: National
Center for Research to Improve Post-Secondary Teaching and
Learning).
CRITICAL INCIDENT QUESTIONNAIRES
The Critical Incident Questionnaire is a simple assessment
technique that can be used to find out what and how
students are learning, and to identify areas where
adjustments are necessary (e.g., the pace of the course,confusion with respect to assignments or expectations).
On a single sheet of paper, students are asked five
questions which focus on critical moments for learning in
a course. The questionnaire is handed out about ten
minutes before the final session of the week.
Critical Incident Questionnaire
1. At what moment this week were you most
engaged as a learner?
2. At what moment this week were you most
distanced as a learner?
3. What action or contribution taken this week by
anyone in the course did you find most affirming
or helpful?
4. What action or contribution taken this week by
anyone in the course did you find most puzzling
or confusing?
5. What surprised you most about the course this
week?
Critical Incident Questionnaires provide substantive
feedback on student engagement and may also revealpower dynamics in the classroom that may not initially be
evident to the instructor.
For further information on Critical Incident Questionnaires see
Brookfield, S. J. and Preskill, S. (1999) Discussion as a Way of
Teaching: Tools and Techniques for a Democratic Classroom.
(CA: Jossey Bass), page 49.
Teaching Assessment and Evaluation Guide
UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA
FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS
ESCUELA DE IDIOMAS
LICDA. EVELYN R. QUIROA
ASSESSMENT AND EVALUATION VOCABULARY
(DIAGNOSTIC)
1. Action Research
2. Affective Outcomes
3. Annual Report
4. Assessment
5. Assessment Cycle
6. Assessment Tool
7. Assessment Literacy
8. Authentic Assessment
9. Benchmark
10. Cohort
11. Course!embedded assessment
12. Course!level assessment
13. Course mapping
14. Criterion Referenced Tests
15. Curriculum Map
16. Diagnostic Evaluation
17. Direct Assessment
18. Educational Goals
19. Formative assessment
20. General Education Assessment
21. Holistic Scoring
22. Learning outcomes
23. Measurable Criteria
24. Metacognition
25. Norm
26. Portfolio
27. Primary Trait Method
28. Process
29. Program assessment
30. Reliability
31. Rubric
32. Self!efficacy
33. Senior Project
34. Summative assessment
35. Validity
UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA
FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS
ESCUELA DE IDIOMAS
LICDA. EVELYN R. QUIROA
PROFESORADO EN EL IDIOMA INGLES
CURSO: EVALUATION AND ASSESSMENT TECHNIQUES
COURSE DESCRIPTION
This course is dedicated in the study of the principle theories that inbound evaluation and
assessment in the classroom. A critical analysis will be held in order to critique and put into
practice the different perspectives, techniques and styles related to performance!based
assessment, summative and formative feedback methods to assess and evaluate student learning
in the classroom.
COURSE GOAL
By the end of the course, students will be able to plan and create assessments and evaluations
that provide their students with activities closely related to learning objectives and/or
competences.
LEARNING OUTCOMES
Upon completion of the course, students will be able to:
1. Demonstrate development and use of academic standards across the curriculum and
application of standards and objectives in classroom assessment and evaluation.
2. Match assessment to learning outcomes, develop rubric criteria and select appropriate
assessment and evaluation choices using the tools proportioned by the course.
3. Apply current research tools to create authentic assessment, discourse analysis, self and
peer evaluation, rubrics, surveys, tests and mini!quizzes for self!paced tutorials.
4. Evaluate and utilize appropriate tools such as grade books, calendars, spreadsheets and
portfolios.
GENERAL AND SPECIFIC EXPECTATIONS OF THE COURSE
Student Assessment and Evaluation
General Expectation 1: to communicate an overview of evaluation frameworks and processes.
Specific Expectations:
1. Identify the following: a) the purposes of evaluation, b) key terms relative to evaluation, c)
types of evaluation, d) links between planning and evaluation
2. Develop student assessment and practice within a philosophical framework
3. Understand equity issues in evaluation and assessment.
General Expectation 2: to understand the purposes of various types of evaluation strategies.
Specific Expectations:
1. Differentiate between diagnostic, formative, and summative evaluation
2. Compare the purpose and function of different information sources for evaluation
3. Identify a variety of evaluation and assessment procedures, their purposes, strengths, and
weaknesses
4. Discriminate between traditional and authentic assessment and appropriate application in
teaching/learning
5. Incorporate appropriate assessment and evaluation strategies into your teaching practice.
General Expectation 3: to place evaluation strategies in the context of a unit of study.
Specific Expectations:
1. Design student assessment instruments (including rubrics) for a unit of study
2. Accommodate the needs of exceptional students within the unit and its evaluation
component.
3. Enhance research in teaching to improve their own practice.
4. Be capable of doing self assessment.
5. Share the knowledge acquired to benefit the school community to which they belong.
EXPECTATIONS:
Students are expected to attend all classes. Class attendance will be a part of the final
evaluation.
Students are expected to arrive for class on time. Any student who arrives late will not be
given additional time to complete quizzes, exams, or in!class assignments.
Students are expected to submit all assignments on time. Late submissions will be
penalized or not be accepted depending on the particular case.
Students are expected to come to class having read and completed all assignments.
Students are expected to participate in class discussions.
Students are expected to complete all quizzes and examinations in class on the date
specified by the teacher.
Students are expected to word process assignments as required, handwritten work will
not be excepted unless it is a test blueprint.
CONTENTS:
EXAM DATE CONTENT
08!27!11
The difference between evaluation and assessment
Types of evaluation (Diagnostic, Formative & Summative)
Establishing High!Quality (Validity, Reliability etc. )
Becoming aware of content, context and learners
Curriculum and Evaluation
Visualizing your actions: planning and testing
Objectives vs. Competences
Blooms Taxonomy
Designing a blueprint
10!08!11
Test type items
Test item type instructions
Organizing test type items according to competencies and domain
levels
Analyzing test
Creating different core content tests
11!19!11
Assessment strategies
Self Improvement through self assessment
Self assessment tools: rubrics, checklists, portfolios etc.
Differentiated learning
Declarative and procedural knowledge based assessment
Reflective Teaching and Learning
Administering and interpreting standardized tests
NOTE: Additional content may be added to list.
MEANS TO ACHIEVE OUR GOALS:
1. Summary on subject matter must be turned in weekly. (Except when having test)
2. Teacher and student exchange of knowledge and experiences.
3. Group discussions. Students must read the material in advance.
4. Individual research and enrichment.
5. Multimedia presentations.
6. Teaching Project
7. Portfolio
8. Exams
EVALUATION:
Attendance 80% to apply for final term
TOTAL ZONE…………………….……………………………………………10 PTS
QUIZZES
CLASS ACTIVITIES
PRESENTATIONS
TWO MIDTERMS…….…………………………………………………….40PTS
PORTFOLIO …….……………………………………………………………. 20 PTS
FINAL EXAM ….…………..…………………………………………………. 30 PTS
TOTAL …………………………………………………………………………..100PTS
REFERENCES:
1. LANGUAGE PROGRAM EVALUATION, Brian K. Lynch Cambridge University applied
linguistics
2. REFLECTIVE PLANNING, TEACHING AND EVALUATION. Judy W. Eby, Adrienne L. Herrell
& Jim Hicks 3rd. Edition Merill!Prentice Hall. London 2002
3. PLANNING LESSONS AND COURSES. Tessa Woodward. Cambridge University Press.
Cambridge 2001
4. CLASSROOM ASSESSMENT, PRINCIPLES AND PRACTICES FOR EFFECTIVE INSTRUCTION,
James H. McMillan. McMillan Press. Virginia 2001
CLASS REQUIREMENTS AND GUIDELINES
Submitting Assignments:
All assignments either have or will have an identified “due date”. Extensions beyond the
designated due date are not granted except in the most extenuating of circumstances. With the
exception of an immediate and pressing “emergency”, all requests for an extension will be written,
signed, dated, and delivered in person to me, as your Professor, before the specified due date and
in time for me to respond to your request in writing.
All assignments are to include a title page that clearly identifies the assignment topic/title, course
name and number, the date submitted, the teacher’s name, and the student’s name and I.D.
number. All assignments are to be given, in person, directly to the teacher. I will take no
responsibility for assignments that are given to other students or given to the personnel in the
“Escuela de Idiomas” office. While I have not yet lost any student assignment; there is always the
first time! Therefore, you would be well advised to back up your assignment electronically and if
feasible, in hard copy.
An assignment will be considered late if it is not directly handed to me, as your Professor, by the
end of class on the specified “due date”. Late assignments will be penalized 5% for each day or
part thereof following the specified “due date” [including Saturday(s) and Sunday(s)].
Attendance and Participation:
Attendance will be taken at the beginning of each class period. Attendance in each class is
mandatory; however, there is a proviso in the University regulations that students are permitted
to miss the equivalent of 3 classroom contact hours. Beyond this limit, the student will be issued a
warning that any more absences may result in being excluded from writing the final examination.
Regular attendance, being prepared, and constructively participating in classroom activities, are all
seen as integral components in the growth and development of becoming a professional teacher
and in the establishment of a meaningful community of learnership in our class.
Tardiness
This can be extremely disruptive and disrespectful to members who strive to be on time. Naturally,
we all encounter circumstances that occasionally cause us to be late – but habituated tardiness is
not acceptable. If you are late for class, no material will be repeated. Therefore, you need to
contact your classmates to be filled in on the material covered. If you arrive after attendance has
been taken and you have no excuse, you will be marked as absent.
Class Policy on Cell Phones
Cell phones must be turned off at all times. If you are expecting an emergency call make sure to
talk to me before class.
Class Policy on Laptop Computers
You may bring your laptop to class, but all work done on laptop computers must be related to the
class work of that day.
Academic Dishonesty
Academic honesty is fundamental to the activities and principles of the University, and more
broadly to society at large. All members of the academic community must be confident that each
person’s work has been responsibly and honorably acquired, developed, and presented.
References
Use the A.P.A format 5th
Edition.
UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA
FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS
ESCUELA DE IDIOMAS
LICDA. EVELYN R. QUIROA
What is assessment and evaluation?
Assessment is defined as data!gathering strategies, analyses, and reporting processes that
provide information that can be used to determine whether or not intended outcomes are
being achieved: Evaluation uses assessment information to support decisions on maintaining,
changing, or discarding instructional or programmatic practices. These strategies can inform:
The nature and extent of learning,
Facilitate curricular decision making,
Correspondence between learning and the aims and objectives of teaching, and
The relationship between learning and the environments in which learning takes place.
Evaluation is the culminating act of interpreting the information gathered for the purpose of
making decisions or judgments about students' learning and needs, often at reporting time.
Assessment and evaluation are integral components of the teaching!learning cycle. The main
purposes are to guide and improve learning and instruction. Effectively planned assessment
and evaluation can promote learning, build confidence, and develop students' understanding
of themselves as learners.
Assessment data assists the teacher in planning and adapting for further instruction. As well,
teachers can enhance students' understanding of their own progress by involving them in
gathering their own data, and by sharing teacher!gathered data with them. Such participation
makes it possible for students to identify personal learning goals.
Types of Assessment and Evaluation
There are three types of assessment and evaluation that occur regularly throughout the school
year: diagnostic, formative, and summative.
Diagnostic assessment and evaluation usually occur at the beginning of the school year and
before each unit of study. The purposes are to determine students' knowledge and skills, their
learning needs, and their motivational and interest levels. By examining the results of
diagnostic assessment, teachers can determine where to begin instruction and what concepts
or skills to emphasize. Diagnostic assessment provides information essential to teachers in
selecting relevant learning objectives and in designing appropriate learning experiences for all
students, individually and as group members. Keeping diagnostic instruments for comparison
and further reference enables teachers and students to determine progress and future
direction.
Diagnostic assessment tools such as the Writing Strategies Questionnaire and the Reading
Interest/Attitude Inventory in this guide can provide support for instructional decisions.
Formative assessment and evaluation focus on the processes and products of learning.
Formative assessment is continuous and is meant to inform the student, the parent/guardian,
and the teacher of the student's progress toward the curriculum objectives. This type of
assessment and evaluation provides information upon which instructional decisions and
adaptations can be made and provides students with directions for future learning.
Involvement in constructing their own assessment instruments or in adapting ones the teacher
has made allows students to focus on what they are trying to achieve, develops their thinking
skills, and helps them to become reflective learners. As well, peer assessment is a useful
formative evaluation technique. For peer assessment to be successful, students must be
provided with assistance and the opportunity to observe a model peer assessment session.
Through peer assessment students have the opportunity to become critical and creative
thinkers who can clearly communicate ideas and thoughts to others. Instruments such as
checklists or learning logs, and interviews or conferences provide useful data.
Summative assessment and evaluation occur most often at the end of a unit of instruction
and at term or year end when students are ready to demonstrate achievement of curriculum
objectives. The main purposes are to determine knowledge, skills, abilities, and attitudes that
have developed over a given period of time; to summarize student progress; and to report this
progress to students, parents/guardians, and teachers.
Summative judgements are based upon criteria derived from curriculum objectives. By sharing
these objectives with the students and involving them in designing the evaluation instruments,
teachers enable students to understand and internalize the criteria by which their progress will
be determined.
Often assessment and evaluation results provide both formative and summative information.
For example, summative evaluation can be used formatively to make decisions about changes
to instructional strategies, curriculum topics, or learning environment. Similarly, formative
evaluation assists teachers in making summative judgements about student progress and
determining where further instruction is necessary for individuals or groups. The suggested
assessment techniques included in various sections of this guide may be used for each type of
evaluation.
TEST TYPES
True/False
Good for:
· Knowledge level content
· Evaluating student understanding of popular misconceptions
· Concepts with two logical responses
Advantages:
· Can test large amounts of content
· Students can answer 3-4 questions per minute
Disadvantages:
· They are easy
· It is difficult to discriminate between students that know the material and students who don't
· Students have a 50-50 chance of getting the right answer by guessing
· Need a large number of items for high reliability
Tips for Writing Good True/False items:
· Avoid double negatives.
· Avoid long/complex sentences.
· Use specific determinants with caution: never, only, all, none, always, could, might, can, may, sometimes,
generally, some, few.
· Use only one central idea in each item.
· Don't emphasize the trivial.
· Use exact quantitative language
· Don't lift items straight from the book.
· Make more false than true (60/40). (Students are more likely to answer true.)
Matching
Good for:
· Knowledge level
· Some comprehension level, if appropriately constructed
Types:
· Terms with definitions
· Phrases with other phrases
· Causes with effects
· Parts with larger units
· Problems with solutions
Advantages:
· Maximum coverage at knowledge level in a minimum amount of space/preptime
· Valuable in content areas that have a lot of facts
Disadvantages:
· Time consuming for students
· Not good for higher levels of learning
Tips for Writing Good Matching items:
· Need 15 items or less.
· Give good directions on basis for matching.
· Use items in response column more than once (reduces the effects of guessing).
· Use homogenous material in each exercise.
· Make all responses plausible.
· Put all items on a single page.
· Put response in some logical order (chronological, alphabetical, etc.).
· Responses should be short.
Multiple Choice
Good for:
· Application, synthesis, analysis, and evaluation levels
Types:
· Question/Right answer
· Incomplete statement
· Best answer
Advantages:
· Very effective
· Versatile at all levels
· Minimum of writing for student
· Guessing reduced
· Can cover broad range of content
Disadvantages:
· Difficult to construct good test items.
· Difficult to come up with plausible distractors/alternative responses.
Tips for Writing Good Multiple Choice items:
· Stem should present single, clearly formulated problem.
· Stem should be in simple, understood language; delete extraneous words.
· Avoid "all of the above"--can answer based on partial knowledge (if one is incorrect or two are correct, but
unsure of the third...).
· Avoid "none of the above."
· Make all distractors plausible/homoegenous.
· Don't overlap response alternatives (decreases discrimination between students who know the material and
those who don't).
· Don't use double negatives.
· Present alternatives in logical or numerical order.
· Place correct answer at random (A answer is most often).
· Make each item independent of others on test.
· Way to judge a good stem: student's who know the content should be able to answer before reading the
alternatives
· List alternatives on separate lines, indent, separate by blank line, use letters vs. numbers for alternative
answers.
· Need more than 3 alternatives, 4 is best.
Short Answer
Good for:
· Application, synthesis, analysis, and evaluation levels
Advantages:
· Easy to construct
· Good for "who," what," where," "when" content
· Minimizes guessing
· Encourages more intensive study-student must know the answer vs. recognizing the answer.
Disadvantages:
· May overemphasize memorization of facts
· Take care - questions may have more than one correct answer
· Scoring is laborious
Tips for Writing Good Short Answer Items:
· When using with definitions: supply term, not the definition-for a better judge of student knowledge.
· For numbers, indicate the degree of precision/units expected.
· Use direct questions, not an incomplete statement.
· If you do use incomplete statements, don't use more than 2 blanks within an item.
· Arrange blanks to make scoring easy.
· Try to phrase question so there is only one answer possible.
Essay
Good for:
· Application, synthesis and evaluation levels
Types:
· Extended response: synthesis and evaluation levels; a lot of freedom in answers
· Restricted response: more consistent scoring, outlines parameters of responses
Advantages:
· Students less likely to guess
· Easy to construct
· Stimulates more study
· Allows students to demonstrate ability to organize knowledge, express opinions, show originality.
Disadvantages:
· Can limit amount of material tested, therefore has decreased validity.
· Subjective, potentially unreliable scoring.
· Time consuming to score.
Tips for Writing Good Essay Items:
· Provide reasonable time limits for thinking and writing.
· Avoid letting them to answer a choice of questions (You won't get a good idea of the broadness of student
achievement when they only answer a set of questions.)
· Give definitive task to student-compare, analyze, evaluate, etc.
· Use checklist point system to score with a model answer: write outline, determine how many points to assign to
each part
· Score one question at a time-all at the same time.
Oral Exams
Good for:
· Knowledge, synthesis, evaluation levels
Advantages:
· Useful as an instructional tool-allows students to learn at the same time as testing.
· Allows teacher to give clues to facilitate learning.
· Useful to test speech and foreign language competencies.
Disadvantages:
· Time consuming to give and take.
· Could have poor student performance because they haven't had much practice with it.
· Provides no written record without checklists.
Student Portfolios
Good for:
· Knowledge, application, synthesis, evaluation levels
Advantages:
· Can assess compatible skills: writing, documentation, critical thinking, problem solving
· Can allow student to present totality of learning.
· Students become active participants in the evaluation process.
Disadvantages:
· Can be difficult and time consuming to grade.
Performance
Good for:
· Application of knowledge, skills, abilities
Advantages:
· Measures some skills and abilities not possible to measure in other ways
Disadvantages:
· Can not be used in some fields of study
· Difficult to construct
· Difficult to grade
· Time-consuming to give and take
UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA
ESCUELA DE IDIOMAS
PROFESORADO EN INGLES
LICDA. EVELYN R.QUIROA
2011
TEST ITEM PRESENTATION QUESTIONS
GROUP 1: PERFORMANCE ASSESSMENT
PRESENTATION SCORE: 10/10
QUESTIONS:
1. WHAT DOES PERFORMANCE ASSESSMENT CONSIST IN?
DEMONSTRATIONS, HANDS ON ACTIVITIES
2. WHY ISN’T POSSIBLE TO USE PERFORMANCE TEST FOR SMALL CHILDREN?
3. GIVE EXAMPLE OFACTIVITIES PERTAINING TO THIS TYPE OF TESTS
4. MENTION A FEW TIPS ON HOW TO WRITE A PERFORMANCE TEST.
5. MENTION ONE MAJOR LIMITATION FOR THIS TYPE OF TEST.
6. WHAT FIELDS OF STUDY ARE PERFORMANCE TESTS GOOD FOR?
7. PERFORMANCE ASSESSMENT ACTIVITIES TEND TO BE DESCRIPTIVE WHAT TYPE OF
EVALUATION TOOL CAN BE USED TO AVOID BIAS RESULTS.
GROUP 2: MATCHING
PRESENTATION SCORE: 10/10
QUESTIONS:
1. WHAT ARE MATCHING TEST USED FOR?
2. DESCRIBE THE BASIC PHYSICAL STRUCTURE OF A MATCHING ITEMS TEST.
3. MENTION AND EXPLAIN WHAT TYPES OF ASSESSMENT ITEMS WE CAN USE.
· REARRANGMENT
· RANKING
4. MENTION 2 ANDVANTAGES AND 2 LIMITATIONS THAT THIS TPE OF TESTS MIGHT HAVE.
5. MENTION A FEW TIPS ON HOW TO WRITE A MATCHING TEST.
6. WHAT SKILL LEVELS CAN BE REINFORCED THROUGH THIS TYPE OF TEST ITEMS?
7. MENTION ONE MAJOR LIMITATION FOR THIS TYPE OF TEST.
8. WHAT ARE THE NAMES OF THE COLUMNS?
· A: PREMISE
· B:RESPONSES
GROUP 3: TRUE OR FALSE
PRESENTATION SCORE: 10/10
QUESTIONS:
1. WHAT SKILL LEVELS DO TRUE OR FALSE TESTS EVALUATE?
2. MENTION WHAT ARE THE ADVANTAGES AND LIMITATIONS FOR THIS TYPE OF TEST?
3. WHY DO STUDENTS TEND TO ANSWER TRUE ON A TRUE OR FALSE TEST?
4. WHAT SHOULD BE THE TRUE OR FALSE QUESTION RATIO? 6:4
5. MENTION SOME TIPS IN REFERENCE TO TRUE OR FALSE TESTS.
UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA
ESCUELA DE IDIOMAS
PROFESORADO EN INGLES
LICDA. EVELYN R.QUIROA
2011
GROUP 4: ESSAYS
PRESENTATION SCORE: 10/10
QUESTIONS:
1. WHAT SKILL LEVEL ARE ESSAYS GOOD FOR?
2. WHAT ARE THE 4 EVALUATION LEVELS AND WHAT DO THEY CONSIST IN?
3. WHAT ARE ESSAY EVALUTAION GOOD FOR?
4. WHAT SUBJECT AREAS CAN BE TESTED BY USING ESSAYS?
5. WHAT ARE THE ELEMTS OF AN ESSAY THAT CAN BE ASSESSED THROUGH AN ESSAY
EVALUATION?
· CONTENT
· IDEAS
· ORGANIZATION
· FORM
· LANGAUGE
6. WHAT TYPES OF ESSAYS CAN WE USE TO TEST A SPECIFIC TOPIC AND WHAT DO THEY
CONSIST IN?
· EXTENSE RESPONSE
· RESTRICTED RESPONSE
· PROCESS ESSAY
· CLASSFICATION ESSAY
· CUSE AND EFFECT ESSAY
· COMPARISON ESSAY
· PROBLEM SOLVING ESSAYS
7. MENTION SOME ADVANTAGES AND LIMITATIONS THAT THIS TYPE OF TEST ITEM MIGHT
HAVE.
8. ESSAY TEST ITEMS TEND TO BE DESCRIPTIVE WHAT TYPE OF EVALUATION TOOL CAN BE
USED TO AVOID BIAS OR SUBJCTIVE RESULTS.
9. MENTION SOME TIPS FOR ESSAY TEST ITEMS.
GROUP 5: COMPLETION / SHORT ANSWERS
PRESENTATION SCORE: 10/10
QUESTIONS:
1. MENTION A FEW CHARACTERISTICS OF SHORT STORIES.
2. MENTION A FEW CHARACTERISTICS OF SHORT ANSWERS
3. MENTION ADVANTAGES AND LIMITATIONS TO SHORT ANSWER TEST ITEMS.
4. TIPS ON WRITING SHORT ANSWER TEST ITEMS.
CLASS LOG Date: 11/03/2011
Topic: Type of tests
ASSESSMENT PERFORMANCE
The evaluation will have a score while the assessment is an activity that we
can do and our students wouldn´t realize that they are been evaluated.
Those can be rubrics.
TRUE AND FALSE
If any one part of the sentence is false, the whole sentence is false despite many other true statements.
MATCHING TEST
You have to try to make two columns and write on the first only numbers
and the other letters.
ESSAY QUESTIONS
Writing an effective essay examination requires two important abilities:
recalling information and organizing the information in order to draw
relevant conclusions from it. While this process sounds simple, writing an
effective essay examination under pressure in limited time can be a
daunting task.
COMPLETATION TEST This kind of thest help to know if the students know the correct answer about we want to know of a topic. MULTIPLE CHOICE TEST This kind of test make our students analyze and choose the correct answer in the test, proving if they understand the concept of each item.
IRMA YOLANDA BOLAÑOS BRAN
076 09 1334
CLASS LOG Date: 09/10/2011
Topic: Blue Print
Blue Print
It is important to know that our evaluations have to be prepared on a
detailed way. You don´t have to just open your books and star to make your
tests. First, you must to make a blue print to organize the score, and the
series of the test. On this way your exams will be effective because you work
on a rubric test using the score that you find on the blue print.
It will be useful to help our students knowing which of the skill is available to
test in your exams.
IRMA YOLANDA BOLAÑOS BRAN
076 09 1334
Colegio Integral “San Pablo”
Básicos- Diversificado
Name: __________________________________
Date: __________________ Score: __________
I SERIE (5pts. 1pt each)
Directions: Write T if is true or F for false items. Remember to justify
false items.
1. Invertebrates are animals without backbone. ______
__________________________________________________________________
2. The fish and the birds are invertebrates. ______
__________________________________________________________________
3. Echinoderms and worms are vertebrates. ______
_________________________________________________________________
4. Invertebrates are multicellular organisms and mostly form a colony of
individual cell that function as one. ______
__________________________________________________________________
5. The vertebrates form the most advanced organisms on the planet.
________
________________________________________________________
II SERIE (5pts. 1pt each)
Directions: Match each number the correct letter.
1. can be contrasted to weather,
which is the present condition of
these elements and their variations
over shorter periods. a. Vertically developed clouds
2. High-level clouds form above 20,000
feet (6,000 meters) and since the
temperatures are so cold at such
high elevations, these clouds are
primarily composed of ice crystals.
b. Mid level clouds
3. The bases of mid-level clouds
typically appear between 6,500 to
20,000 feet (2,000 to 6,000 meters).
Because of their lower altitudes,
they are composed primarily of
water droplets, however, they can
also be composed of ice crystals
when temperatures are cold
enough.
c. Weather
4. Low clouds are of mostly composed
of water droplets since their bases
generally lie below 6,500 feet (2,000
meters). However, when
temperatures are cold enough,
these clouds may also contain ice
particles and snow.
d. Low level clouds
5. Probably the most familiar of the
classified clouds is the cumulus
cloud. Generated most commonly
through either thermal convection
or frontal lifting, these clouds can
grow to heights in excess of 39,000
feet (12,000 meters), releasing
incredible amounts of energy
through the condensation of water
vapor within the cloud itself.
e. High level clouds
III SERIE (5pts. 1pt each)
Directions: Write a paragraph on five lines the difference
between vertebrates and invertebrates on the following lines.
IV SERIE (5pts. 1pt each)
Directions: Complete writing the correct animal classification on
each sentence.
1. If an animal drinks milk when it is a baby and has hair on its body, it
belongs to _________.
2. ________ are animals that have feathers and that are born out of
hard-shelled eggs.
3. ____________are vertebrates that live in water and have gills, scales
and fins on their body.
4. ____________________are a class of animal with scaly skin.
5. ______________________ are born in the water.
V SERIE (5pts. 1pt each)
Directions: Choose the correct part of the plants of the following
options.
1. Take in water and food (mineral salts) from soil. Anchors plants.
roots stem leave flowers
2. Transports water through plant.
roots stem leave flowers
3. Almost always green but sometimes covered with another colour
such as red.
roots stem leave flowers
4. Produce seeds which form new plants.
roots stem leave flowers
5. Make food for the plant.
roots stem leave flowers
CO
NS
TR
UC
TIN
G T
ES
T I
TE
MS
TE
ST
IT
EM
TY
PE
S
•M
ult
iple
ch
oic
e
•Tr
ue
or
Fals
e
•C
om
ple
tio
n/S
ho
rt A
nsw
ers
•M
atc
hin
g
•E
ssa
y Q
ue
stio
ns
•P
erf
orm
an
ce A
sse
ssm
en
t
MU
LTIP
LE C
HO
ICE
•M
ult
iple
-ch
oic
e i
tem
s ca
n b
e u
sed
to
me
asu
re k
no
wle
dg
e o
utc
om
es
an
d
vari
ou
s ty
pe
s o
f le
arn
ing
ou
tco
me
s.
•T
he
y a
re m
ost
wid
ely
use
d f
or
me
asu
rin
g k
no
wle
dg
e,
com
pre
he
nsi
on
, a
nd
a
pp
lica
tio
n o
utc
om
es.
•T
he
mu
ltip
le-c
ho
ice
ite
m p
rov
ide
s th
e m
ost
use
ful
form
at
for
me
asu
rin
g
ach
ieve
me
nt
at
vari
ou
s le
vels
of
lea
rnin
g.
•W
he
n
sele
ctio
n-t
yp
e
ite
ms
are
to
b
e
use
d
(mu
ltip
le-c
ho
ice
, tr
ue
-fa
lse
, m
atc
hin
g,
che
ck a
ll t
ha
t a
pp
ly)
an
eff
ect
ive
pro
ced
ure
is
to s
tart
ea
ch i
tem
a
s a
mu
ltip
le-c
ho
ice
ite
m a
nd
sw
itch
to
an
oth
er
ite
m t
yp
e o
nly
wh
en
th
e
lea
rnin
g o
utc
om
e a
nd
co
nte
nt
ma
ke i
t d
esi
rab
le t
o d
o s
o.
Fo
r e
xam
ple
(1)
wh
en
th
ere
are
on
ly t
wo
po
ssib
le a
lte
rna
tive
s, a
sh
ift
can
be
ma
de
to
a
tru
e-f
als
e i
tem
; a
nd
(2)
(2)
wh
en
th
ere
are
a n
um
be
r o
f si
mil
ar
fact
ors
to
be
re
late
d,
a s
hif
t ca
n
be
ma
de
to
a m
atc
hin
g ite
m.
ST
RE
NG
TH
S
•Le
arn
ing
ou
tco
me
s fr
om
sim
ple
to
co
mp
lex
can
be
me
asu
red
.
•H
igh
ly s
tru
ctu
red
an
d c
lea
r ta
sks
are
pro
vid
ed
.
•A
bro
ad
sa
mp
le o
f a
chie
vem
en
t ca
n b
e m
ea
sure
d.
•In
corr
ect
alt
ern
ati
ves
pro
vid
e d
iag
no
stic
in
form
ati
on
.
•S
core
s a
re l
ess
in
flu
en
ced
by
gu
ess
ing
th
an
tru
e-f
als
e i
tem
s.
•S
core
s a
re m
ore
re
lia
ble
th
an
su
bje
ctiv
ely
sco
red
ite
ms
(e.g
., e
ssa
ys).
•S
cori
ng
is
ea
sy,
ob
ject
ive
, a
nd
re
lia
ble
.
•It
em
an
aly
sis
can
re
vea
l h
ow
dif
ficu
lt e
ach
ite
m w
as
an
d h
ow
we
ll i
t d
iscr
imin
ate
d
be
twe
en
th
e s
tro
ng
an
d w
ea
ker
stu
de
nts
in
th
e c
lass
•P
erf
orm
an
ce c
an
be
co
mp
are
d f
rom
cla
ss t
o c
lass
an
d y
ea
r to
ye
ar
•C
an
co
ver
a lo
t o
f m
ate
ria
l ve
ry e
ffic
ien
tly
(a
bo
ut
on
e i
tem
pe
r m
inu
te o
f te
stin
g
tim
e).
•It
em
s ca
n b
e w
ritt
en
so
th
at
stu
de
nts
mu
st d
iscr
imin
ate
am
on
g o
pti
on
s th
at
vary
in d
eg
ree
of
corr
ect
ne
ss.
•A
void
s th
e a
bso
lute
ju
dg
me
nts
fo
un
d i
n T
rue
-Fa
lse
te
sts.
LIM
ITA
TIO
NS
•
Co
nst
ruct
ing
go
od
ite
ms
is t
ime
co
nsu
min
g.
•It
is
fre
qu
en
tly
dif
ficu
lt t
o f
ind
pla
usi
ble
dis
tra
cte
rs.
•T
his
ite
m i
s in
eff
ect
ive
fo
r m
ea
suri
ng
so
me
ty
pe
s o
f p
rob
lem
so
lvin
g a
nd
th
e a
bil
ity
to o
rga
niz
e a
nd
exp
ress
ide
as.
•R
ea
l-w
orl
d p
rob
lem
so
lvin
g d
iffe
rs –
a d
iffe
ren
t p
roce
ss i
s in
volv
ed
in p
rop
osi
ng
a
solu
tio
n v
ers
us
sele
ctin
g a
so
luti
on
fro
m a
se
t o
f a
lte
rna
tive
s.
•S
core
s ca
n b
e i
nfl
ue
nce
d b
y r
ea
din
g a
bil
ity.
•T
he
re i
s a
la
ck o
f fe
ed
ba
ck o
n i
nd
ivid
ua
l th
ou
gh
t p
roce
sse
s –
it
is d
iffi
cult
to
de
term
ine
wh
y i
nd
ivid
ua
l st
ud
en
ts s
ele
cte
d i
nco
rre
ct r
esp
on
ses.
•S
tud
en
ts c
an
so
me
tim
es
rea
d m
ore
in
to t
he
qu
est
ion
th
an
wa
s in
ten
de
d.
•O
fte
n f
ocu
s o
n t
est
ing
fa
ctu
al
info
rma
tio
n a
nd
fa
ils
to t
est
hig
he
r le
vels
of
cog
nit
ive
th
ink
ing
.
•S
om
eti
me
s th
ere
is
mo
re t
ha
n o
ne
de
fen
sib
le “
corr
ect
” a
nsw
er.
•T
he
y p
lace
a h
igh
de
gre
e o
f d
ep
en
de
nce
on
th
e s
tud
en
t’s
rea
din
g a
bil
ity
an
d t
he
inst
ruct
or’
s w
riti
ng
ab
ilit
y.
•D
oe
s n
ot
pro
vid
e a
me
asu
re o
f w
riti
ng
ab
ilit
y.
•M
ay
en
cou
rag
e g
ue
ssin
g.
He
lpfu
l H
ints
•B
ase
ea
ch i
tem
on
an
ed
uca
tio
na
l o
r in
stru
ctio
na
l o
bje
ctiv
e o
f th
e c
ou
rse
, n
ot
triv
ial
info
rma
tio
n.
•Tr
y t
o w
rite
ite
ms
in w
hic
h t
he
re i
s o
ne
an
d o
nly
on
e c
orr
ect
or
cle
arl
y b
est
a
nsw
er.
•T
he
ph
rase
th
at
intr
od
uce
s th
e i
tem
(st
em
) sh
ou
ld c
lea
rly
sta
te t
he
pro
ble
m.
•Te
st o
nly
a s
ing
le i
de
a i
n e
ach
ite
m.
•B
e s
ure
wro
ng
an
swe
r ch
oic
es
(dis
tra
cte
rs)
are
at
lea
st p
lau
sib
le.
•In
corp
ora
te c
om
mo
n e
rro
rs o
f st
ud
en
ts i
n d
istr
act
ers
.
•T
he
po
siti
on
of
the
co
rre
ct a
nsw
er
sho
uld
va
ry r
an
do
mly
fro
m i
tem
to
ite
m.
•In
clu
de
fro
m t
hre
e t
o f
ive
op
tio
ns
for
ea
ch i
tem
.
•A
void
ove
rla
pp
ing
alt
ern
ati
ves
(se
e E
xam
ple
3 f
oll
ow
ing
).
•T
he
le
ng
th o
f th
e r
esp
on
se o
pti
on
s sh
ou
ld b
e a
bo
ut
the
sa
me
wit
hin
ea
ch i
tem
(p
refe
rab
ly s
ho
rt).
•T
he
re s
ho
uld
be
no
gra
mm
ati
cal
clu
es
to t
he
co
rre
ct a
nsw
er.
•Fo
rma
t th
e i
tem
s ve
rtic
all
y, n
ot
ho
rizo
nta
lly
(i.
e.,
lis
t th
e c
ho
ice
s ve
rtic
all
y)
•T
he
re
spo
nse
op
tio
ns
sho
uld
be
in
de
nte
d a
nd
in
co
lum
n f
orm
.
•W
ord
th
e s
tem
po
siti
vely
; a
void
ne
ga
tive
ph
rasi
ng
su
ch a
s “n
ot”
or
“exc
ep
t.”
If
this
ca
nn
ot
be
a
void
ed
, th
e
ne
ga
tive
w
ord
s sh
ou
ld
alw
ays
be
hig
hli
gh
ted
by
un
de
rlin
ing
or
cap
ita
liza
tio
n:
Wh
ich
of
the
fo
llo
win
g i
s N
OT
an
exa
mp
le …
…
•A
void
exc
ess
ive
use
of
ne
ga
tive
s a
nd
/or
do
ub
le n
eg
ati
ves.
•A
void
th
e e
xce
ssiv
e u
se o
f “A
ll o
f th
e a
bo
ve
” a
nd
“N
on
e o
f th
e
ab
ove
” in
th
e r
esp
on
se a
lte
rna
tive
s.
•In
th
e c
ase
of
“All
of
the
ab
ove
”, s
tud
en
ts o
nly
ne
ed
to
ha
ve p
art
ial
info
rma
tio
n
in
ord
er
to
an
swe
r th
e
qu
est
ion
. S
tud
en
ts
ne
ed
to
k
no
w t
ha
t o
nly
tw
o o
f th
e o
pti
on
s a
re c
orr
ect
(in
a f
ou
r o
r m
ore
o
pti
on
qu
est
ion
) to
de
term
ine
th
at
“All
of
the
ab
ove
” is
th
e c
orr
ect
a
nsw
er
cho
ice
. C
on
vers
ely
, st
ud
en
ts
on
ly
ne
ed
to
e
lim
ina
te
on
e
an
swe
r ch
oic
e
as
imp
lau
sib
le
in
ord
er
to
eli
min
ate
“A
ll
of
the
a
bo
ve
” a
s a
n a
nsw
er
cho
ice
.
•S
imil
arl
y,
wit
h
“No
ne
o
f th
e
ab
ove
”,
wh
en
u
sed
a
s th
e
corr
ect
a
nsw
er
cho
ice
, in
form
ati
on
is
g
ain
ed
a
bo
ut
stu
de
nts
’ a
bil
ity
to
de
tect
in
corr
ect
a
nsw
ers
. H
ow
eve
r,
the
it
em
d
oe
s n
ot
reve
al
if
stu
de
nts
kn
ow
th
e c
orr
ect
an
swe
r to
th
e q
ue
stio
n.
Mu
ltip
le-C
ho
ice
Ite
m W
riti
ng
Gu
ide
lin
es
M
ult
iple
-ch
oic
e q
ue
stio
ns
typ
ica
lly
ha
ve 3
pa
rts:
S
TE
M,
KE
Y &
DIS
TR
AC
TE
RS
Pro
ced
ura
l R
ule
s:
•U
se e
ith
er
the
be
st a
nsw
er
or
the
co
rre
ct a
nsw
er
form
at.
•B
est
an
swe
r fo
rma
t re
fers
to
a l
ist
of
op
tio
ns
tha
t ca
n a
ll b
e c
orr
ect
in
th
e
sen
se t
ha
t e
ach
ha
s a
n a
dva
nta
ge
, b
ut
on
e o
f th
em
is
the
be
st.
•C
orr
ect
an
swe
r fo
rma
t re
fers
to
on
e a
nd
on
ly o
ne
rig
ht
an
swe
r.
•Fo
rma
t th
e i
tem
s ve
rtic
all
y, n
ot
ho
rizo
nta
lly
(i.
e.,
lis
t th
e c
ho
ice
s ve
rtic
all
y)
•A
llo
w t
ime
fo
r e
dit
ing
an
d o
the
r ty
pe
s o
f it
em
re
vis
ion
s.
•U
se g
oo
d g
ram
ma
r, p
un
ctu
ati
on
, a
nd
sp
ell
ing
co
nsi
ste
ntl
y.
•M
inim
ize
th
e t
ime
re
qu
ire
d t
o r
ea
d e
ach
ite
m.
•A
void
tri
ck i
tem
s.
•U
se t
he
act
ive
vo
ice
.
•T
he
id
ea
l q
ue
stio
n w
ill b
e a
nsw
ere
d b
y 6
0-6
5%
of
the
te
ste
d p
op
ula
tio
n.
•H
ave
yo
ur
qu
est
ion
s p
ee
r-re
vie
we
d.
•A
void
giv
ing
un
inte
nd
ed
cu
es
– s
uch
as
ma
kin
g t
he
co
rre
ct a
nsw
er
lon
ge
r in
le
ng
th t
ha
n t
he
dis
tra
cte
rs.
Co
nte
nt-
rela
ted
Ru
les:
•B
ase
ea
ch i
tem
on
an
ed
uca
tio
na
l o
r in
stru
ctio
na
l o
bje
ctiv
e o
f th
e c
ou
rse
, n
ot
triv
ial
info
rma
tio
n.
•Te
st f
or
imp
ort
an
t o
r si
gn
ific
an
t in
form
ati
on
.
•Fo
cus
on
a s
ing
le p
rob
lem
or
ide
a f
or
ea
ch t
est
ite
m.
•K
ee
p t
he
vo
cab
ula
ry c
on
sist
en
t w
ith
th
e e
xam
ine
es’
le
ve
l o
f u
nd
ers
tan
din
g.
•A
void
cu
ein
g o
ne
ite
m w
ith
an
oth
er;
ke
ep
ite
ms
ind
ep
en
de
nt
of
on
e
an
oth
er.
•U
se t
he
au
tho
r’s
exa
mp
les
as
a b
asi
s fo
r d
eve
lop
ing
yo
ur
ite
ms.
•A
void
ove
rly
sp
eci
fic
kn
ow
led
ge
wh
en
de
velo
pin
g it
em
s.
•A
void
te
xtb
oo
k,
verb
ati
m p
hra
sin
g w
he
n d
eve
lop
ing
th
e i
tem
s.
•A
void
ite
ms
ba
sed
on
op
inio
ns.
•U
se m
ult
iple
-ch
oic
e t
o m
ea
sure
hig
he
r le
vel
thin
kin
g.
•B
e s
en
siti
ve t
o c
ult
ura
l a
nd
ge
nd
er
issu
es.
•U
se c
ase
-ba
sed
qu
est
ion
s th
at
use
a c
om
mo
n t
ext
to
wh
ich
a s
et
of
qu
est
ion
s re
fers
.
Ste
m C
on
stru
ctio
n R
ule
s:
•S
tate
th
e s
tem
in
eit
he
r q
ue
stio
n f
orm
or
com
ple
tio
n f
orm
.
•W
he
n u
sin
g a
co
mp
leti
on
fo
rm,
do
n’t
le
ave
a b
lan
k f
or
com
ple
tio
n
in t
he
be
gin
nin
g o
r m
idd
le o
f th
e s
tem
.
•E
nsu
re t
ha
t th
e d
ire
ctio
ns
in t
he
ste
m a
re c
lea
r, a
nd
th
at
wo
rdin
g
lets
th
e e
xa
min
ee
kn
ow
exa
ctly
wh
at
is b
ein
g a
ske
d.
•A
void
win
do
w d
ress
ing
(e
xce
ssiv
e v
erb
iag
e)
in t
he
ste
m.
•W
ord
th
e s
tem
po
siti
ve
ly;
avo
id n
ega
tive
ph
rasi
ng
su
ch a
s “n
ot”
or
“exc
ep
t.”
If t
his
ca
nn
ot
be
avo
ide
d,
the
ne
ga
tive
wo
rds
sho
uld
a
lwa
ys b
e h
igh
lig
hte
d b
y u
nd
erl
inin
g o
r ca
pit
ali
zati
on
: W
hic
h o
f th
e
foll
ow
ing
is
NO
T a
n e
xam
ple
……
•In
clu
de
th
e c
en
tra
l id
ea
an
d m
ost
of
the
ph
rasi
ng
in
th
e s
tem
.
•A
vo
id g
ivin
g c
lue
s su
ch a
s li
nkin
g t
he
ste
m t
o t
he
an
swe
r (…
. Is
an
e
xam
ple
of
an
: te
st-w
ise
stu
de
nts
wil
l kn
ow
th
e c
orr
ect
an
swe
r sh
ou
ld s
tart
wit
h a
vo
we
l)
Ge
ne
ral
Op
tio
n D
ev
elo
pm
en
t R
ule
s:
•P
lace
op
tio
ns
in l
og
ica
l o
r n
um
eri
cal
ord
er.
•U
se l
ett
ers
in
fro
nt
of
op
tio
ns
rath
er
tha
n n
um
be
rs;
nu
me
rica
l a
nsw
ers
in
n
um
be
red
ite
ms
ma
y b
e c
on
fusi
ng
to
stu
de
nts
.
•K
ee
p o
pti
on
s in
de
pe
nd
en
t; o
pti
on
s sh
ou
ld n
ot
be
ove
rla
pp
ing
.
•K
ee
p a
ll o
pti
on
s h
om
og
en
eo
us
in c
on
ten
t.
•K
ee
p t
he
le
ng
th o
f o
pti
on
s fa
irly
co
nsi
ste
nt.
•A
void
, o
r u
se s
pa
rin
gly
, th
e p
hra
se a
ll o
f th
e a
bo
ve
.
•A
void
, o
r u
se s
pa
rin
gly
, th
e p
hra
se n
on
e o
f th
e a
bo
ve
.
•A
void
th
e u
se o
f th
e p
hra
se I
do
n’t
kn
ow
.
•P
hra
se o
pti
on
s p
osi
tive
ly,
no
t n
eg
ati
vely
.
•A
void
dis
tra
cte
rs t
ha
t ca
n c
lue
te
st-w
ise
exa
min
ee
s; f
or
exa
mp
le,
ab
surd
op
tio
ns,
fo
rma
l p
rom
pts
, o
r se
ma
nti
c (o
verl
y s
pe
cifi
c o
r o
verl
y g
en
era
l) c
lue
s.
•A
void
giv
ing
clu
es
thro
ug
h t
he
use
of
fau
lty
gra
mm
ati
cal
con
stru
ctio
n.
•A
void
sp
eci
fic
de
term
ina
tes,
su
ch a
s n
eve
r a
nd
alw
ays.
•P
osi
tio
n t
he
co
rre
ct o
pti
on
so
th
at
it a
pp
ea
rs a
bo
ut
the
sa
me
nu
mb
er
of
tim
es
in
ea
ch p
oss
ible
po
siti
on
fo
r a
se
t o
f it
em
s.
•M
ake
su
re t
ha
t th
ere
is
on
e a
nd
on
ly o
ne
co
rre
ct o
pti
on
.
Dis
tra
cte
r (i
nco
rre
ct o
pti
on
s) D
ev
elo
pm
en
t R
ule
s:
•U
se p
lau
sib
le d
istr
act
ers
.
•In
corp
ora
te c
om
mo
n e
rro
rs o
f st
ud
en
ts i
n d
istr
act
ers
.
•A
void
te
chn
ica
lly
ph
rase
d d
istr
act
ers
.
•U
se f
am
ilia
r ye
t in
corr
ect
ph
rase
s a
s d
istr
act
ers
.
•U
se t
rue
sta
tem
en
ts t
ha
t d
o n
ot
corr
ect
ly a
nsw
er
the
ite
m.
•A
void
th
e u
se o
f h
um
or
wh
en
de
velo
pin
g o
pti
on
s.
•D
istr
act
ers
th
at
are
no
t ch
ose
n b
y a
ny
exa
min
ee
s sh
ou
ld b
e r
ep
lace
d.
•S
ug
ge
stio
ns
for
Wri
tin
g G
oo
d M
ult
iple
Ch
oic
e I
tem
s:
•P
rese
nt
pra
ctic
al
or
rea
l-w
orl
d s
itu
ati
on
s to
th
e s
tud
en
ts.
•P
rese
nt
the
stu
de
nt
wit
h a
dia
gra
m o
f e
qu
ipm
en
t a
nd
ask
fo
r a
pp
lica
tio
n,
an
aly
sis
or
eva
lua
tio
n.
•P
rese
nt
act
ua
l q
uo
tati
on
s ta
ke
n f
rom
ne
wsp
ap
ers
or
oth
er
pu
bli
she
d
sou
rce
s a
nd
ask
fo
r th
e i
nte
rpre
tati
on
or
ev
alu
ati
on
of
the
se q
uo
tati
on
s.
•U
se p
icto
ria
l m
ate
ria
ls t
ha
t re
qu
ire
stu
de
nts
to
ap
ply
pri
nci
ple
s a
nd
co
nce
pts
.
•U
se c
ha
rts,
ta
ble
s o
r fi
gu
res
tha
t re
qu
ire
in
terp
reta
tio
n.
Ge
ne
ral
Gu
ide
lin
es
to W
riti
ng
Te
st
Ite
ms
•
Be
gin
wri
tin
g i
tem
s w
ell
ah
ea
d o
f th
e t
ime
wh
en
th
ey
wil
l b
e u
sed
; a
llo
w t
ime
fo
r re
visi
on
.
•M
atc
h it
em
s to
inte
nd
ed
ou
tco
me
s a
t th
e p
rop
er
dif
ficu
lty
le
vel
to p
rovi
de
a v
ali
d m
ea
sure
of
the
in
stru
ctio
na
l ob
ject
ive
s.
•B
e s
ure
ea
ch it
em
de
als
wit
h a
n i
mp
ort
an
t a
spe
ct o
f th
e c
on
ten
t a
rea
an
d n
ot
wit
h t
rivi
a.
•B
e s
ure
th
at
the
pro
ble
m p
ose
d i
s cl
ea
r a
nd
un
am
big
uo
us.
•B
e s
ure
th
at
ea
ch i
tem
is
ind
ep
en
de
nt
of
all
oth
er
ite
ms
(i.e
., a
hin
t to
an
an
swe
r sh
ou
ld n
ot
be
u
nin
ten
tio
na
lly e
mb
ed
de
d i
n a
no
the
r it
em
).
•B
e s
ure
th
e ite
m h
as
on
e c
orr
ect
or
be
st a
nsw
er
on
wh
ich
exp
ert
s w
ou
ld a
gre
e.
•P
reve
nt
un
inte
nd
ed
clu
es
to t
he
an
swe
r in
th
e s
tate
me
nt
or
qu
est
ion
(e
.g.,
gra
mm
ati
cal
inco
nsi
ste
nci
es
such
as
‘a’
or
‘an
’ g
ive
clu
es)
.
•A
vo
id d
up
lica
tio
n o
f th
e t
ext
bo
ok
in
wri
tin
g t
est
ite
ms;
do
n’t
lif
t q
uo
tes
dir
ect
ly f
rom
an
y t
ext
ua
l m
ate
ria
ls.
•A
vo
id t
rick
or
catc
h q
ue
stio
ns
in a
n a
chie
ve
me
nt
test
. (D
on
’t w
ast
e t
ime
te
stin
g h
ow
we
ll t
he
st
ud
en
t ca
n in
terp
ret
you
r in
ten
tio
ns)
.
•O
n a
te
st w
ith
dif
fere
nt
qu
est
ion
fo
rma
ts (
e.g
., m
ult
iple
ch
oic
e a
nd
Tru
e-F
als
e),
on
e s
ho
uld
gro
up
a
ll i
tem
s o
f si
mil
ar
form
at
tog
eth
er.
•Q
ue
stio
ns
sho
uld
fo
llo
w a
n e
asy
to
dif
ficu
lt p
rog
ress
ion
.
•S
pa
ce t
he
ite
ms
to e
lim
ina
te o
verc
row
din
g.
•H
ave
dia
gra
ms
an
d t
ab
les
ab
ove
th
e ite
m u
sin
g t
he
in
form
ati
on
, n
ot
be
low
.
Exa
mp
les
& T
ips
Be
low
are
so
me
str
ate
gie
s to
re
du
ce t
he
co
gn
itiv
e lo
ad
of
you
r te
st i
tem
s.
1.
Ke
ep
th
e s
tem
sim
ple
, o
nly
in
clu
din
g r
ele
va
nt
info
rma
tio
n.
Exa
mp
le:
Ch
an
ge
[Ste
m]:
Th
e p
urc
ha
se o
f th
e L
ou
isia
na
Te
rrit
ory
, co
mp
lete
d in
18
03
an
d c
on
sid
ere
d o
ne
of
Th
om
as
Jeff
ers
on
's
gre
ate
st a
cco
mp
lish
me
nts
as
pre
sid
en
t, p
rim
ari
ly g
rew
ou
t o
f o
ur
ne
ed
fo
r
a
. th
e p
ort
of
Ne
w O
rle
an
s*
b.
he
lpin
g H
ait
ian
s a
ga
inst
Na
po
leo
n
c. t
he
fri
en
dsh
ip o
f G
rea
t B
rita
in
d.
con
tro
l ove
r th
e I
nd
ian
s
To
[Ste
m]:
Th
e p
urc
ha
se o
f th
e L
ou
isia
na
Te
rrit
ory
pri
ma
rily
gre
w o
ut
of
ou
r n
ee
d f
or
a
. th
e p
ort
of
Ne
w O
rle
an
s*
b.
he
lpin
g H
ait
ian
s a
ga
inst
Na
po
leo
n
c. t
he
fri
en
dsh
ip o
f G
rea
t B
rita
in
d.
con
tro
l ove
r th
e I
nd
ian
s
*
an
ast
eri
sk in
dic
ate
s th
e c
orr
ect
an
swe
r.
An
y a
dd
itio
na
l in
form
ati
on
th
at
is i
rre
leva
nt
to t
he
qu
est
ion
, su
ch a
s th
e p
hra
se "
com
ple
ted
in
18
03
…,"
ca
n
dis
tra
ct o
r co
nfu
se t
he
stu
de
nt,
th
us
pro
vid
ing
an
alt
ern
ati
ve e
xpla
na
tio
n f
or
wh
y t
he
ite
m w
as
mis
sed
. K
ee
p it
sim
ple
.
2.
Ke
ep
th
e a
lte
rna
tiv
es
sim
ple
by
ad
din
g a
ny
co
mm
on
wo
rds
to t
he
ste
m r
ath
er
tha
n i
ncl
ud
ing
th
em
in
ea
ch a
lte
rna
tiv
e.
Ex
am
ple
:
Ch
an
ge
Wh
en
yo
ur
bo
dy
ad
ap
ts t
o y
ou
r e
xerc
ise
lo
ad
,
a.
yo
u s
ho
uld
de
cre
ase
th
e l
oa
d s
lig
htl
y.
b.
yo
u s
ho
uld
incr
ea
se t
he
lo
ad
sli
gh
tly
.*
c. y
ou
sh
ou
ld c
ha
ng
e t
he
kin
d o
f e
xerc
ise
yo
u a
re d
oin
g.
d.
yo
u s
ho
uld
sto
p e
xerc
isin
g.
To
Wh
en
yo
ur
bo
dy
ad
ap
ts t
o y
ou
r e
xerc
ise
lo
ad
, yo
u s
ho
uld
a
. d
ecr
ea
se t
he
lo
ad
sli
gh
tly
. b
. in
cre
ase
th
e l
oa
d s
lig
htl
y.*
c.
ch
an
ge
th
e k
ind
of
exe
rcis
e y
ou
are
do
ing
. d
. st
op
exe
rcis
ing
.
Inst
ea
d o
f re
pe
ati
ng
th
e p
hra
se "
yo
u s
ho
uld
" a
t th
e b
eg
inn
ing
ea
ch a
lte
rna
tive
ad
d t
ha
t p
hra
se t
o t
he
en
d o
f th
e s
tem
. T
he
le
ss r
ea
din
g t
he
stu
de
nt
ha
s to
d
o t
he
le
ss c
ha
nce
th
ere
is
for
con
fusi
on
.
3.
Pu
t a
lte
rna
tiv
es
in a
lo
gic
al
ord
er.
Ex
am
ple
:
Ch
an
ge
Acc
ord
ing
to
th
e 1
99
1 c
en
sus,
ap
pro
xim
ate
ly w
ha
t p
erc
en
t o
f th
e U
nit
ed
Sta
tes
po
pu
lati
on
is o
f S
pa
nis
h o
r H
isp
an
ic d
esc
en
t?
a.
25
%
b.
39
%
c. 2
%
d.
9%
*
To
a.
2%
b
. 9
%*
c.
25
%
d.
39
%
T
he
mo
re m
en
tal
eff
ort
(o
r co
gn
itiv
e l
oa
d)
tha
t st
ud
en
ts h
ave
to
use
to
ma
ke
se
nse
of
an
ite
m t
he
mo
re l
ike
ly a
co
mp
reh
en
sio
n e
rro
r ca
n o
ccu
r th
at
wo
uld
pro
vid
e a
no
the
r ri
val e
xpla
na
tio
n.
By
pla
cin
g t
he
alt
ern
ati
ves
in a
lo
gic
al o
rde
r th
e r
ea
de
r ca
n f
ocu
s o
n t
he
co
nte
nt
of
the
qu
est
ion
ra
the
r th
an
h
avin
g t
o r
eo
rde
r th
e i
tem
s m
en
tall
y.
Alt
ho
ug
h s
uch
re
ord
eri
ng
mig
ht
req
uir
e a
lim
ite
d a
mo
un
t o
f co
gn
itiv
e l
oa
d,
such
lo
ad
is f
init
e,
an
d it
do
es
no
t ta
ke
mu
ch a
dd
itio
na
l pro
cess
ing
to
re
ach
th
e p
oin
t w
he
re c
on
cen
tra
tio
n i
s n
eg
ati
vely
im
pa
cte
d.
Th
us,
th
is g
uid
eli
ne
is
con
sist
en
tly
re
com
me
nd
ed
( H
ala
dy
na
, D
ow
nin
g,
& R
od
rig
ue
z, 2
00
2).
4.
Lim
it t
he
use
of
ne
ga
tiv
es
(e.g
., N
OT,
EX
CE
PT
).
Exa
mp
le:
Ch
an
ge
Wh
ich
of
the
fo
llo
win
g is
NO
T t
rue
of
the
Co
nst
itu
tio
n?
a
. T
he
Co
nst
itu
tio
n s
ets
lim
its
on
ho
w a
go
vern
me
nt
can
op
era
te
b.
Th
e C
on
stit
uti
on
is
op
en
to
dif
fere
nt
inte
rpre
tati
on
s c.
Th
e C
on
stit
uti
on
ha
s n
ot
be
en
am
en
de
d i
n 5
0 y
ea
rs*
To
Wh
ich
of
the
fo
llo
win
g is
tru
e o
f th
e C
on
stit
uti
on
?
a
. T
he
Co
nst
itu
tio
n h
as
no
t b
ee
n a
me
nd
ed
in
50
ye
ars
b
. T
he
Co
nst
itu
tio
n s
ets
lim
its
on
ho
w a
go
vern
me
nt
can
op
era
te*
c.
Th
e C
on
stit
uti
on
pe
rmit
s o
nly
on
e p
oss
ible
in
terp
reta
tio
n
O
nce
aga
in,
try
ing
to
de
term
ine
wh
ich
an
swe
r is
NO
T c
on
sist
en
t w
ith
th
e s
tem
re
qu
ire
s m
ore
co
gn
itiv
e
loa
d f
rom
th
e s
tud
en
ts a
nd
pro
mo
tes
the
lik
eli
ho
od
of
mo
re c
on
fusi
on
. If
th
at
ad
dit
ion
al
loa
d o
r co
nfu
sio
n
is u
nn
ece
ssa
ry i
t sh
ou
ld b
e a
void
ed
(H
ala
dy
na
, D
ow
nin
g,
& R
od
rig
ue
z, 2
00
2).
If y
ou
are
go
ing
to
use
NO
T o
r E
XC
EP
T, t
he
wo
rd s
ho
uld
be
hig
hli
gh
ted
in s
om
e m
an
ne
r so
th
at
stu
de
nts
re
cog
niz
e a
ne
ga
tive
is
be
ing
use
d.
5.
Incl
ud
e t
he
sa
me
nu
mb
er
of
alt
ern
ati
ve
s fo
r e
ach
ite
m.
Th
e m
ore
co
nsi
ste
nt
an
d p
red
icta
ble
a t
est
is
the
le
ss c
og
nit
ive
lo
ad
th
at
is r
eq
uir
ed
by
th
e s
tud
en
t to
pro
cess
it
. C
on
seq
ue
ntl
y, t
he
stu
de
nt
can
fo
cus
on
th
e q
ue
stio
ns
the
mse
lve
s w
ith
ou
t d
istr
act
ion
s. A
dd
itio
na
lly,
if
stu
de
nts
mu
st t
ran
spo
se t
he
ir a
nsw
ers
on
to a
sco
re s
he
et
of
som
e k
ind
, th
ere
is
less
lik
eli
ho
od
of
err
or
in
the
tra
nsp
osi
tio
n i
f th
e n
um
be
r o
f a
lte
rna
tive
s fo
r e
ach
ite
m i
s a
lwa
ys t
he
sa
me
.
Re
du
cin
g t
he
Ch
an
ce o
f G
ue
ssin
g
Co
rre
ctly
•
It i
s e
asy
to
in
ad
vert
en
tly
in
clu
de
clu
es
in y
ou
r
test
ite
ms
tha
t p
oin
t to
th
e c
orr
ect
an
swe
r,
he
lp r
ule
ou
t in
corr
ect
alt
ern
ati
ves
or
na
rro
w
the
ch
oic
es.
•A
ny
su
ch c
lue
wo
uld
de
cre
ase
yo
ur
ab
ilit
y t
o
dis
tin
gu
ish
stu
de
nts
wh
o k
no
w t
he
ma
teri
al
fro
m t
ho
se w
ho
do
no
t, t
hu
s, p
rov
idin
g r
iva
l
exp
lan
ati
on
s.
Ke
ep
th
e g
ram
ma
r co
nsi
ste
nt
be
twe
en
ste
m a
nd
alt
ern
ati
ve
s.
Exa
mp
le:
Ch
an
ge
Wh
at
is t
he
die
tary
su
bst
an
ce t
ha
t is
oft
en
ass
oci
ate
d w
ith
he
art
dis
ea
se w
he
n f
ou
nd
in
hig
h l
eve
ls i
n t
he
blo
od
?
a
. g
luco
se
b.
cho
lest
ero
l*
c. b
eta
ca
rote
ne
d
. p
rote
ins
To
a
. g
luco
se
b.
cho
lest
ero
l*
c. b
eta
ca
rote
ne
d
. p
rote
in
O
bv
iou
sly,
"p
rote
ins"
is
inco
nsi
ste
nt
wit
h t
he
ste
m s
ince
it
is s
ing
ula
r a
nd
th
e
oth
ers
are
plu
ral.
Ho
we
ver,
it
can
be
ea
sy f
or
the
te
st w
rite
r to
mis
s su
ch
inco
nsi
ste
nci
es.
As
a r
esu
lt,
stu
de
nts
ma
y m
ore
ea
sily
gu
ess
th
e c
orr
ect
an
swe
r w
ith
ou
t u
nd
ers
tan
din
g t
he
co
nce
pt
- a
riv
al
exp
lan
ati
on
.
Av
oid
in
clu
din
g a
n a
lte
rna
tiv
e t
ha
t is
sig
nif
ica
ntl
y l
on
ge
r th
an
th
e r
est
.
Exa
mp
le:
Ch
an
ge
Wh
at
is t
he
be
st r
ea
son
fo
r li
stin
g in
form
ati
on
so
urc
es
in y
ou
r re
sea
rch
ass
ign
me
nt?
a.
It is
req
uir
ed
b.
It i
s u
nfa
ir a
nd
ill
eg
al t
o u
se s
om
eo
ne
's i
de
as
wit
ho
ut
giv
ing
pro
pe
r cr
ed
it*
c. T
o g
et
a b
ett
er
gra
de
d.
To m
ake
it
lon
ge
r
To
a.
It is
req
uir
ed
by
mo
st t
ea
che
rs
b.
It i
s u
nfa
ir a
nd
ill
eg
al t
o u
se s
om
eo
ne
's i
de
as
wit
ho
ut
giv
ing
pro
pe
r cr
ed
it*
c. T
o g
et
a b
ett
er
gra
de
on
th
e p
roje
ct
d.
So
th
e r
ea
de
r kn
ow
s fr
om
wh
ere
yo
u g
ot
you
r in
form
ati
on
Stu
de
nts
oft
en
re
cog
niz
e t
ha
t a
sig
nif
ica
ntl
y lo
ng
er,
mo
re c
om
ple
x a
lte
rna
tive
is c
om
mo
nly
th
e
corr
ect
an
swe
r. E
ven
if
the
lo
ng
er
alt
ern
ati
ve is
no
t th
e c
orr
ect
an
swe
r, s
om
e s
tud
en
ts w
ho
mig
ht
oth
erw
ise
an
swe
r th
e q
ue
stio
n c
orr
ect
ly c
ou
ld b
e m
isle
d b
y t
his
co
mm
on
clu
e a
nd
sele
ct t
he
wro
ng
an
swe
r. S
o,
to b
e s
afe
an
d a
void
a r
iva
l e
xpla
na
tio
n,
kee
p t
he
alt
ern
ati
ves
sim
ila
r in
le
ng
th.
Ma
ke
all
dis
tra
cte
rs p
lau
sib
le.
Exa
mp
le:
Ch
an
ge
Lin
coln
wa
s a
ssa
ssin
ate
d b
y
a.
Lee
Ha
rve
y O
swa
ld
b.
Joh
n W
ilke
s B
oo
th*
c.
Osw
ald
Ga
rris
on
Vil
lard
d
. O
zzie
Osb
ou
rne
To
Lin
coln
wa
s a
ssa
ssin
ate
d b
y
a.
Lee
Ha
rve
y O
swa
ld
b.
Joh
n W
ilke
s B
oo
th*
c.
Osw
ald
Ga
rris
on
Vil
lard
d
. Lo
uis
Gu
ite
au
If
stu
de
nts
ca
n e
asi
ly d
isco
un
t o
ne
or
mo
re d
istr
act
ors
(o
bv
iou
sly
Ozz
ie O
sbo
urn
e d
oe
s n
ot
be
lon
g)
the
n t
he
ch
an
ce o
f g
ue
ssin
g is
in
cre
ase
d,
red
uci
ng
th
e d
iscr
imin
ab
ilit
y o
f th
at
ite
m.
Th
ere
is
som
e l
imit
ed
ev
ide
nce
th
at
incl
ud
ing
hu
mo
r o
n a
te
st c
an
ha
ve c
ert
ain
be
ne
fits
su
ch
as
red
uci
ng
th
e a
nxi
ety
of
the
te
st-t
ake
rs (
Be
rk,
20
00
; M
cMo
rris
, B
oo
thro
yd
, &
Pie
tra
ng
elo
, 1
99
7).
Bu
t h
um
or
can
be
in
clu
de
d in
a m
an
ne
r th
at
do
es
no
t re
du
ce t
he
dis
crim
ina
bil
ity
of
the
ite
m.
For
exa
mp
le,
the
na
ture
of
the
qu
est
ion
in
th
e s
tem
ma
y b
e h
um
oro
us
bu
t st
ill
ad
dre
sse
s th
e m
ate
ria
l in
a m
ea
nin
gfu
l wa
y.
Av
oid
giv
ing
to
o m
an
y c
lue
s in
yo
ur
alt
ern
ati
ve
s.
Exa
mp
le:
Ch
an
ge
"Ye
llo
w J
ou
rna
lism
" is
ass
oci
ate
d w
ith
wh
at
two
pu
bli
she
rs?
a.
Ad
olp
h O
chs
an
d M
art
ha
Gra
ha
m
b.
Willia
m R
an
do
lph
He
ars
t a
nd
Jo
sep
h P
uli
tze
r*
c. C
ol.
Ro
be
rt M
cCo
rmic
k a
nd
Ma
rsh
all
Fie
ld I
II
d.
Mic
ha
el
Ro
yko
an
d W
alt
er
Cro
nk
ite
To
a
. A
do
lph
Och
s a
nd
Ma
rth
a G
rah
am
b
. W
illi
am
Ra
nd
olp
h H
ea
rst
an
d J
ose
ph
Pu
litz
er*
c.
Jo
sep
h P
uli
tze
r a
nd
Ad
olp
h O
chs
d.
Ma
rth
a G
rah
am
an
d W
illi
am
Ra
nd
olp
h H
ea
rst
S
ince
bo
th o
f th
e p
ub
lish
ers
in
ch
oic
e "
b"
are
ass
oci
ate
d w
ith
ye
llo
w j
ou
rna
lism
a
nd
no
ne
of
the
oth
er
pe
op
le m
en
tio
ne
d i
s, t
he
stu
de
nt
on
ly h
as
to k
no
w o
f o
ne
su
ch p
ub
lish
er
to id
en
tify
th
at
"b"
is t
he
co
rre
ct a
nsw
er.
Th
at
ma
kes
the
ite
m
ea
sie
r th
an
if
just
on
e n
am
e i
s li
ste
d f
or
ea
ch a
lte
rna
tive
. To
ma
ke t
he
qu
est
ion
m
ore
ch
all
en
gin
g,
at
lea
st s
om
e o
f th
e d
istr
act
ers
co
uld
me
nti
on
on
e o
f th
e c
orr
ect
p
ub
lish
ers
bu
t n
ot
the
oth
er
as
in t
he
se
con
d e
xam
ple
(e
.g.,
in
dis
tra
cte
r "c
" P
uli
tze
r is
co
rre
ct b
ut
Och
s is
no
t).
As
a r
esu
lt,
the
stu
de
nt
mu
st r
eco
gn
ize
bo
th
pu
bli
she
rs a
sso
cia
ted
wit
h y
ell
ow
jo
urn
ali
sm t
o b
e c
ert
ain
of
the
co
rre
ct a
nsw
er.
CONCLUSION
Evaluating our students is a complete action when you do
conciently. All the students are different and we have to deal
with that and facility them the study of a new language. When
we find a correct structure to evaluate our students will enjoy our
test and will not feel uncomfortable and nervous. Teacher needs
to be organized and have the correct strategies to score
correctly each series of test and variety the type of test.