Criteria for Test Questions

MIT 2006-2008 - January 26, 2007

Performance Tasks

• Don’t introduce new information
• Involve as many facets of understanding as possible (see pg 84)
• Involve writing
• Require defense and explanation
• Bring in outside “experts” for advice and critique (or not)
• See page 153 of Wiggins

Essay Questions

• Specific and directive wording that elicits student knowledge of abstract concepts/core ideas
• Take home? In class?
• Focus on core ideas
• Transfer of knowledge/understandings to new context/situation
• Multiple subquestions around the topic
• Involve choice(s) for answering (provide list of possible responses)
• Outsider reader reviews?
• See page 153

Short Answer & Fill in the Blank

• Worded clearly
• Questions allow for student transferability
• Desired answer must be clear or allow for explanation
• Aim is to assess overarching understanding built on knowledge
• Should be worded so it is clear that the answer is expected to be brief

Multiple-Choice

• Item reflects important curricular objectives
• Item focuses on a single problem
• Avoid asking opinion type questions
• Avoid none/all of the above type questions
• Avoid “both A and B” type questions
• Keyed answer must be only correct or clearly the best answer

True/False & Matching

• Avoid “never” and “always” (true/false)
• Same content/category & same word part/part of speech (matching)
• Simple content focused items “facts”
• Be clear about what perspective you are looking for
• Only one correct answer
• Make sure test questions thoughtfully consider essential questions
• Test questions that you could not guess without reading the text