Abstract:
Chapter 6 was a very helpful chapter all about creating test questions. This chapter started out with an example of an awful, unclear multiple choice question that would really be assessing how well the student could guess what the teacher was looking for. Basically, that is what the chapter is about. It provides examples of fair test questions that don’t make the student do busy work, but get down to what they know and don’t know. Things such as double recording, avoiding bad wording, not using timed tests, including fun questions, and following the same instruction you used are just a few of the tips given.
Reflection:
There were many things that stuck out to us in this chapter. One was that teachers should write out the words true and false so that students have to circle one and can’t use the whole tf together trick. Another is that teachers give away answers without knowing it. If they put an “an” in front of their multiple choice question, and only one answer grammatically works with an “an”, the question was pointless unless you were testing their grammar. I liked the idea of putting a question that is impossible to answer on the test. I do not think it would be fair if the teacher did not tell the students there would be one like that though.
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