2. How Arsess
lo
learning
Authenlic
WHAT
ARE
TEACHER.MADE
TESTS?
Teacher-made arewritten oralassessments arenot
les1s
or
thal
produced standardized otherwords. testa
commercialiy
or
In
a
teacher
designs
specilically hisor herstudents"Testrng"
for
refers
to anykindof school
activity results sometypeof markor
that
in
comment
being
io
grade
entered a checklist,
book,or anecdotal
record. term "test,"however,
The
refers a morestructured or
to
oral
writtenevaluation student
of
achievement.
Examinations tests
are
thatareschool
scheduled, to cover
tend
moreof the curriculum,
and
countmorethanothertormsol evaluation
of
{8oard Education
for
theCityof Etobicoke,
1987).
Teachermade canconsist a
tests
of
variety .formats,
of
including
matching
items,
fill-in-the,blank
items,
questions, essaystrue-talse
or
w
rc
Teacher-made
tests can be
important
parts of the
teaching and
learning
processif they
are integrated
into daily
classroom
teaching.
pansof the teaching learning
Testscanbe imponant
process
aod
if
theyareintegrated daily
into
classroom
teaching areconstructed
and
process notjusttheculminating
to be panof the learnjng
event.
Theyallowstudents seetheirown progress allowteachers
to
and
to
"Butoneof
makeadjustments theirinstruction a daily
to
on
basis.
the most seriousproblems evaluation the fact that a primary
of
is
meansof assessment-thetest itself-is oftenseverely
Ilawedor
m i s u s e d("H i l l s , 9 9 1p . 5 4 1 ) .
1
,
Constructing goodteacher-made is verytime consuming
a
tesl
and
difficult;moreover. is hardto understand something essenit
why
so
process be!nvirtually
tialtothe learning
has
ignored teacher
in
preservice inservice
or
training.
Veteran
teachers
havereliedon
commercially
madetests in workhooks on theirown often inador
equateteacher-made
testsfor mostof their evaluations.
Teachers
haveoften neglected
addressing aspectof instruction
this
because
they were not trained write eftectivetestsandtew administrators
to
couldofler guidance.
Oneof the problems
with teacher-made
testiG theiremphasis
on
lower-level
thinking. studyconducted the Cl6veland
A
by
Public
(Fleming Chambers,
Schools
and
1983, citedin Stiggins,
as
1985)
paper-and-pencil The results
examined
over300 teacher-made,
tests.
of the studyJound
that teachers
appeared needtraining how to
to
in
do the following:
Styulnr T.lirilg
!d Publisling I!..
3. Chapler - Teacher-Made
6
Teds
planand wflte longeftests;
paperand pencrl
test items;and
wrile Unambiguous
of
skillsbeyondrecall facls
measure
p
1,9 8 5 , . 7 2 ) .
{Stiggins
qualitythatteachers
also
oftenoverlooked
research {ound
writtencriteoa performances
for
or
ntrolfactorslikeestablishing
procedures advance.
in
Wiggins
notesthal "course
scoring
lanning
weaknesses. only because
not
they
cifictests alsohaveglarrng
designed
too low leveland contentheaw. I hey are rarely
often
testsof intellectual
ability; with standardized
as
tests,
to be authentic
finals usually
intended be quickly
are
to
read
and
teacheriesigned
(Wiggins,
p.
1989, 123).
scored"
manyteacher-made emphasize
tesls
verbal-linguistic
Inaddition,
and
are
no
how
intelligence, poorreaders at a disadvantage matter
tests
muchcontentthey know.Teacher-made do not carrythe same
as
tests in oublicrelations
betweenthe
imoortance standardized
and the community.
Eventhoughmanyo{ them havethe
school
tormatthat allowsfor easycomparisons,
sameobjective-style
they
are not seenas reliable vaiid.Teacher-made
and
testsareoften
because
from classto class;
subjectto question
they differgreatly
(1994)
notesthat although
theirqualityis opento debate.Stiggins
large
standardized, scaleassessments
command the mediaattenall
tion, rt's the day-toiay classroom
assessments havethe grea'tlhat
est impact student
on
learning. says,"Nearly the assessment
He
all
placein a sludent'slife happen the behestot the
eventsthat take
at
teacher.
Theyalignmost closely
with day-toiay instruction are
and
most intluential terms of theircontribution student.teacher.
in
to
and
(p.
parent
decision
making" 438).
Since
of
colleges education justbeginning require
are
to
teachers
to
lake courses assessment.
in
manvteachers
haveenteredthe classroomwith very littletraining how to createmeaningful
in
tests.They
eitherremember typeso{ tests theytook as studentsor they
the
modelthe testson onesprovided theirfellowteachers in
bv
or
workbooks.
Unfortunately,
most of the teststeachers
took as stu --:
dentswere multiplethoice,recall
tests that covered
content.Teachpractice
problem-solving
ers havehadvery little
constructing
situationson teststo measure application skillsand higher-order
of
the
thinking.
S&yult|r Tniri4 ud Arllilti.t
to..
trc
E
Teacher-made
tests are often
subjectto
question
becausethey
differ greatly
from class to
class;their
quality is open
to debate.
4. I
Learning
How Asrers
lo
Aulhenlic
I
l
t|/HY lilENEED
DO
BETTER
TEACHER-MADE
TESTS?
rc
@
The key to
teacher-made
tests is
to make them
a part of
assessmentnot separate
from it.
parents the media
published scores.
Even
value
though
and
test
nrostteachers not relyon slandardized to tellthemwhat
do
tesls
theirstudents
knowanddon'tknow.Standardized occur
tests
so
infrequently oneaggregate
that
is
in
score not veryhelplul detern]
n
goals.
Ingfutureinstructional
Teacher-made however,
tes1s,
allow
teachers makedecisions keepinstruction
to
that
moving.
Teachers
immediately meetthe needs theirstudents
canmakechanges
to
of
"Theylteachersl mostheavily assessments
provided part
rely
on
as
o{ instructional
materials assessments design construct
and
they
and
very
themselves-and littleon standardized or testscores"
tests
(Stiggins,
p.
1985, 69).
Thekeyto teacher-made is to makethema partof assesstests
ment--floi separate
from it. Testsshouldbe instructional ongo
and
ing. Rather
thanbeing'after-the-fact" {ind out what students
to
did
nof /earn,
they shouldbe more "befor+the-fact" targetessentral
to
('1999)
learnings standards.
Popham
warnsthatteacher-made
and
tests shouldnot be instructional
Theyshouldbe
afterthoughts.
prepared
p/,orto instruction orderfor the teacher targetapproin
to
"Assessment
priate
instructional
activities students.
for
instruments
prepared to instruction
prior
a teacher's
operationalize
instructional
youunderstand
intentions.. . Thebetter
going,
.
whereyou're
the
you
moreefficiently canget there"(p.12).
in
Teachers
alsoneedto makeadjustments theirtestsfor the variproblems
styles,
multiple
intelligences, learning
and
of
ous learning
lt
the studentsin theirclasses. wouldbe impossible address
to
everystudent'sneedson everytest, but elforts shouldbe madeto
provide
teststhat motivatestudents learn,
construct
to
and
choices,
for
makeallowances individual
ditferences.
rl
lr.
l
rrlll
MultiPle
lntelligences
--: -
((eviewed Chapter
theoryo{ multipleintelligences
in
Gardner's
Three)
callsfor multiple
assessments the multipleintelligences.
for
An effectiveteacher-made should
test
address
morethanone or two
StyDllr Tnio41 .!d Afirli$
98
ro..
5. 6
Chapier- Teacherlrlade
Tests
TYPES LEARNERS
OF
talksto self
m nd sometrmesstrays
dufing verbalactivities
in motion ffiost ol the
time
easily
distracted
organizedin approach
to tasks
readingis not a priority
hasdifficulty
with
wrillen directions
poorspeIer
hkesto read
!suallya good speller
memoflzesby seerng
graphicsand pictures
frnds verbalinstructions
difflcult
likesto be readto
memorizes steps
by
in a sequence
likes to solve problems
by physically
walking
through them
enjoys handlingobjects
enjoys
listeninq
activlties
enjoys doing activities
{Adaptedfrom Frender.1990, p. 25)
intelligences.
Teachers include
who
strategies toolssuchas
and
graphic
organizers,
choice, opportunities oral
and
for
student
answers
meetthe needs theirdiverse
of
students.
[earning
Modalilies
Teachers
needto construct
tests that can be adjusted students'
for
learning
modalities to makemodifications at-riskstudents.
and
for
(1990)
Frender
learning
modalities waysof using
defines
as
sensory
in{ormation learn.
Threeof the five sensesare primarily
to
usedin -learning,
storing, recalling
and
informationBecause
learn
students
from andcommunicate
best with someonewho sharestheirdominantmodality. is important teachers know the characteristics
it
for
to
of theirstudentsso that they canat leastaltertheir instructional
stylesandteststo matchthe learning
stylesof all the students.
Stttj8h
Tt initr8 &d hhli$ilg
IE
99
6. ilow Assess
lo
Lerrning
Aulhenlic
Frender
hasidentifled
many characteristics the threestylesof
of
pagelrststhe
learning. Typesof Learners
The
Charton the previous
characteristics couldmost likelyinfluence
that
studenttest takrnq
skrils.
rrc
E
Authentic tests
can celebrat!
diversity by
allowing
students a
wide variety o{
ways to
demonstrate
what they
know and
what they
can do.
Modifications
forStudents SpecialNeeds
with
Wilh the movement
towardinclusive
classrooms,
teachers
needto
be !bleto meetthe needs students
of
with learning
disabilities,
physical
behavior
exceptionalities,
exceptionalities, intellectual
and
exceptionalilies.
ln additioo, today's
as
is
society a "sa{ad
bowl"of
groups,
manyethnjc
teacher-made mustallowopportunities
tests
for studeots
whosefirst language not English succeed.
is
to
Many
schools
have
now detracked,
thereby
merging levels studenls
all
of
(gifted,average,
remedial) one inclusive
into
class.lt would be
impossible useoneob,ective to measure groMh and
to
test
the
development all students.
Authentic
of
tests cancelebrate
diversity
by allowing
students wide varietyof waysto demonstrate
a
what
thev knowandwhat thev cando.
Teacher-made canbe constructed meet the needsof all
tests
to
providing
students
by
manyopportunities measure
to
whatstudents
cando instead just measuring
of
theirabilityto read,write, andtake
tests.
Thefollowing
modifications be madeto helpensure
on
can
success
jor allstudents,
tests
especially
thosewith special
needs
who are
mostat riskof failing
tests;
'1.
instructions
Read
orally.
2. Rephrase instructionsneeded.
if
oral
3. Askstudents repeat
directions makesurethey
to
to
understand.
4. Monitor
carefully makesureall students
to
understand
directions the test.
lor
5. Provide
alternative
evaluations-aral
testing,use of tapes,
test givenin anotherroom,dictation.
6. Provide clockso studentscanmonitortfiemselves.
a
7. Giveexamples eachtype of question(oraland
ot
writtenl.
B. Leave
enoughspaceJoranswers.
S&tr&bt rnini.s ed hbliAitr f..-
t00
7. Chapter- TeecherMade
6
Teslr
9. Use visualdemonstTalrons
coloredpaperis sometimes
dis
10. Use whlte paperbecause
tracting.
1I Do not crowd or .lLl-pr llte IFS
1 2 . G l v ec h o i c e s .
to
13. Go from concrele abstract
Don't deductlor spelIngor grammar tests.
on
14.
tests
15. Use some take-horne
manipulative
experiences
wheneverpossb e.
16. Provide
'17. Allow students use notesand
to
textbooks
duringsome
+6cic /^^6n
h^^l
r6.t.l
Allowstudents writedownkeymathor science
to
formuias
(sothatstudents not penalized poormemory).
are
{or
visuals graphic
like
organizers tests.
1 9 . Include
on
pointvalues eachgroup questions.
Jor
20. Givespecific
of
21_ Listcriteria essav
lor
ouestions.
feedback all1ests.
2 2 . Provide
immediate
on
2 3 . Allow studentsto correctmistakes
and/or retake
to
tests to
improve
scores understand theydidn'tunderstand
and
what
on the first test.
(Adapted
from material
distributed the Boardof Education
Jor
by
pp.204-214)
1981,
the Cityof Etobicoke,
t6.
HOtil tlt,E
CAN DESrcN
TEACHER-MADE
BETTER
TESTS?
!
Most teachers not havetime to rewriteall their teststo conform
will
to the guidelines
suggested page102.However, is impoftant
on
it
to
makesurenew testsare designed meetstudentneeds---!nd
to
truly
"we
reflect
learning. asWiggins
lf,
suggests, should
teach the
to
authentic
test," studentsshouidalsobe broughtintothe test-making
process.
Theycanhelpconstruct
meaningJul
tests based essenon
('1989)
recommends teachers
tiallearnings.
Brown
that
drawstudentsinto the development tests.He maintains nolhinghelpS-:
ot
that
a personmastera subjectbetterthanhaving askanddebate
to
questions
tundamental
aboutwhat is most important
aboutthat
how
subiect---!nd someonecouldtell iI he or she h!smastered
it.
skyt&ir Tduilr .!d Publitbio!
r.c.
r0l
8. learning
Horlo AserrAuthentic
"Students all ageswho createsorneof theirown examinations
of
to reflecton what theVhavestudiedand makejudgment:
are forced
,
p
a b o u t i t "( B r o w n 1 9 8 9 , . 1 1 5 ) .
ISE
Tests
for
EDGuidelinesTeacher-Made
It is important
to selecttest
items that will
measure
whether
students have
achievedthe
significant
learning
obiectives.. . .
guidelines
ot
may help in the construction better
The followrng
madetestsl
teacher
beginnjng unrt.
the
1 . Create tesl betore
the
obiectives
to
or
2 . Makesurethe test is correlated course
and
learning
standards benchmarks.
of
3 . Giveclear
directions eachsection thetest.
for
questions
{rom simpleto complex.
4_ Arrange
the
5 . Givepointvaluesfor eachsection(e.9.,true/false points
{2
eachl)
fill-in-the
blank,
multiple
6. Vary question
types(true/false,
the
per
Limil
matching). to ten questions type.
choice,
essay,
7. Groupquestion
typestogether.
(Le8ve
to
or printclearly.
spacebetweenqueslrons
B. Type
facilitate
and
easyreading writing.)
level used.
is
reading
9. Makesureappropriate
'10. Include variety visual,
andkinesthetic
tasks.
oral,
a
of
'l1. Makeallowances students
with special
needs.
for
(e.9.,
in
they
12. Givestudents
somechoice the queslions select
questions).
of
organizers essay
or
a choice graphic
intellect
13. Varylevelso{ questions usingthe three-story
by
ques
processing, application
and
verbsto covergathering,
trons.
'14. Provide grading
a
scaleso studentsknowwhat scoreconsttgrade(e.9..93-100= A; 85-92 = B: 75-44 =
tutes a certain
C; lv14 = D; Below70 = NotYetl).
10
15. Givesufficient
time for all students finish.(Theteacher
to
shouldbe ableto work th(oughthe test in one-third onehalfthe timegiven
students.l
Constructing Tests
Effective
betterteacher-made
testsis to
Onewav teachers construct
can
on
that shouldbe included a test.
consider typesof questions
the
it
to
Obviously, is important selecttest itemsthat will measure
learning
obiectives,
the
whetherstudentshaveachieved significant
that
benchmarks, st!ndards havebeentargeted.
or
S&yr&h Trilin8 r.d P|lblidire I!c.
102
9. 6
Tesls
Chapler- TercherMade
FOR
TIPS CONSTRUCTINO
TEST
QUESTIONS
True-Falsehems
. Avoidabsolute
and "alwaYs."
wordsIike"all," "never,"
. MakesureitemsaIeclearlv or falserather
thanamblguous
true
. Limittruefalsequeslions ten.
to
higher. Consider
tfue
falsequestions to encourage
to
asking
students make
orderthinking.
Matchingltems
. Limrtlist to between andten items.
frve
. Usehomogeneous (Don't names
mix
with dates.)
lists.
(Write
. Giveclear
letter,
number,
etc.)
instructions.
. Givemorechoices
arequestions.
thanthere
Muhiple4hoicehems
. Statemainideain the coreor stemol the question.
(Avoidridiculous
. Use reasonable
choices.)
incorrect
choices.
. Makeoptionsthe samelength(nothing
very longor veryshort).
(aandb, allof the above).
. lnclude
answers
multiple
correct
Completion ltems
. Structure a brief,speci{ic
answerfor eachitem.
for
. Avoidpassages
on
from text (emphasis memorization).
lifteddirectly
. Useblanks equal
length.
of
. AvoidmultiDle
makea sentence confusing.
too
blanksthat sometimes
Essayltems
("Discuss"is ambiguous . tellall you
. Avoidall!ncompassing
questions
know abouta subiect).
. Definecriteria evaluation.
for
. Givepoint
value
and
. Use somehigher-order
verbslike "predict"or "compare conthinking
verbslike "list" and "name."
trast" ratherthan all recall
(Adapted
1987.
{or
JromBoardof Education the city of Etobicoke,
pp. 112-187.)
r"'
O 1999
SkyliC rdinior rd Publishing
103
10. learning
Ho*lo Asess
Authenlic
graphrc
presenta,
Essays,
organrzers. [)erlormances. artistic
oral
and
meaningiul
learning canallbe included
lronsn]easure
and
on
of
however,
teactrer-made Because time constraints,
tesls.
many
questions
teachers
choose useobjective
to
style
Objective
style
questions
predetermined
havehighly
specific,
answers require
that
a
shortresponse
questions
include loliowing:
Obleclive-style
the
1.
2.
3.
4.
rc
@
. . . obrective
stylequestions
canplay a
role in the
assessment
process.. . .
multiple
choice
true-false
matching
shortresponse
questions playa rolein the assessEventhoughobjective-style
can
process,
ment
they,likestandardized
tests,mustbe put in the
proper
perspective.
"Evaluation
should a learning
experience boththe student
for
be
and
the teacher.
However.
ob,ective-style
testingis frequently
ineffective
OBJECTIVE OF
TYPES EVATUATION
A welldeveloped
objective
test .
ADVANTAGES
qu;ckly
canevaluate
skills
and
ef{jciently
canprevent
studeftblrom
"writingaround" answer
the
grades
canprevent
students'
f(om beinginfluenced
by
gramwritingskills.spelling,
mar.and nearness
(item
canbe easily
anallzed
analysisJ
prevents
gradrng
biased
by
teacher
can be used for diagnosticor
pre{esr purposes
groups
canbe givento l€rge
DISADVANTAGES
requires
mosllyrecallof{acts
doesnotallowstudents
to
demo^stnte
writng skrlls
oftenrequires dasproportionate
a
amount reading
ol
{penalazes
poorteaoers)
canbe ambiguous confusing
and
(especially younger
to
students)
pre'
sssally a speci{ic,
has
determiR€daDswer
canbe veritiFe-consuming
to
@nsruci
guessing
promotes
is often usedyearafter year
despite
ditfering
needsof
students
fo.
Gdaptedfro.n the Bo.rd o{ Education the Cityol Etoticoke,1987,pp. 157-158)
styrjlB T-i.ior .rd Arbtslirg IE.
r04
11. Chapler - Teacher-Made
6
Tesls
experience eitherthe studentor the teacher
for
as a learning
questtons often require
obtective-style
too
only the recall
of
tlecause
processes
thinking
or
factsand do not allowthe studentto drsplay
to
for
them" (Board Education the City of
of
the teacher observe
1987,p. 156).
Etobicoke.
program
does not haveto include
objective
style
A good evaluation
questions
if
shouldbe well constructed
tests;however, ir does,the
by
styletests shouldbe balanced other!ulhentic
andthe objective
asSesSmenls.
Objective
Misconceplions
Tesis
Aboul
pointoutthatevaluating
prodof
OItencrilics autlrentic
assessment
" and
and
is
ucts,perlormances, ponfolios too "subjective, the teachgrade
assign
erscould
a
because
theyliked didn'tlikea studenl
or
or
couldbasethe gradeuponoutsidevariables neatness,
like
attenThesesamecriticspointto obiective
dance,or behavior.
tests being
faireror morevalidandreliable.
Sincemostwell-written
selectedresponse itemstramechallenges allowforjust onebest
test
that
Test
Torlure
-,-!-
ffi"i***r
'Professoa.what
is this rclic?"
St r.i!t! Triling id Aflilti!8
'lt's a
Nimitive bnurc devico used
by toacheEin the 20th century. They
czlled it a Scaatrcnn.]dchine.'
I!.-
t05
t{rE
E
. . . obiective
style tests
shouldbe
balanced
by other
authentic
assessments.
12. lerrning
Horlo Assess
Aufhenlic
rc
@
A good
teacher-made
test includes
verbsfrom all
three stories
ol ihe
intellect.
answeror a limitedset of acceptab answers, leadsto the "objecit
e
tive evaluatron responses beingrightor wrong. However,
ot
as
(1994)
Stigglns
warnsthat when the teacher
selects test rtems
the
judgment
for inclusion the finaltest, he/sheis making subjective
in
a
as to the meaningand importance the material be lested." . .
o1
to
judgnrent the
all assessments,
regardless theirformat,involve
of
on
part o{ the assessor.
reflectthe brases
Therefore, assessments
all
of
(p.
that assessor" 103).
Teachers
shouldexamine
both the advantages disadvantages
and
of
rolethey will playin the
obiective-stvle
tests and then determine
the
process.
evalualron
Techniques
Three-Story Verbs
Intellecl
and
Queslioning
Bellanca Fogarty
and
have
created graphic
a
based Bloom
on
s
{1991)
(see
Taxonomy
Intellect page107) show
called Three-Story
the
to
what verbsteachers use when theyaskquesiions.
can
Firsl-story
"
"
verbslike"count, "describe,and "match"askstudents gather
to
"
"
or recaliinformation.
verbslike "reason, "compare.
Second-story
"analyze" students process
and
ask
to
information. third-story
And
"amagine," "speculate" students
verbslike"evaluate,"
and
ask
to
applyinformation. effectiveleacher-made includes
An
test
verbs
from all threestoriesof the intellect.
Manyteachers this graphic
use
as a guide
whentheyaskquestions class whentheycreate
in
and
teacher-made thal encourage
higher-order
tests
thinking.
A self.check
the
teachers use to evaluate effectiveness
can
of
teacher-made
madetestsappears page
on
tests andcommercially
109.TheThree-Story
Intellect
Feview page110provides
on
a
questions
methodto analzye
how many
teststo determine
address
processing,
eachof the threelevelsof learning-gathering,
and
questions
applying. welfbalanced should
A
test
include
from all
levelsto assess
students'recallof factual
information,
their abilityto
process
that information
and,most important,
theirabilityto apply
('1994)
that information doingsomething
by
with it. Stiggins
observes
that it is teachers the assessments c-Ata that havethe
and
thev
most impacton studentlearning drivethe asslessment
and
systems
in schools.
st t*tu TEiriI8 @dPutli.bi4 In
t06
13. Clrpier ' Ieacfierfl:de
6
Tesh
THREE-STO
INTELLECT
AFpiyA Principle
$fihen
Estimale
Forecasl
dororr" Rl"Tn
-':':'
Son
slve
Distinguistr
"
I
crrren
I Cot,nt
Desctbe
Malch
Thereareone story
rntellects.
two-Story
intellects. threeand
storyintellects
with
skylights. factcollecAll
torswho haveno aim
beyond
theirfactsare
one storymen.Two
storymencompare,
generalrze,
reason,
usingthe labors tact
of
collectors wellas
as
theirown.Three-story
menrdealize,
imagine,
predict-their best
illumination
comes
from
above,
through
the
skylight.
-Qliver Wendell Holmes
Name
|
Recire
L-T
r-? seled
N'rl'
---.o4r,
(Adaptedfrom Bellanca Fogany, 1991.Us!dwith Oermissbn.l
snd
107
O 199 Sryrtllr T-iri4
r.d hblisdile r...
14. How Assex
to
Learning
Auihentic
MATCHINO
QUESTIONS
S O C I AS T U D I E S S T NS O I ] T B E A S T E R N
L
TE O
U NT E D I A I E S
S
D , e c l o n s C o r . p l c t et e m ' . r l n a p o n t h e M ' d d e A g e sb V
l
.
pornrs
Or!.r,o.: rlhr!!
eacnIf I nrhe telettton Coturna
A rfal rhephrase Co/umn s descrbr.g
i.
/
ilr
ChanQnA
crors lromoneyear
a2
Separared
coiton seeds irom
d3
Someonewho visils a place
rorpeasrre
E5
!6
Blggesl iarms nsoutheast
Ftrsr!shc.op
a3
C'oDsQrownto !a.n money
Jobs 'n wh'ch p!de aresefred
ORAPHIC
ORCANEER
BrsToFY
i ,,,-bu.r.
c,
.,411
s u b p o 1 5 nt r e s m a e r . i c l e s 1 l F o . t p e r c , c t !
n I
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A
A
C
D
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G Conof G'h
H StaveLabor
I C.shcdps
J Ra^cher
r Tdlnsr
rcald!sy ol NancyM nsk!. whe!|,.s. lll no sl
TRUE/FALSE
QUESTIONS
ENGLISH
D(eclions:
Please
crcle @e n!xtto th!numb!r the
il
is
nalemenris tu6: cncb tu/sei{ lhe statem!nt in.ny way
lase (2 pornts
!ch). Youwillreceive addiliona porn$il
an
2
you rew.itethe falsestalements makelhemtuo
lo
O-
t
r dO
Rew'rle
o F
SCIENC!
Dneclions: Seled one oi th! lollowhg topi6 tor your essy
question.Youressaywillb! evalualed the tolowng
on
1 Matklwain wrcte Hucktebety Fi.^
a60.acy of intormaion
o.gEnianonol inio.mal on
us! ot supporl sbtemenb
clarity and 6flecriwress
2 rom sawys 6 rhe proboonBr
'n
Hucxe@try rnn.
ro- sar"ygl?pp94!r! !c!
tn4. blt tv.r r.nn 6 rh!plllgonar
3 Mdrl Twin s realndme '5 Srmu6l Crer!n5
I
r or@
I ne rumway
slavs. hidonHani&llsl!nd
Jim,
afte.hel!ft AuntPollyFewrite: JimhidonJackson
lshnd.
I -t!.,
ESSAY
QUESTIONS
5. MarkTwainnas !w!ahhy rn!nall or his tife.
Pr!di(t what wilr tuoo!n rl rhe ozonetav!.
@nrnues lo deolE(Eir .ts curcnr rgre
2. Ewllate the efie.rt!.!f.l oaour l$v!mmenfs
r!s!arch r!glhnoni .!larding &ij 6in.
and
3. Sp!cuhte
wt!t will h.pp!n !treidAIDSis
rcl {@nd wnhan v!ars
tire
4. Cmparo .nd @nt6sr th!bubonicphque to AlDs.
You may drawa Vennda4Gm io helpy@
yo!. lhor!hts b6for6you wite.
o.gBnize
O 1999Styri8ht Tninirg dd Publilhjrg I!.
r08
15. Chapler - Teadrerlrlade
6
Tests
THE TEN
BIO TEACHER-MAD
TEST
CI|ECKLIST
Tes
t:
Grade
Level/Class:
'1.
I wrote my test beforeI taughtthe subject
matter.
2.
I havelistedmy standards benchmarks the test.
and
on
3._
| havelistedmy grading
scaleon the test.
4._
| havevaried question
the
typesto include
_
5.-
i haveprovided
pointvalues eachsection.
for
6.
I haveincluded
tasksto address multiple
the
intellioences
andlearning
modalities my students.
of
7.-
| havegivenstudents
somechoice questions.
of
8._
| haveusedallthreelevels the Three-Story
of
Intellect
verbsin my questions.
9.-
| havemadeallowances students
for
with special
needs.
10 . -
| havemadesurethatallstudents
havetime t6 finishthe
types.
IESt.
Signature:
Date:
O 199 Stytjslr Tdjritrd bd Publtuhi!8 ro..
r09
16. lo
lrlfientic
learaing
.Hon Assess
THREE-STORY VERBS
INTELLECT
REVIEt,'/
Analyze of yourown teacher-made Classify questrons marking
one
tests.
the
by
them Iirst, second, thirdlevelaccordrng the ThreeStorylntellect(see
or
to
p. 107).Iallvthe results.
a. Numberof fi(St-story
gathering
questions.
b. Number second-story
of
processing
questions.
c. Number third-story
questions.
of
applying
Analyze chapter
a
test from a textbookor any commercially
prepared
content
test ln termsof the guidelines above.
used
TallV results.
the
a . Numberof first-story
gathering
questions.
b . Number second-story
processing
of
qu!stions.
Number third-story
of
questions.
applying
Compare contrast analysis youroriginal
and
the
of
teacher-made to vour
test
analysis thecommerctalty
prepared Comment yourlindings.
ot
test.
on
Construct original
an
teacher-made to use with yoursludglts. Followthe
test
guidelines.discussedthis chapter
in
anduse "The BigTenTeachgr-Made
Test
Checklist-"
O 1999Styl-iSht Triiilg
rr0
.bd PubliCi.! tn -
