Michigan Assessment Consortium Common Assessment Development Series Module

Michigan Assessment Consortium Common Assessment Development Series Module 8 Writing Selected Response Items

Narrated by: Ellen Vorenkamp Wayne RESA

In This Module, You Will Learn About § § § Writing quality multiple choice items, Parts of a multiple choice item, Guidelines for writing quality stems or questions, § Guidelines for writing quality distractors, § Practices to avoid while writing quality multiple choice items. 3

Webb’s Alignment Model § Norm Webb’s taxonomy of levels of cognitive complexity has four levels: § Recall (Level 1) § Skill or concept use or application (Level 2) § Strategic thinking (Level 3) § Extended thinking (Level 4) § These levels translate fairly easily into assessment tasks 4

Selected Response Items § Types of selected-response items: § Multiple Choice § True/False § Matching 5

Parts of a Multiple. Choice Item Stem What is the perimeter of a rectangular vegetable garden with dimensions 6 feet by 8 feet? Correct answer (Key) Distractors (Incorrect Options or Foils) A B* C D 48 ft 24 ft 14 ft 6

General Item Writing Guidelines Remember – the development of good items take time and careful thought

General Guidelines 1. Align items to a standard 2. Target appropriate Depth of Knowledge – Levels 1 and 2 3. Use clear; concise language 4. Use correct grammar 8

General Guidelines 5. 6. 7. 8. 9. Use appropriate reading level Don’t assume prior knowledge Avoid generalizations Avoid Tricky Items Avoid the use of the word “You” or “I” 9

General Guidelines 10. Avoid using synonyms 11. Avoid teaching before testing 12. Lead materials are actually needed 13. Avoid unnecessary complexity 14. Remember—formatting matters 10

Guidelines About Writing Stems

Two Types of Multiple Choice Stems § Open-ended statement, followed by (usually) 3 or 4 answer choices § Closed question, followed by (usually) 3 or 4 answer choices 12

Examples Open-ended stem One of the factors of x 2 – 5 x – 36 is ___ A x+3 B x-4 C x+6 D* x - 9 Closed question stem Which of the following is a factor of x 2 – 5 x – 36? A B C D* x+3 x-4 x+6 x-9 13

General Guidelines Multiple Choice Items 15. Stuff the stem 16. Avoid redundancy 17. Avoid the use of negatives 18. Avoid clues in the stem 14

Stems With a Graphic/Stimulus Lead The stem and leaf plot gives the ages of the people who answered survey questions after buying a pair of roller blades on an Internet auction. Stem 1 2 3 4 5 6 7 Question Leaf 778888 901335 2467 133579 945 2 03 Key: 3 2 means 32 What is the median age of the people who answered the survey questions? 15

Guidelines for Writing Response Options

Parts of a Multiple Choice Item Stem (Key) Correct answer Distractors (Incorrect Options) What is the perimeter of a rectangular vegetable garden with dimensions 6 feet by 8 feet? A B* C D 48 ft 24 ft 17

True-False Using True/False § Use care § Don’t overuse 18

General Guidelines for Writing Response Options 19. Use direct, clear terminology 20. Use plausible distractors/foils 21. Use equal length and detail 22. Make all distractors equally attractive 23. Organize the options 19

General Guidelines 24. Have only one correct answer 25. Do not use overlapping answers 26. Vary placement of option choices 27. Good Items are fair items 28. Avoid using “All of the Above” and “None of the Above” 20

True-False Items § Be sure the statements in true/false items are completely true or completely false § Example: Not Yet § Boston is a city located in either Massachusetts or New York. § Example: Better § Boston is a city located in New York. 21

General Guidelines for Matching Items 29. 30. 31. 32. Clear directions Short lists Homogeneous Response options: brief and equal length 33. More response options; use more than once 34. May have limited instructional value 22

“Discrimination” § In testing, “discrimination” is a good thing. § Good items correctly discriminate (distinguish) between those who know and those who don’t by making it difficult for those who don’t know to guess the correct answer. 23

Pilot Test Items § Classroom teachers can pilot test items with a small sampling of students § Initial reaction to items can be very informative § Orally or written 24

Summary § Types of Selected Response Items § Multiple Choice § True/False § Matching § Guidelines for writing each item type have been provided in writing 25

Series Developers § § § § Kathy Dewsbury White, Ingham ISD Bruce Fay, Wayne RESA Jim Gullen, Oakland Schools Julie Mc. Daniel, Oakland Schools Edward Roeber, MSU Ellen Vorenkamp, Wayne RESA Kim Young, Ionia County ISD/MDE 26

Development Support for the Assessment Series § The MAC Common Assessment Development Series is funded in part by the Michigan Association of Intermediate School Administrators § In cooperation with § Michigan Department of Education § Ingham and Ionia ISDs, Oakland Schools, and Wayne RESA § Michigan State University 27