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


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


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.


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).


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


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


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


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


* “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.



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



ESCUELA DE IDIOMAS


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.


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.


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.



ESCUELA DE IDIOMAS


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


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


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


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.


ESCUELA DE IDIOMAS

PROFESORADO EN INGLES

LICDA. EVELYN R.QUIROA

2011

GROUP 4: ESSAYS


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


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.


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.


076 09 1334


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.


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.


3. Almost always green but sometimes covered with another colour

such as red.


4. Produce seeds which form new plants.


5. Make food for the plant.


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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

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" P

uli

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ut

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the

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eco

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ize

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ell

ow

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urn

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o b

e c

ert

ain

of

the

co

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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.

evaluation portfolio

Documents

assessment vocabulary

assessment activities

kind of assessment public

performancebased assessment

specific topic

new topic

students knowledge

students comprehension