Hannah Erickson
Quiz von , erstellt am more than 1 year ago

Design your objective test for this chapter. Create at least four multiple-choice items, one matching item, and three true/false items. For a really good time, give this assessment to one of your fellow students.

12
0
0
Hannah Erickson
Erstellt von Hannah Erickson vor etwa 7 Jahre
Schließen

EDUC 208 Quiz - Portfolio Assignment

Frage 1 von 8

1

In multiple choice questions, the stem should be shorter than the alternatives.

Wähle eins der folgenden:

  • WAHR
  • FALSCH

Erklärung

Frage 2 von 8

1

The goal of formal assessments is to distinguish between those who know the material and those who do not.

Wähle eins der folgenden:

  • WAHR
  • FALSCH

Erklärung

Frage 3 von 8

1

When writing true/false questions, one should avoid the use of absolutes and qualifiers.

Wähle eins der folgenden:

  • WAHR
  • FALSCH

Erklärung

Frage 4 von 8

5

Wähle von der Dropdown-Liste, um den Text zu vervollständigen.

Select the correct answer from the following drop-down answers.
NOTE: Not all of the provided answers will be used. Please do not select the same term for more than one answer.

1. ( 1. State-dependent Learning, 1. Content validity, 1. Higher-level thinking, 1. Lower-level thinking, 1. Stem, 1. Informed guessing, 1. Distractor ) This is an aspect of student assessment skills that helps in choosing the correct answer without fully knowing the academic content.
2. ( 2. State-dependent learning, 2. Content validity, 2. Higher-level thinking, 2. Lower-level thinking, 2. Stem, 2. Informed guessing, 2. Distractor ) This is the idea that learning is best recalled under the same conditions as when it was originally learned.
3. ( 3. State-dependent learning, 3. Content validity, 3. Higher-level thinking, 3. Lower-level thinking, 3. Stem, 3. Informed guessing, 3. Distractor ) In constructing multiple-choice items, this is the question or statement.
4. ( 4. State-dependent learning, 4. Content validity, 4. Higher-level thinking, 4. Lower-level thinking, 4. Stem, 4. Informed guessing, 4. Distractor ) This determines whether the assessment appropriately samples the full range of instructional material presented to the student.
5. ( 5. State-dependent learning, 5. Content validity, 5. Higher-level thinking, 5. Lower-level thinking, 5. Stem, 5. Informed guessing, 5. Distractor ) According to Bloom, this is difficult to assess through multiple-choice items.

Erklärung

Frage 5 von 8

1

In multiple-choice assessments, this is the term for the various answers a student could select.

Wähle eine der folgenden:

  • Stems

  • Alternatives

  • Distractors

Erklärung

Frage 6 von 8

1

According to our textbook, this is the most beneficial part of the day when a student should take an assessment.

Wähle eine der folgenden:

  • Shortly after the class day begins

  • Immediately before lunch

  • Immediately after lunch

  • The last hour of the school day

Erklärung

Frage 7 von 8

1

What is a positive feature about objective assessments?

Wähle eine der folgenden:

  • Increases opportunities for informed guessing

  • Increases claims of teacher grading bias

  • Increases required grading time

  • Increases the number of content-related questions that can be asked

Erklärung

Frage 8 von 8

1

Which of the following is true about how students guess an answer when they are not completely sure?

Wähle eine der folgenden:

  • When they are unsure about the answer, they tend to select the middle answer.

  • When they are unsure about the answer, they tend to select the last answer.

  • When they are unsure about the answer, they tend to select the longest answer.

  • When they are unsure about the answer, they tend to select the shortest answer.

Erklärung

Vorherige
Nächste