EDUC 415 Quiz Types of Questions
EDUC 415 Quiz: Types of Questions
Covers the Textbook material from Module 2: Week 2.
- When crafting completion items for elementary students, it is best to provide clues by making the length of the blanks proportional to the length of the omitted word.
- You would generally expect to increase the validity of your students’ scores on your completion items if you changed them into direct questions.
- One ten-point quiz consists only of traditional true- false items. Another ten-point quiz, assessing the same content, consists only of multiple true-false items. How does the reliability of the scores on the two quizzes compare?
- In classroom assessment, it is of very little importance if students use their knowledge of flaws in the items to answer them correctly.
- What is the most important reason you might want to use a completion variety of fill-in-the-blank item instead of the direct question variety?
- The appropriate time to use the response categories “Right” and “Wrong” is when a true-false variety item asks a direct question.
- If a student has a good command of a learning objective, you should expect that the student would answer a test item about that objective correctly even if the item were worded rather ambiguously.
- What do true-false items assess?
- The primary value of true-false items is to assess a student’s ability to judge the correctness of verbal propositions.
- It is acceptable if a student can answer a test item correctly by using his or her partial knowledge of the learning objective.
- True-false items are able to assess the
- When crafting a completion item, it is best to use a statement taken verbatim from the textbook, delete an important word, and replace the word with a blank.
- Distractors for best answer items of an objectively scored format should be obtained from
- When writing a matching exercise, it is important to ensure that the number of responses is equal to the number of premises.
- When crafting tabular items, which of the following should be the last step performed by the teacher?
- Which of the two methods of scoring tabular items provides a more reliable result?
- When crafting multiple-choice items, it is important to ensure that the distractors are plausible to students who do not know the answer.
- Options in a multiple-choice test function better when placed in the middle of the stem rather than at the end of the stem.
- A best answer variety multiple choice item is most useful for assessing critical thinking when the
- The statement-and-comment format can be used to assess the students’ comprehension of
- In writing best answer items, it is inappropriate to include “none of the above” as one of the options.
- Which of the following is the most discernible advantage of the greater-less-same format item type over standard multiple-choice items?
- What is the function of the “table” in a tabular matching exercise?
- Which of the following would you recommend to a history teacher who wants to assess students’ knowledge of the order of events during the American Civil War?
- In organizing a set of masterlist items, the set of items is put before the masterlist of options.