1. Designing a Traditional Test
EDU Newberry College Jennifer Morrison

2. Designing a Traditional Tests
What are some traditional selection-type and supply-type test items? What do they look like?
What are the rules for writing good effective traditional test items?
When are different types of test items most appropriate?
By the end of class you should be able to answer these questions.

3. What types of items have you seen on traditional classroom and/or standardized tests?

4. Selection-Type Items Multiple Choice Stem | alternatives | distracters
Stem may be a question or an incomplete statement
True-False
Only two responses are possible
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5. Selection-Type Items (cont.)
Matching
Variation of the multiple-choice format
Series of premises (stems) and alternative answers (responses)
Interpretive Exercise
Common selection of introductory material followed by related test items

6. Restricted-Response Essay
Supply-Type Items
Short Answer
Restricted-Response Essay
Strict limits placed on student’s answer (form of answer, special directions, etc.)
Extended-Response Essay
Few limits placed on student’s answer
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7. What are the rules for writing traditional test items?
Gronlund, N., & Waugh, C. (2008). Assessment of student achievement (9th ed.). Allyn & Bacon.
Student need to read and be familiar with Chapters 6-8 of Assessment of Student Achievement.
Assign an item type to student groups and have each group create a poster displaying the type definition, rules, and examples.
Give each student a Traditional Test Item worksheet and have students complete their worksheets alone or in pairs using the posters and/or copies of the chapters.
Give each student a copy of the handout, Rules for Writing Traditional Test Items.

8. Chpt 8, p. 132
Gronlund, N., & Waugh, C. (2008). Assessment of student achievement (9th ed.). Allyn & Bacon.

9. More Rules for Test Formatting
Edit your test; no typos are allowed.
Give clear directions for every section.
Make certain your numbering makes sense.
Make certain it looks clear and neat on the page.
Include point values for sections and/or items.

10. Which rules were followed?
Which rules were not?
Have students review and discuss several traditional sample tests. Use poster pass strategy. Have students refer to Gronlund & Waugh rules.
Thumbs Up:
Thumbs Down:

11. Task 3: Traditional Unit Test
Go over Task 3 description and checklist.

12. What’s Due?