1. Writing Supply Items Gronlund, Chapter 8

2. Supply Type Items Require students to supply the answer Length of response varies –Short-answer items –Restricted-response essay –Extended-response essay

3. Short-Answer Items Easy to write items Guessing is less likely Well-suited to computational problems Measures broad range of knowledge outcomes Difficult to phrase for ONE correct response Scoring contaminated by spelling ability Scoring is tedious and time-consuming Not adaptable for measuring complex learning outcomes

4. Rules for Short-Answer Items State so that only a single, brief answer is possible Start with direct question; use incomplete statements only for greater conciseness Leave only one blank-relate to main point Place blanks at end of statement Avoid extraneous clues Numerical answers-indicate degree of precision and units

5. Essay Questions Measure higher level learning Take less time to prepare Emphasize integration and application of ideas Inadequate sampling of achievement Difficult to relate to learning outcomes because of freedom of response Scores impacted by writing skill, bluffing, handwriting Scoring time consuming, subjective, unreliable

6. Essay Questions Restricted-response Strict limits on answer Easy to prepare and score Relate directly to learning outcome Little opportunity for higher order activities Extended-response Almost unlimited freedom to respond Allows creative integration of ideas Broad approach to problem solving Difficult and time- consuming to score

7. Rules for Essay Questions Use for measuring complex learning outcomes Relate as directly as possible to learning outcomes Questions should present a clear task Do not permit a choice of questions unless learning outcome requires it Provide ample time; suggest time limits

8. Scoring Essay Questions Evaluate in terms of learning outcomes Score restricted-response answers with a point system, using a model answer Grade extended-response answers by rating, with defined criteria Evaluate all students’ answers to one question before going to the next Evaluate without knowing student identity When possible, have two graders