Page 187 - EL108 Learrning Module

8. Avoid giving clues to the probable answer
✓ Articles a and an must be avoided as last words in an incomplete
sentence. These words give clues to the probable answers as to whether
the best option starts with a consonant vowel.

9. Be sure that there is only one correct or best response to the item.
✓ Never use questions or answer options that could trick a learner.
✓ If a question or its options can be interpreted in two ways or if the
difference between options is too subtle, then find a way to rewrite it.

10. Use ‘All of the Above’ and ‘None of the Above’ with caution
✓ The alternatives “all of the above” and “none of the above” should not be
used. When “all of the above” is used as an answer, test-takers who can
identify more than one alternative as correct can select the correct answer
even if unsure about other alternative(s).
✓ When “none of the above” is used as an alternative, test-takers who can
eliminate a single option can thereby eliminate a second option.
✓ In either case, students can use partial knowledge to arrive at a correct
answer.

GUIDELINES IN WRITING ESSAY TESTS

Essay tests present a realistic task to the student. In real life, a person is required
to organize and communicate thoughts rather than respond to multiple choice questions.

A typical essay test usually consists of a small number of questions
to which the student is expected to recall and organize knowledge
in logical, integrated answers.

An essay test item can be an extended response item or a short answer item. An
example of each type follows.

1. Extended Response
Compare the writings of Bret Harte and Mark Twain in terms
of settings, depth of Characterization, and dialogue styles of their main characters. (10
pts. 20 minutes)

2. Short answer
Identify research methods used to study the S-R (Stimulus- Response) and
S-O-R ( Stimulus-Organism-Response) theories of personality. (5 pts. 10 minutes)

SUGGESTIONS FOR WRITING ESSAY TEST ITEMS

1. Formulate the question so that the task is clearly defined for the student.

Teaching and Assessment of Grammar 173