Anonymous (XXXX) Rubric scoring and item writing.pdf

When Designing and Developing a Performance Assessment
1. Identify Outcomes & Indicators to be assessed
Identify observable/measurable indicators
DoUse
Solve
Design
Write
Compare
Draw
Persuade
InvestilZte
Avoid
Know
Understand
Appreciate
(things that can't be measured or ob~rved)
2. Create a meaningful task CONTEXT
• Real issues
• Real problems
• Themes ofwork
• Trainees job situations
3. Some important questions
• What types oftasks are implied by the learning targets?
• Should tasks be structured or unstructured (scaffolding)?
• Which parts ofthe tasks should be structured & to what degree?
• What do I need to communicate to students so they know what they need to do to perform.
• Is task unbiased (culturaVsocioeconomic)?
4. Identify thinking skills & processes
ThinkinJt skills
Thinkin~ processes
• Comparing • Decision making
• Classifying • Problem solving (overcoming obstacles)
• Induction (conclusions from data) • Experimental inquiry(making predictions &
• Deduction(generalize rules) testing them)
• Error analysis • Invention(create improve)
• Constructing support-argue a position • Investigation(historical, projective or
• Creating abstractions hypothetical), definitional(new theory)
• Analyzing different perspectives
s. Identify Products & Performances
Product or performance should
• Provide evidence ofproficiency
• Be related to the identified outcome or standard
Written products
Oral performances
Visual products/product performance combination
6. Identifying Evaluative Criteria
Relates to outcomes & indicators
To show to what extent the outcome has been achieved
• Understanding ofcontent
• Proficiency ofskill or process

7. Design the Scoring Methods .
Constructing the Rubric or Activity SpecIfic key
Need to be able to discriminate among the full range ofdifferent degrees ofunderstanding, proficiency or
quality
(# points for each level or degree ofproficiency)
elements included
weighting
8. Task Design Options
Considerations
• Timeltimeframe
• Supplies
• i Equipment
• Friends
• Feasibility
• ResoW'Ce availability
• Levelofsuppo~independence
• Who will evaluate
9. Review for Bias/Sensitivity
10. Language Bias
11. Stereotyping (avoid it)
12. Sensitive topics (avoid them)
Types & Sources ofMeasurement Errors & Biases in Performance Assessment
Sources oferror associated with raters-arise when raters don't use unifonn standards-they can be
eliminated by using some kind ofranking procedure & through training
Halo effect: a rater's general impressions ofa person influence the ratings-ex: rank student high on
arithmetic skills because he is neat, handsome, good handwriting, etc.-traits unrelated to arithmetic
Generosity error: raters who 'continually favor the desirable end ofthe continuum
Severity error: tendency for rater to be overly harsh
Central tendency error: Favors the middle positions-rates everyone about average
BIAS: tendency to rate high or low because offactors other than trait(s) being rated. Bias is usually
subconscious & hard to prove--ex: higher grade for typed than handwritten
To improve rater behavior:
• Training session
• Avoid using raters who are overly critical or solicitous
Other sources oferror in rating scales
• Ambiguity oftrait-what is "aggressive"
• Ambiguity ofscale-what is "good"
Need to have operational definitions to make rating/scoring as objective as possible

General Benefits
General Limitations
• Can clarify meaning ofcomplex learning Difficult to craft (match learning targets)
targets (particularly when students understand Scoring rubrics are difficult to create
rubric being used to grade) Assessment is time consuming
• Assess really "doing" rather than answer Scoring is time consuming
questions about doing Scores may be unreliable
• Can involve integration ofold and new • Score on one task can't necessarily be
knowledge & skills
generalized to make inference about students
• Can involve complex tasks ability in other tasks
Assess of"processf'product" Aren't always appropriate
• Student involvement Can be discouraging to the less able
Cultural bias issues
• Can also be corruptible to "teaching the tesf'
GOAL
(1) Make a judgement based evaluation process as systematic and objective as it can be
(2) Focus on the important attributes or performance

Criterion-Based Scoring Tools
Holistic scoring rubrie
• rate or score the product or process as a whole without scoring parts or components separately-easier,
takes less time, appropriate for extended response essays involving synthesis ofideas where answer
can't be pre-specified
• Sources oferror-paying attention to one element in one paper and another element in another
• Bias can be a problem
• Gives no feedback to students-they have no idea how to improve
Analytic scoring rubric-lists criteria for grading a piece ofwork
• Rate or score separate parts or characteristics ofproduct or process fIrSt, then sum part scores to obtain
total score--
I
• more time consuming~
• helps students leam-gives details about strengths and weaknesses
• articulates gradations ofquality for each criterion (excellent to poor). Criteria in column on left;
columns to right describe degrees ofquality
• makes expectations clear
• organizes feedback & time spent evaluating student work
ExampleofRubnc for Essay Items
Points Content Answer or Opinion Explanation or Defense
3 Ample evidence of Clearly answered or Convincingly explained
understanding ofthe stated or defended
content
..
2
Some evidence of Answered or stated Explained or defended
understanding ofthe
content
1 Little evidence of Ambiguous answer or Explanation or defense
understanding ofthe statement is not convincing
content

2
Example ofRubric for Math problems
Points Ouality ofExplanation Answer Explanation
6 Excellent explanation
(complete, clear,
unambiauous).
5 Good explanation
(reasonable clear and
complete)
4 Acceptable explanation Correct Complete, clear, logical
(problem completed but
may contain minor flaws
in explanation).
3 Needs improvement (on Almost correct or Essentially correct but
the right track, but may partially correct incomplete or not
contain serious flaws,
entirely clear
demonstrates only
partial understandina)
2 Incorrect or inadequate Incorrect but reasonable Vague or unclear but
explanation (shows lack attempt with redeeming features.
ofunderstanding of
problem).
1 Incorrect without Incorrect with no Irrelevant, incorrect, or
. attempt at explanation relationship to the no explanation
problem
Activity-Specific Scoring Key-is identical to a rubric but it is only useful for a single activity or
assessment, whereas a rubric can be used for any assessment occasion where the same thing is being
assessed over and over. An example ofa key would be one for scoring a project on a specific topic-it
would only be used once, for that particular project. An example ofa rubric would be one for scoring
writing to inform-the same scoring tool is used every time the students are asked to write to inform.
Checklist
• list ofspecific behaviors, characteristics or activities and place to check absent or present (or yes or no)
• used for sequence or subtask that can be formed in list-science-set up microscope---auto
shop-change oil in car
Examp e af
persona -SOCI eve opment checkl· 1st Dor 1'1rimary grades
Check if Behaviors
''yes''
Follows directions
Seeks help when needed
Works cooperatively with others
Waits in tum for usin2 materials
Shares materials with others
Tries new activities
Completes stated tasks
Returns equipment to proper place
Cleans work space

3
Rating Scale
Consists ofa set ofcharacteristics or qualities to be judged and some type ofscale for indicating the degree
to which each attribute is present.
Example-Speeeb Rating Seale
Directions: Mark an X anywhere along the horizontal line to indicate student's speech performance
Content & organization: Opening remarks
Inappropriate: Distract from
speech topic
Commonplace. No particular
contribution to the speech
Arouse interest. Direct
attention to speech topic
Deliv~ry:
Gestures
Movements are
monotonous or
distracting
Generally
effective. Some
distracting
mannerisms
Natural, expressive
movements which
emphasize speech
Other examples ofrating scales-
To what extent does student participate in group discussions?
Never, seldom, occasionally, frequently, always
In opinion surveys you see rating scales:
Strongly Disagree, Disagree, Unsure, Agree, Strongly Agree
Types & Sources ofMeasurement Erron & Biases in Performance Assessment
Sources oferror associated with raters-arise when raters don't use uniform standards--they can be
eliminated by using some kind ofranking procedure & thrOlJgh training
Halo effect: a rater's general impressions ofa person influence the ratings--ex: rank student high on math
computation skills because he is neat, handsome, good handwriting, etc.-traits unrelated to math
computation
Generosity error: raters who continually favor the desirable end ofthe continuum
Severity error: tendency for rater to be overly harsh
Central tendency error: Favors the middle positions--rates everyone about average
BIAS: tendency to rate high or low because offactors other than trait(s) being rated. Bias is usually
subconscious & hard to prove-ex: higher grade for typed than handwritten
To improve rater behavior:
• Training session
• Avoid using raters who are overly critical or solicitous
Other sources oferror in rating scales
• Ambiguity oftrait-what is "aggressive"
• Ambiguity ofscale-what is "good"
Need to have operational defmitions to make rating/scoring as objective as possible

Performance Assessment
Advantages & Disadvantages ofperformance assessments (measurement & instructionaJ)
Advantages
Disadvantages
Classroom • Traditional tests encourage • Time consuming to craft
Assessment mastery ofthe wrong things • Not appropriate for
• Form oftest is harmful to assessment ofa1lleaming
learning
targets
• Useful for improving
instruction
• Consistent with modem
learning theory
~easurementlssues • Validity-simulates real • Subjective element in
world activity
scoring decreases reliability
ofscores
• Subject to bias & corruption
• Validity ofscores can be
lowered by (see below)
• PA can assess a number oflearning targets (traditional.is limited to one)-involve using a variety of
knowledge and skills, but they should be well planned.
• PA use doesn't insure that mastery oflearning targets will be met
• The use ofboth PA and traditional multiple choice (mc) tests improves the validity ofassessment
• Pa is referred to as authentic because it is supposed to provide a simulation ofa real-life
situation-there is a continuum ofleast authentic to most authentic. Think about activities and where
they fall in the spectrum ofthis continuum. PA involves making an application ofskills an knowledge;
it is more consistent with modem learning theory than traditional assess methods (mc tests, for
example)
• PA involves making an application ofknowledge/skills rather than just recognizing .the right answer.
• PA is not the most appropriate assessment method for assessing all types oflearning targets.
• Me and other objective methods ofassessment provide an· indirect way ofassessing whether mastery
ofa learning target has been met.
• Validity can be lowered in PA by the following
- Students work together-8uzie's project doesn't reflect Suzie's knowledge and skills-primary use
ofgroup projects is to assess social skills(working with others, etc)
- The teacher is biased downward certain presentation fonnats, topics, etc.
• PA projects require more teacher supervision and management than conventional assessment methods
• Appropriate portfolio use does not involve saving ALL work-the work put into the portfolio should
be selected for a purpose--usually "best work" or "growth"
• One benefit ofportfolio use is that it involves selfevaluation, "growth and best work" and students
learn how to present their best ("best work")
• PA not necessarily better for assessing logical thinking skills/problem solving
• PA are more time consuming to craft and to score(for teachers) & are more time consuming for the
student to do.
'PA scores are generally less reliable than mc scores-in terms ofstudents performance & teachers scoring
(2 teachers won't necessarily agree)

Alternative Assessments
Example Benefit Limitation
Individual Projects Require creativity, originality & Be sure each employee has the
integration ofmany skills same experience or access to
resources
Group projects Assess ability to work with others Groups have an impact on
individual behavior, can't assess
what an individual has done or
achieved
Portfolio Student participation Scoring rubric has to be carefully
"best work"
constructed
"growth" .
Demonstration Less complex than a project Need clear learning target &
scoring rubric
Experiment Can assess whether students use Time consuming---expensive in
proper inquiry skills & methods materials
"process"
Oral Presentation Assess skills not able to be Must decide how to weigh
Debate assessed with test "project" content vs. performance(well
Dramatization
presented, but material was all
wrong)
Structured Tasks Can be linked to teaching Scoring rubric
(write story, build something activities
Naturally occurring tasks
You have to wait for the event to
occur
• Extended response essay item is particularly useful to assess student ability to organize ideas and
include relevant infonnation--disadvantage is that scoring is inconsistent- can be problematic for
elementary school students
• Restricted response items can be used for more than just rec~ll and comprehension, but they need to be
carefully crafted-advantage-it gives more reliable results (responses will be similar because
response fonnat is focused and organized in similar way for all students)
• Best item formats:
• Matching-symptoms & contaminants
• Recall facts-short-answer (don't use PA for this)
• Comprehension/basic understanding-mc
• Rater drift---results in inconsistent scoring
• Carry-over effeets-to minimize grade all #1 items ofall students, then go on to next item & do for all
students
• Rubrics are designed to improve reliability ofessay scores and PA -they define different levels of
quality the instructor will use to evaluate essay responses or performance
• Can use verbal descriptions ofquality at each level
• Can use examples ofprevious students performance or products
• Analytic Scoring rubrie-gives more detailed feedback-helps students know what to expect, so
they can assess their own work before turning it in-helps students identify areas which need
remediation
• Holistic scoring rubric-less objective
• Process/procedure vs. product
• Problem solving vs. story or display
• PA-unstructured vs. structured-scaffolding-directions or structure provided to students---less
structure means less "scaffolding", i.e., linking ofsuccessive task requests
• Checklist-can cover positive and negative behaviors ..
• Portfolio-purpose is important-what will results be used for-promotion to next grade?

Thinking Skills, Trigger Words, and Evaluative Criteria
_ adapted by W. D. Schafer from the Quellmalz & Bloom et al. taxonomies and Stiggins's materials
Quellmalz proposes five categories (QI-Q5, below) but the order is·not viewed as important.
Bloom et a/. propose six cat~gories (BI-B6, below) ordered by complexity of the cognitive operation.
Recall (Q1) - verbatim repetition [knowledge (Bl)] and paraphrasing [comprehension(B2)]
Trigger Words (knowledge): define, label, locate, recite, name, state
Trigger Words (comprehension): describe, restate, paraphrase, rewrite, express, identify
Evaluative Criteria: accuracy, comprehensiveness
Analysis (Q2 & B4) - division into component elements (e.g., part-whole, cause-effect)
Trigger Words: analyze, subdivide, outline, order, inventory
Evaluative Criteria: identification (sufficiency & importance), description, explanation, justification
Comparison [Q3 (& B4)] - identification of similarities and differences
Trigger Words: compare, contrast, categorize, sort, separate, classify, differentiate
Evaluative Criteria: distinctiveness, sufficiency, accuracy, explanation, clarity
Inference (Q4) - deductive reasoning [application (B3)] and inductive reasoning [synthesis (B5)]
Trigger Words (application): predict, demonstrate, apply, solve, use, sketch
Evaluative Criteria: choice of rule (generalization), plausibility of argument, accuracy of result
Trigger Words (synthesis): construct, formulate, speculate, hypothesize, theorize
Evaluative Criteria: use of data, identifying generalization, logic of argument, noting of exceptions
Evaluation [Q5 & B6 (& B4)] - judging worth, quality, credibility, or practicality
Trigger Words: prioritize, judge, evaluate, appraise, recommend, critique, weigh, [question] & why
Evaluative Criteria: data orientation, explanation of criteria, defensibility of application of criteria
(note - it is not the judgment, but its explanation and the argument presented that is rated)
From Fleming & Chambers (1983): Percent of Actual Teachers' Items by Cognitive Levels
(n=8800 items) Cognitive Level (revised from their use of the Bloom et a/. categories)
Level in School Recall Analysis Comparison Inference Evaluation
Elementary 83% 10% 0% 7% 0%
Junior High 97% 3% 0% 0% 0%
High School 97% 3% 0% 0% 0%
(note: most inference items are found in mathematics and are deduction, or application of principles)
Sample table of specifications [%'s are emphases for objective (an operation using a content) classes]:
Content Area (Civil War)
During War Post-War
25% 5%
5% 5%
Operation (Cog. Level)
Recall
Analysis
Comparison
Inference
Evaluation
Total
Pre-War
5%
5%
5%
5%
5%
25%
10%
10%
50%
5%
10%
25%
Total
35% r
15%
15%
20%
15%
100%
Avoid the "recall trap," where test items seem to measure higher-order thinking but the specific
instances have been taught in class, so the students are merely remembering material as it has been
taught. To engage higher-order thinking, the student must be presented with novel material.
Beyond thinking skills are thinking processes, when skills are used in sequence or in combination.
Examples are problem solving, decision making, and scientific inquiry.

Common Flaws in Multiple-choice Items and Tests
1. Weak Stem: the stem should present a clearly-defined problem, usually specific enough to stand
alone as a completion item.
2. Heterogeneity of Options: the choices should all be of a similar nature, otherwise one or more will
be implausible.
3. Grammatical Cues: all options should be grammatically consistent with the stem.
4. Lack of Parallelism: the logical flow of both grammatical construction and ideas should be
consistent from the stem to each option.
5. Complicated Stem: stems which include several ideas can be open to different interpretations by
different examinees.
6. Complicated Options: it is usually too difficult a task to make a rapid comparison among
complex options.
7. Explanatory Stem: stems which "teach" material not necessary to the question serve no useful
measurement purpose and waste measurement time.
8. Negatively Stated Stem: stems usually present the task of choosing the "correct" or "best"
option; a change in the ground rules should be avoided and, if one is necessary, the change should
be emphasized.
9. Repetition of Option Lead-ins: if all options begin with the same wording, it should be included
at the end of the stem.
10. Specific Determiner: words or phrases which tend to be present in only true or only false
statement should be avoided in the options.
11. Choices Not at the End of the Stem: items should be written so that the natural location of the
answer is at the end of the stem.
12. More than One Acceptable Answer: only one option should be best; the others should be clearly
unacceptable.
13. Use of "All of the Above" as an Option: this option will likely be selected when at least two of
the others are correct, allowing the examinee to receive credit for partial knowledge.
14. Clues from Other Items: no item should be answerable through the use of information tcontained
in other items.
15. Pattern of Keyed Answers: the position of the keyed option should not follow any discernable
rule throughout the test; the keyed position should be determined randomly or by a consistent
practice such as placing all options in alphabetical or numerical order for each item.
16. Over-inclusive Options: if one or more options cover all possibilities, the choice will likely be
made ignoring the other options.
17. Inconsistent Lengths of Options: usually the longer option tends to be the correct one.

Robe~t w. Lissitz
First compiled by M.J. Wantman
Directions for Test Construction and Item Writing
General directions for item writing
1.
2.
Express the item as clearly as possible
of grammar, rhetoric, and punctuation. '
observing the rules
Use only items which have an answer upon which all experts
agree.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Do not use trick or catch items--items that are phrased so
that the correct answer depends on a single, obscure key word
to which even good students are unlikely to give sufficient
attention.
Avoid irrelevant clues--i.e., wording that enables the correct
answer to be determined merely by intelligence and not because
of knowledge which the question is designed to measure.
Items should not be inter-dependent.
One item should not furnish the answer to another one.
Avoid textbook wording.
The position of the correct alterative should be random.
SUbject matter and phrasing should be such that no emotional
antagonism will be aroused.
The item should call for a knOWledge of concepts, reasons, and
relationships rather than for mere factual information,
whenever the former is appropriate.
omit any part of the item which can be omitted without
significantly influencing the distribution of responses.
If possible, the question should be stated in positive terms.
MUltiple-Choice questions
13. The stem or introductory statement should be as complete as
possible.
14. Distractors or options should be as short as possible.
15. Distractors should be plausible.
16. The length of a distractor should not vary consistently with
the correctness of the distractor.

17 • The more homogeneous the alternatives, the highe~·· the level of
understanding tested for.
18. Avoid responses that overlap or include each other.
19. If popular misconceptions in the field covered by the question
exist, the distractors should be designed to attract
candidates holding these misconceptions.
20. The distractors should be of about the same length and
complexity as the correct answer.
21. Repetitions in the distractors should be avoided by putting
the repeated thought into the stem of the item.
22. The stem of the item should be phrased to ask for the best
rather than the correct answer whenever there is no clear-cut
"correct" answer or where one or more of the distractors is
not ·'wrong."
23. If there are other answers conceivably as good as the intended
answer, the stem should be limited by the phrase "of the
following."
24 • If the candidate could distinguish the correct answer from the
incorrect answers without having read the stem, the item is in
need of revision.
25. There should be no possibility that a candidate may select an
alternative because it is the only one con~aininq the same
words or phrases as the stem or because of other external
characteristics.
26. Keep about four or five alternatives.
Matching sets
27. The items should be homogeneous.
28. The alternative responses should be homogeneous.
29. There should be more unequal options anyway than questions in
a set, but the list of options should not be too long-­
possibly an upper limit of 7.
30. Allow the same option to be the correct answer for more than
one question.
31. Be specific about the basis on which questions and options are
to be matched.
32. Material should be briefer in options than in questions if
there is a choice.

33. Arranqe the options in some logical order so that students can
find the correct answer quickly. For example: numerical,
chronological, alphabetical order, etc•
.
34. Deep all of one question on the same page.
Simple recall or completion items
35. Require a short, definite answer.
36. Include in the key all possible correct answers.
37. Do not evaluate spelling unless the test is a test of
spelling.
38. Make the question very specific.
39. A direct question seems to be easier than a fill-in statement.
True-false items
40. Do not put the false part of a statement in a qualifying
phrase.
41. In "Why" questions, the false aspect should be in the
"because" phrase.•
42. Avoid specific determiners, such as "entirely," "always,"
"never," "generally," "often," "seldom."
43. Use quantitative rather than qualitative language where·
possible.
Typography and test assembly
44. List alternative responses in a vertical column if possible.
45. Arrange questions by item type and by order of difticulty
within the item type.
46. Do not split an item between tow pages. In a matching set, do
not split a set.
47. In completion or simple recall items, the length of lines
indicating blank spaces must be the same for all
questions.

Robert W.
Lissitz
General Rules for Using, Constructing, and Evaluating Essay Exams
.JlQ....
1. Limit the problem which the
question poses so that it will
have an unequivocal meaning to
most students.
Do
Not
1. Judge papers on the basis of
external factors unless those
have been clearly stipulated.
2. Use words which will convey
clear meaning to the student.
3. Use an essay question for the
purposes it best serves, i.e.,
organization, handling
complicated ideas and writing.
4. Prepare enough questions to
sample the material of the
course broadly, within a
reasonable time limit.
5. Prepare questions which require
considerable thought, but which
can be answered in relatively
few words.
6. Determine in advance how much
weight will be accorded each of
the various elements expected in
a complete answer.
7. Score each question for all
students before looking at the
next question without knowledge
of students names. Use several
scores if possible.
8. Require all students to answer
all questions on the test.
9. Write questions about materials
immediately germane to the
course.
10. Study past questions to
determine how students performed
with them.
2. Make a generalized estimate of a
paper's worth.
3. Construct a test consisting of
only one question.
4. Allow students to select the
particular questions they wish to
answer.

11. Make gross judgments of the
relative excellence of answers
as a first step 1n grading.
12. Make the wording of a question
as simple as possible in order
to make clear the task imposed.
13. After writing a question, leave
it for a day or so, then look at
it again and consider the type
of range of answers which it may
evoke. Revi se if neces,sary.
14. It is generally best to use
"Check-list Point-score Method"
in scoring.

Sample True-False Items
Lissitz
T F 1.
T F 1.
T F 2.
T F 2.
T F 3.
'1' F 3.
Good teeth depend upon diet.
A
good diet is a basic factor in having good teeth.
Alfred Binet was a French abnormal psychologist and
botanist who introduced the concepts of judgment, adaptation,
and self-criticism into the study of intelligence.
The concepts of judgment, adaptation and self-criticism
were first introduced into intelligence measurement by
Alfred Binet.
Minneapolis is the largest city in the Midwest because it. is
a major railroad eenter.
Chicago is the largest city in the Midwest because many
conventions are held there.
T F 4. The brightest stars are always the closest.
T F 4. If all the stars were the same distance from earth, the sun
would still be the brightest.
T F 5. No picture-no sound in a television set may indicate a bad
SU4G tube.
T F 5. A bad SU4G tube in a television set will result in a no
picture-no sound.
T F 6. By 1861, a great many states had established universitiies.
T F 6. By 1861, twenty states had establisned universities.
T F 7. The Dutch were the first nationality to settle in New York
and the largest single nationality in the colonies in the
early 18th century.
T F 7.. The Dutch were the first nationality to settle in New York.
T F 8. The Dutch were the largest single nationality in the colonie
in the early 18th century.
T F 9. Gabro is course-grained igneous rock.
T F S. Gabro is course-grained igneous rock.
T FlO.
T FlO.
Freezing water is not infrequently unknown in Southern
california.
Winter temperatures dip below freezing in parts of Southern
California.

-2- Lissitz
11. World War II was fought in Europe and the Far East.
12. A remarkable transaction ocqurred toward the end of the
reign of COnstantine the Great.
R W 13.
Y N 14.
Glancing-down the famous street, signs of every kind were
visible. (Sentence structure)
Does a ripsaw have larger teeth than a crosscut saw?
15. The iron ore mined in Minnesota is
a. less than half of the iron ore mined in the United
States.
b. shipped by railroad to the great iron and steel
centers of the nation.
*c. scooped out of open pits by huge power shovels.
d. found in the southern part of the state.
15. The iron ore mined in Minnesota is
T F 1. about two-thirds of the iron ore mined in the
United States.
T F 2. shipped by railroad to the great iron and steel
centers of the nation.
T F 3. scooped out of open pits by huge power shovels.
T F 4. found in the southern part of the state.
T F J) 16. In a skewed distribution of test scores the median is
larger than the mean.
Directions: In each of the following true-false statements
the crucial element is underlined. If the statement is true, circle
the T on the left. If the statement is false, circle the F, cross
out the underlined word, and write in the blank space the word
which must be substituted for the crossed-out word in order to make
the statement true.
T F ______17• Th~ Pleiades and the Hyades are in the
constellation orion
......................-.---------
Directions: Each of the following statements may be stated
conversely. You are to decide whether each statement is true or
false, and whether its converse is true or false. Indicate your
answers by encircling ~ of the symbols before each item, as
follows:
CIRCLB
T if the statement is true CT if the converse is true
F if the statement is false CF if the converse is false
T F CT CF 18.
To be reliable" a test must be valid.
T F eJ'J! CF 19. All rectangles are quadrilaterals.

- 3- Lissitz
Directions: Each of the following items may be true without
qualification, true with qualifications, or false. If it is
true without qualification, circle the T and mark a "c" in the space
provided. If it is true with one of the listed qualifications,
circle T and mark the letter of the appropriate qualification ~n the
space. If the item is false, circle the F.
T F 20.
-
T F _23.
Statements
The total resistance in an electrical
circuit is equal to the sum of the
individual resistances.
The total current in an electrical
circuit is equal to the sum of the
currents in the individual parts
of the circuit.
The total current in an electrical circuit
is equal to the electromotive
force in the circuit divided by the
resistance of the circuit.
The power supplied to a circuit is
equal to the product of the total
resistance and the amount of current
in the circuit.
Qualifications
a. if the resistances
are
connected in
parallel.
b. if the resistances
are
connected in
series
c. no qualification
24. The numerical value of pi is 3.
25. The numerical value of pi is 3.1416
26. The numerical value of pi, correct to four decimal
places, is 3.1416.
27. calcium chloride attracts a film Qf moisture to its
surface and gradually goes into solution.
23. No satisfactory explanation has ever been given for the
migration of birds.
29. The nourishment assimilated by the body depends upon the
amount of food eaten.
30. If a square and an equilateral triangle are inscribed in
-.... -....- -- _. ·the- same circle, the side of the square is longer than
the side of the triangle.
31. It is possible for an erect man to see his entire image
in a vertical plain mirror one half as tall as he is.

DIREcrIONS: Column A. belOil consists of types of' medicines, medications
frequently given to patients. Column B. lists methcx:1s of
administration of medications. In the space provided before each
item in column A, write the letter or letters of methods of
administration which may be used for each medication. Next
encircle the one most OJ!LiiQlJ method of administration. A letter
may be used once, 1lK)re than once, or not at all.
A. TYpes of medication B. Methods of Administration
Sample item: (b) c x. :Mo%phi.ne sulfate
1..
2.
3.
4.
5.
6.
7.
Insulin
Penicillin
Demerol
Pareqoric
Paraldehyde
I.mninal
Dicumarol
a. Hypc:xiennically
b. IJItIanulscul.arly
c. Orally

DIRECrIONS: 'lhree lists are presented below. Fa1rDus Erglish authors of plays
are listed in the c:x>lumn farthest to the right, nanes of well­
:kr1aIm plays are listed in the center column, am in the column
farthest to·the left are names of charact:ers in sane of these
plays. Yal are to look at the name of the character listed,
decide in which play this character appears, am identify the
author of this play. Place the letters in the spaces provided,
taw letters for each character. Nat all answers will be used.
1. Mildred Tresham a. '!be Silver Box
-- 2. Ralph Rackstraw b. Riders to the sea
-- 3. Algernon Moncrieff c. Fasy virtue
-- 4. Elizabeth saunders d. IE Pinafore
--5. :Marion· Whittaker e. A Bill of Divorcement
--6. Bartley f. A Blat on the scut:cheon
-- 7. Montague IJJshi.ngtan g. our Betters
-- h. '!he Masqueraders
i. '!be Inpo:rt:anaa of Bei.rg Ean1est
A. John Millirgtan ~
B. Clemence Dane
c. Robert Browni.rg
D. W. - MaUJham
E. Henry Arthur Jones
F. Noel Cbwal:d
G. oscar Wilde
H. W. S. Gi.lbert
I. John Galswort:hy

DIRECI'IONS:
Match each of the poets in the column at the left with the
quotation on the right which is at:t::r.ilJuted to him. Write the
letter of the con:ect quotation in the space corresporxii.rq to
the authOr of the quotation.
Poets
Quotations
1. !.om Byron a. Flow gently, sweet Afton, am:m:J thy
--
green braes,
Flaw gently, I sirq thee a sa:g in th~
praise;
__2. Percy B. Shelley b. Break, break, break on thy cold gray'
stones, 0 sea
And I would that my tongue could utteJ:
rrhe thoughts that arise in me.
3.
--
William Words\\1Orth c. Hail to thee, blithe Spirit!
Bird thou never wert.
'!hat fran Heaven or near it,
Pcurest thy full hear in profuse
strains of U11p%emeditated art.
4. Robert Burns d. She walks in beauty, like the night of
--
cloudless climes ani st:arJ:y skies
And all thatI s best of dark ani bright
meet in her aspect ani her eyes;
__5. sammel Taylor OJleridge e. My heart leaps up when I behold a
:rai.nbcM in th.e sky;
So was it when my life began;
So is it 11Ctt1 I am a man
So be it when I shall grav old,
6. John Keats
--
or let me die!
7 • Alfred I.ord Tennyson
--

DIRECI'IONS:
Quotations fran poetry written durirg the Raoantic Period are
listed in the column at the left belaN. In the column at the
right, names of fcmDlS poets are listed. You are to iJxlicate
the author of each of the quotations by writirg in the space
:before the number of the quotation the letter correspondi.rg
the name of the author in the right-hand column.
4.
ouotation CRCmantic Period)
My heart leaps up when I behold
a rainbcw in the sky;
So was it when my life began;
So is it roN I am a man;
So be it when I shall grarl old,
or let me die!
a. Robert Burns
b. IDrd Byron
c. san'Sl Taylor COleridge
d. John Reats
5. A t:hiJq of beauty is a joy for- e. Percy B. 'Shelley
ever;
Its loveliness increases; it f. Alfred rord Tennyson
will never Pass into nothingness;
but still will keep q. william Wordsworth
A bower quiet for us, arx:J. a
sleep
Full of S\4eet dreams, arx:J. health,
arx:J. quiet brea1::hi.rg. .
DIRECI'IONS: Listed belai are major events in Asiatic histo:ry(left-hand
column) am names of united states presidents (right-hand
column). Match the event or incident with the name of the u.s.
President t,bo was in office when the event took place. Inclica.te
your answer by placing the proper letter in the space provided. A
letter may be used DCre than once or not at all.
1.
2.
3.
4.
--5.
6.
Historic Event
Panay incident a.
arllippine independence b.
Manchurian war (involvirg RLJssia) c.
Irdo-Olina war d.
Korean war started e.
Boxer Rebellion f.
q.
President
COOlidge
Eisenhower
Hoover
McKinley
F.D. Roosevelt
Tnnnan
Wilson

DIRECI'IONS: In each of the columns listed belOW' are significant events in the
growth of American demo:%aCY. You are to dete1:mi.ne between which
pair of events in the right-ham cx>lumn each of the events in the
left-hard CDlumn fits. nxlicate your ans;wer by marki.rg the letter
fOlD1 !;)etween the pairs on the right in the space to the left of
the lUnnber of the event at the left.
1.
2.
--3.
4.
5.
Split of the Republican party,
givirg birth to the Denccratic­
Republican party.
War of 1812
Use. of the "Spoils System"
for political office.
'!he purchase of the I.auisiana
Territory.
Fall of the Federalist party.
First_Bank
established by~
a.
Appointment of Chief Justice
John Marshall
b.
Expansion of Anerlcan trade due
to the Napoleonic Wars.
c.
Treaty of Ghent
d.
~ection of James Monroe as
president
ė.
Proclamation of the Monroe
J:bctrine
f.
Election of Ardrew Jackson as
president.
q.
OJllapse of the Government Bank.
h.
Lissitz\Workshop