Anonymous (XXXX) Rubric scoring and item writing.pdf

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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.
Page 1 and 2: When Designing and Developing a Per
Page 3 and 4: General Benefits General Limitation
Page 5 and 6: 2 Example ofRubric for Math problem
Page 7 and 8: Performance Assessment Advantages &
Page 9 and 10: Thinking Skills, Trigger Words, and
Page 11: Robe~t w. Lissitz First compiled by
Page 15 and 16: 11. Make gross judgments of the rel
Page 17 and 18: -2- Lissitz 11. World War II was fo
Page 19 and 20: DIREcrIONS: Column A. belOil consis
Page 21 and 22: DIRECI'IONS: Match each of the poet
Page 23: DIRECI'IONS: In each of the columns

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