Group+10+-+Week+1

Group 10 Members
 * William McKeon
 * Matthew Mueller
 * Brennan Rooney
 * Jacqueline Sims
 * Matthew Van Mill

**__ 1. Use the DISCUSSION tab above to find your discussion questions and/or tasks. __**

**__ 2. POST YOUR GROUP CONSENSUS HERE (The group leader for these 4 Binary Choice activities will be the member whose first name comes earliest in alphabetical order.): __**

**__Binary Choice Item # 1 - flaw(s)?__** When reading the first binary choice question, you can notice that the pronoun ‘they’ is used. The question refers to district administrators and the teachers and the pronoun ‘they’ is not specific as to which group the question is referring to. It will change the meaning of the question when it is designated to one of the groups of people, and this makes the question tricky for a student to answer. Also, the word ‘relevant’ is an opinionated word to use for a true/false and one person can think of it meaning one thing and another person taking the test could have a different opinion and answer the opposite way. This is another way the question is trying to trick the students into the wrong answer.

**__ Evidence: Commandment 2: __** Against commandment number 2 for the use of the pronoun not specifically assigned to one of the groups and also breaks the third commandment with the word ‘relevant’ that can trick some students.

**__Binary Choice Item # 2 - flaw(s)?__** The second binary choice item has two problems with it, first, the vocabulary in the question seems to be very difficult, depending on who the audience is answering the question. The big words in the sentence are not what the students are being tested on so the difficult verbiage should be revised for something simpler that the students can understand. Secondly, the sentence is very extensive and can simply confuse the students with its’ length and this should be avoided by the teacher that is creating the question.

**__ Evidence __** : The large and confusing words used that are above the reading level of the students violates the fifth commandment. The second error with the sentence breaks the fourth commandment by having a complicated sentence instead of a simpler one.

**__ Binary Choice Item # 3 - flaw(s)? __**

The problem I notice with this binary choice item number three is that there is more than one concept involved in the question which will confuse the students attempting to answer. The sentence construction is choppy and hard to understand for students and they can get confused with the two different ideas being presented in the question.

**__ Evidence: __** The complicated sentence goes against the commandment number four because of the complex syntax that is unnecessary. Also, the writing guide says that questions should avoid items that include more than one concept.

**__ Binary Choice Item # 4 - flaw(s)? __** In binary choice item number four the question posed to the students uses language that is confusing to the students. By adding the word ‘never’ the questions subject changes entirely. The teacher asking the question should avoid using negative words, double negatives or even triple negatives in the question. These types of words are placed in the question to trick the students and confuse them to what is actually being asked. The goal is not to trick the students but to assess what they know.

**__ Evidence: __** The question uses the word ‘never’ and thus breaks the third commandment, using an unintended clue, or tricky language.

** 3. POST YOUR GROUP PRODUCT HERE - Multiple Binary-Choice assessment item (the group member whose birthday is closest to Christmas will be the leader for this Multiple Binary-Choice activity : **

 ** 4. POST YOUR GROUP CONSENSUS HERE (The group leader for these 4 Multiple Choice activities will be the member whose last name comes earliest in alphabetical order.): **

**// Multiple-Choice Item # 1 - flaw(s)? //**

The question is very trick with its wording. the use of not at the end is actually asking what is not a quality of instructionally supportive, I believe, and the word is not bolded or put in italics to show that it is negative. this may confuse some people. Another point is the fact that the stem of the question is too long.

//** Evidence: **//

In the PowerPoint it clearly states that using a negative word in the problem should be avoided, and if a negative is used it should be bold or in italics. Also the short stem goes against the PowerPoint as well. The PowerPoint mentions that long stems and short responses are preferred over short stem and long responses.

//**__ Multiple-Choice Item # 2 - flaw(s)? __**// As a group we agreed that the last word in the incomplete-statement form question is the word 'an' and knowing that the next word must begin with a vowel sound that the answer is A. academic content standard because that is the only clue that starts with a vowel. the end of the question should read a(n) to allow for both options and so that the question is not answered by the teachers error

**//__ Evidence __//**__:__

This question is against the third commandment. giving the student an unintended clue.

__//** Multiple-Choice Item # 3 - flaw(s)? **//__ Our group agrees that using 'all the above' as a correct response is not a very good idea because the question is not using test-based inference about the students knowledge. If the students know that only 2 are correct then they may not know the third concept, but because the other answers were correct the third must be correct making the answer all the above. A better idea may be to use the pick two method where a student can put both a and c are correct. However the best idea is to avoid multiple answers for one question.

__**// Evidence //**__**// : //** Slide 43 talks about how to avoid and use all the above answers carefully.

**//__ Multiple-Choice Item # 4 - flaw(s)? __//** OUr group realized that without even reading the statement above we can already tell that the answer for option D is very extensive and has a lot of detail, leading the student to think or believe the teacher put a lot of thought and explanation into the answer that it must be correct. The students will immediately think there is something special about that option and may choose their answer without even reading the question.

**//__ Evidence: __//** This problem deal with the commandment discussing the unintended clue. Without knowing the answer it looks as if the the teacher put more time into one of the responses.

** 5. POST YOUR GROUP CONSENSUS HERE (The group leader for this Matching Item activity will be the member whose birthday is closest to Valentine's Day.): **

** “Find the flaws. . . use evidence from the ‘5 Commandments and/or the Item Writing Guidelines to support your answers.” ** On the line to the left of each measurement concept listed in Column A, please write the letter of the most relevant measurement procedure in Column B.
 * Column A || Column B ||
 * 1. Bias-Detection || A. Determining DIF indices ||
 * 2. Item Difficulty || B. Computing K-R formula ||
 * 3. Reliability || C. Evaluating curricular alignment ||
 * 4. Score Interpretation || D. Deriving percentiles ||
 * 5. Validity || E. Calculating p// - values ||

**__Matching Item # 1 - flaw(s)?__**

**__ Evidence: __**