Group+6+-+Week+1

Group 6 Members: **__ 1. Use the DISCUSSION tab above to find your discussion questions and/or tasks. __**
 * Tracey Rewers
 * Sarah Rasmussen
 * Ashley Sproule
 * Jacqueline Dunn
 * Kristianne Puhr
 * Chris Jensen

**__ 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.): __**

ambiguous pronoun used in question
 * __Binary Choice Item # 1 - flaw(s)?__**

Thou shall not employ ambiguous statements in your assessment items.
 * __ Evidence: Commandment 2: __**

**__Binary Choice Item # 2 - flaw(s)?__** The vocabulary used in the question is too complex

**__ Evidence __** : 4. Thou shall not employ complex syntax in assessment items. A plethora of empirical investigations demonstrate that classroom teachers’ pedagogical predilections...

**__ Binary Choice Item # 3 - flaw(s)? __** "Almost impossible" is not a clear statement. What exactly does it mean? Thou shall not employ ambiguous statements in your assessment items.
 * __ Evidence: __**

Although assessment of students’ attitudes has recently become much more common, it is almost impossible

**__ Binary Choice Item # 4 - flaw(s)? __** The question is more complex than it should be and uses a never statement.

Absolute qualifiers such as never and always often appear in true-false tests.
 * __ Evidence: __**


 * The focus of good assessment should be on finding out what students know and do not know . . . not on trick questions.

** 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 : **

Tom wants to paint the wall in his house. The height of the wall is 5 feet and the width is 6 feet. 1 can of paint covers 4 square feet and costs $7

answer true of false

1.the area of the wall is 35 square feet

2. Tom will need to buy 6 cans of paint

4. Tom will have some paint left in one of the cans when he is done

3. the cost of paint will be $56

 ** 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 word "not" is used and the question is short with long answers. //** Evidence: **// Lengthy stems and terse alternatives are preferred over skimpy stems and long alternatives.

A single "not" tossed into a test item can be very confusing for students. If there is going to be a negative in the stem, such as "not", it should stand out in some way (highlight, underline, bold, or italics). //**__ Multiple-Choice Item # 2 - flaw(s)? __**//  Having "an" at the end of the stem.

**//__ Evidence __//**__:__ Commandment number three states thou shall not provide students with unintended clues regarding appropriate responses.

__//** Multiple-Choice Item # 3 - flaw(s)? **//__ The wording of the stem is a bit tricky. The choice of "all the above" should be avoided or used carefully.

__**// Evidence //**__**// : //**  Commandment number four states thou shall not employ complex syntax in assessment items. Slide number forty-three states consider using "...of-the-above" alternatives carefully. If a student knows that two answers are correct, they can figure out that the other two are correct.


 * //__ Multiple-Choice Item # 4 - flaw(s)? __//**  The question is very hard to follow because of the wording.   The last answer is longer than the rest.   **//__ Evidence: __//**  This disobeys the fourth commandment, thou shall not employ complex syntax in assessment items. The last answer being longer than the rest signals that this oculd be the correct answer because it's longer than the others.

** 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.): **

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.
 * “Find the flaws . . . use evidence from the ‘5 Commandments and/or the Item Writing Guidelines to support your answers.” **
 * 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)?__** The number of items in colum A and B is the same

**__ Evidence: __** Loading up on responses – generally more than premises.


 * Make sure there are at least a few extra responses – otherwise a student who knows 80% of the matches to the premises may be able to figure out the remaining matches - guessing and/or process of elimination. Either way – this does not give you accurate data about the student