Group+8++-+Week+1

Group 8 Members:
 * Agatha Kozielec
 * Pauline McGinnis
 * Chelsea Steuber

**__ 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)?__** The question uses a pronoun (THEY) therefore the question is unclear to me because I do not know whom THEY is referring to.

**__ Evidence: Commandment 2: __** This True/False question does not follow Commandment 2 because we not know whom the pronoun THEY is referring to. Is the pronoun THEY referring back to district administrators or to teachers in the question?

**__Binary Choice Item # 2 - flaw(s)?__** A 3rd of this questions vocabulary is beyond recognition a test taker would need a dictionary to understand the question.

**__ Evidence __** : The questions does not follow commandment number five which discusses the proper level of vocabulary that is to be used in questions. This will lead to students becoming frustrated as they try to figure out what the question is asking instead of formulating a correct answer. The teacher should make the vocabulary of the test questions understandable for all the students.

**__ Binary Choice Item # 3 - flaw(s)? __** The question is rather a statement and it may be seen as a form of trick question.

**__ Evidence: __** The question above does not focus on finding out what the students know and do not know. Instead the question is presenting the student with a conflicting and confusing statement that is meant to trick the student. The above assessment is also not even a question but rather a statement. Therefore this question could be stated as not following commandment 4. This would be very confusing and misleading to the student and again does not assess what the student actually knows.

**__ Binary Choice Item # 4 - flaw(s)? __** The question contains the use of the absolute qualifier "NEVER". Also it is constructed in a very confusing way.

**__ Evidence: __** The above questions does not follow commandment number three because it contains an absolute qualifier when it used the word "never". The question itself is also confusing in the way it is worded their seems to be multiple ideas being presented here that would confuse a student. The question should omit the word never and the second half of the question should be restated in a more simple matter.

** 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 : ** A group of Juniors at a local high school recently took the ACT test. Their scores on the ACT were as follows: 17, 19, 21, 21, 21, 22, 24, 24, 25, 27,28, 29, 30, 32, 34, 35, 36

The range of the scores is: 19 (TRUE)

The mean of the scores is: 215 (FALSE)

The median of the scores is: 24 (FALSE)

The mode of the scores is: 21 (TRUE)

 ** 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 inclusion of a negatively stated stem "NOT".

//** Evidence: **// One noticeable flaw right off the bat is the use of the word NOT. This makes the test question confusing to the student yet had the NOT been either boldface type, italicized, or underlined then the NOT would have been alright.

//**__ Multiple-Choice Item # 2 - flaw(s)? __**// The inclusion of the word "AN".

**//__ Evidence __//**__:__ This test question is flawed because of Commandment 3. The question has an unintended clue which is in the simple word (AN). Therefore a student who knows there grammar will immediately know that the answer is (A. Academic Content Standard).

__//** Multiple-Choice Item # 3 - flaw(s)? **//__ The length of letter C is an unintended clue as well as the inclusion of "all the above".

__**// Evidence //**__**// : //** The question uses "all of the above" as an option for a correct answer. Through the text we are warned to use this option very carefully as a student only recognizes two options as correct will automatically be able to determine that the answer is all of the above. Thus the student is not really finding the correct answer but using common sense. Also with the length of answer C, this could also be viewed as an unintended clue in the fact that the student can see that the teacher gave much attention to constructing the answer therefore it must be special.

**//__ Multiple-Choice Item # 4 - flaw(s)? __//** The test question is flawed because the length of letter D is an unintended clue left showing that someone put some extra thought and effort into creating that answer for the test.

**//__ Evidence: __//** Commandment 3 stresses the importance of making all answers similar length.

** 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)?__** The question has no extra responses and one could argue that the test maker has added unintended clues because of the lack of extra terms for the matching.

**__ Evidence: __** This test matching test item will not give an accurate assessment of the students knowledge pertaining to this test subject because there are no extra responses. Therefore if the student knows only 80% of the matches in the premises list they will be able to use process of elimination and guess the rest.