Group+4+-+Week+1

Group 4 Members: **__ 1. Use the DISCUSSION tab above to find your discussion questions and/or tasks. __**
 * Megan Spreadbury
 * Karen Engel
 * Patrisa Keys
 * Tonette Palmer

**__ 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.): __**

The flaw in this question is the use of the pronoun "they."
 * __Binary Choice Item # 1 - flaw(s)?__**

**__Binary Choice Item # 2 - flaw(s)?__** The flaw with item #2 is the use of advanced vocabulary. **__ Evidence __** : Commandment 5 was broken as it states "Thou shall not use vocabulary that is more advanced than your audience. This explains that the test creator must use vocabulary that is suitable for the test taker. In utilizing suitable vocabulary, the test administrator can rest assure that all students have a fair an equal opportunity at achieving the correct answer. Using simpler synonyms may have been a better route for the test creator to use. **__ Binary Choice Item # 3 - flaw(s)? __**
 * __ Evidence: Commandment 2: __** Commandment 2 states that "sentences in which pronouns are used can be unclear as to whom the pronoun refers". This commandment has been broken because of the use of the word "they." The student reading the question will not know whether the word "they" refers to the teachers or the district administrators.

**__ Binary Choice Item # 4 - flaw(s)? __**
 * __ Evidence: __**
 * __ Evidence: __**

** 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 Winter resort took a poll of its 350 visitors, to see which winter activities people preferred. The results are as follows:

-178 of the resort visitors liked to ski. -154 of the resort visitors like to snowboard. -57 of the resort visitors like to Ice skate. -49 of the resort visitors liked to ski and snowboard. -15 of the resort visitors liked to ski and ice skate. -2 of the resort visitors liked to snowboard and ice skate. -2 of the resort visitors liked to participate in all three.


 * The students will first, use a three way Venn Diagram to compare the numbers and find the answers, with the assistance of addition and subtraction. Based on the numbers they receive, they'll answer the following multiple binary choice item.

True/ False

A)129 people liked to ski and ice skate. B) 13 people liked to ski and ice skate. C) 12 people liked to snowboard and ice skate D) 47 people liked to ski and snowboard.

Answers A) False B) True C) False D) 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 word "not" in the question should be either highlighted or italicized. The test creator should avoid at all cost, negatively stated stems. If negative stems can not be avoided, then the test creator must either highlight or italicize the word in order to bring attention to what's being requested, or to highlight the nontraditional request. By highlighting or italicizing the word "not," the test taker is given an equal opportunity to answer the question correctly. //** Evidence: **// Slide #39 provides us with the evidence that this multiple choice item is out of order. Slide 39 states that test creators should avoid negatively stated stems. If such stems can not be avoided they must be highlighted or italicized in or to bring attention to what's being asked of the student.

//**__ Multiple-Choice Item # 2 - flaw(s)? __**//  The flaw with this multiple choice item is the use of the word "an." Students can simply guess the answer if they are grammatically savvy. Questions like this, make it difficult for teachers and test administrators to measure student's knowledge.

**//__ Evidence __//**__:__ Commandment 3 is broken by this multiple choice item. The test creator used an unintended clue. The student can simply guess through the setup of the question.

__//** Multiple-Choice Item # 3 - flaw(s)? **//__ The flaw with this multiple choice item is the use of "all of the above." If the student knows two items are correct, they can simply make an educated guess that the remaining items are correct as well.

__**// Evidence //**__**// : //** The "all of the above," method was not used carefully in this example. Slide 43 says that when "using all of the above" or "none of the above," be sure to create thought provoking responses. The test taker can guess the correct answer simply through the process of elimination, or not eliminating in this case.

**//__ Multiple-Choice Item # 4 - flaw(s)? __//** The flaw with this multiple choice item, is the final response. The last response is longer than all the rest. By providing a lengthier response, the test creator is giving an unintended clue. The student can guess that the last response is the correct answer, because the test creator spent time on forming the question to make sure that it is correct.

**//__ Evidence: __//** The evidence can be found in slide #41 which tells us to make all responses or at least two responses the same length. Further evidence pertaining to unintended clues, is outlined in commandment 3.

** 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.  **__Matching Item # 1 - flaw(s)?__** The flaws for this matching item includes: Too few responses, responses are not in alphabetical order, and lack of clearly stated directions. **__ Evidence: __** Too few responses-Slide #51 suggests the use of extra responses. This will prevent guessing to complete questions for students who can answer most of the questions.
 * “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  ||

Responses not in alphabetical order-Slide #52 suggests the avoidance of giving unintended clues that the responses by putting them alphabetical or chronological order.

Lack of clearly stated directions-Slide #53 states that the directions should be clear and state the number of times a response can be used.