FIAE+Chapter+6+Block+2

= = == =Chapter 6: Creating Good Test Questions=

Abstract
Rick Wormeli in chapter 6 of //Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom// identifies the correct way to structure test questions for the differentiated classroom. Wormeli encourages using a variety of traditional questions such as matching, true or false, and multiple choices along with non-traditional question that can include analogies, analyzing real-life applications, performance, or integrating more than one topic combining both forced and constructed responses (75). He also argues for designing efficient assessments for students and encourages double recordings for students to be more precise due to better accuracy; this is true of avoiding confusing negatives and clear, short prompts (76-80).Wormeli also encourages taking ownership for creating test questions with common error candidates (acknowledge fairly), special questions, and fun to encourage accuracy to detail (81-82). While creating efficient tests for students is first priority, Wormeli also gives ideas to make assessments more efficient for teachers that in turn benefit students such as focused assessment, authentic to instruction, efficient grading for productive feedback before the assessment is forgotten, careful use of timed tests, and smaller tests overtime (80, 81-84). In conclusion Wormeli argues that questions should be formatted to not “impede students’ successful demonstration of master,” leveled at students’ readiness, and provide effective feedback timely (86-87).

Synthesis
Wormeli’s sixth chapter in //Fair Isn’t Always Equal: Assessing & Grading in a Differentiated Classroom// is easily applicable as we have all and will all continue (for the time being) to deal with test questions. Many students were able to speak about not only about assessment aspirations for this chapter but from very tangible experience with tests and all the right (efficiency, definitions with multiple choice, and fun questions) and wrong things to do (teacher-centered questions and confusing negatives for example). The diversity of what classmates appreciated and hoped to continue or change reflects the variety of learning preferences that every teacher needs to attempt to meet (embed Jen’s). It will become important as teachers to understand how different types of questions work to reveal understanding and meaning and employ them effectively and efficiently. The majority of the class appreciated Wormeli’s advice, although some people rejected his focus on traditional assessments at all. The majority of people agreed on the error of timed tests and high-stakes testing, but disagreement was generated over most notably double recording of test responses. Creating an environment and experience for each student to learn successfully is challenging enough, but reflecting it in [|assessment creation] is another aspect of education that can be used to encourage all students’ success. toc

Kelsea Trefethen
Before reading this chapter I had not really considered how I want to design my exams. I had basic ideas on what I knew I definitely did not want to do or did want to do. However, this chapter gave me some awesome new ideas and expanded my thoughts. This chapter really stressed making the test easy for students. Not in a sense that the content is easy but that it is user friendly. The book stated that test questions should be “important enough to ask and clear enough t answer.” This means that questions on the test should be essential to assessing the student learning and the question should be straightforward. Often times test question are not straightforward. Questions with confusing negatives should definitely be avoided. I hated those types of questions growing up. The chapter offered a lot of great ideas to make tests more manageable and almost enjoyable. One of the ideas I really liked was to include some fun test questions. Simple things like adding a pun, or student/teacher names grasps the students’ attention and helps them ease up a little. Also, a funny test question might really help students remember content in the long run. Another idea I really liked what was getting immediate feedback to the students. The book suggested doing this by having the students write their answers on two pieces of paper; one gets handing into the teacher and the other is for the student to keep. After everyone finishes the exam the teacher can go over the test answers and the students can compare them to the answers on their sheets. This immediate feedback is much appreciated. I remember in my high school math class the teach left the key of the test or quiz in the folder we handed it in so we would always cross check our answers as we handed it in. I like this because it gave me a general idea of what to expect for a grade. I didn’t have to sit and wonder all night or weekend

Johnny Buys
Chapter 6: Creating Good Test Questions While creating assessments that reach a variety of learners and encourage success for all students through teiring are vital to successful assessment, without the correct structure for the questions and prompts the assessment cannot exist. Wormeli’s first suggest for creating quality test questions should require the student to think without having to ask what the teacher wants (75). Teachers should appreciate student’s understanding as intrinsic and independent of their influencing factors. Wormeli also encourages using a variety of traditional (matching, true or false, multiple choice, etc.) and non-traditional (analogies, analyzing real-life applications, performance, etc.) for questions and prompts and forced and constructed responses (75). Maximizing the variety meets more levels of higher thinking while potentially meeting differentiated learners. Efficient assessments and double recordings encourage students to be more precise due to better accuracy; this is true of avoiding confusing negatives and clear, short prompts (76-80). Wormeli also encourages taking ownership for selection of test questions with common error candidate (acknowledge fairly), special questions, and fun to encourage accuracy to detail (81-82). Wormeli also gives ideas to make assessments more efficient for teachers that in turn benefit students such as focused assessment, authentic to instruction, efficient grading for productive feedback before the assessment is forgotten, careful use of timed tests, and smaller tests overtime (80, 81-84). Each of these factors is arguably beneficial for both the teacher and the student. Teachers want their students to be successful and students want to present understanding their assessments that adequately reflects the level of work they put in, not on end all high stakes test. Teachers who take ownership in creating their assessments will in turn make students own the assessments.

Christina L Quach
Chapter 6 discusses some things to consider while making tests and exams. Wormeli lists positive things that help students show teachers how much they have learned, and he also discusses some things to avoid when making tests and quizzes. Some of his suggestions make tests more accessible to students and other suggestions help teachers with grading and giving feedback. Near the beginning he mentions making prompts clear. With multiple choice questions students may interpret the question in a way that the teacher did not intend. Also the wording of some questions on tests are not always clear. To get the most accurate information on how much a student has learned the content, keep the tests and quizzes simple and completely related to what you want the students to learn.

The tests/quizzes that I received were probably evenly split between, short-response, essay, and mixed with multiple choice and true/false. The good thing about tests that involve an array of different question forms is that I was sure to get at least half of them. Writing essays and short responses for tests were always difficult for me because with the other questions I could see that one of the answers were in front of me, and I would just have to figure out which was correct. Those questions also help because I can look back at the way the teacher worded it, and often it reminded me of things I could include in my short response questions.

I think that it is important, like I read in the chapter, to give tests throughout a school period rather than one long one at the end. This keeps students thinking rather than worrying.

Leanne Fasulo
In //Fair Isn’t Always Equal// the sixth chapter is about different ways to create tests so that they will be effective in the classroom. They suggested that tests should consist of traditional formats with new and innovative ones. For example, if a test has fill in the blank answers it should also include some questions that relate to deeper thinking. This way students are not just guessing answers instead they are applying their knowledge to show that they really understand the material. It also suggested better ways at using traditional formats like putting the T/F in true and false questions so teachers will not be confused at what their students wrote down when grading. The book also mentioned that students should fold the paper in half with questions listed on the right, and answers on the left. This way when the test is done they can rip up the paper, and the teacher can talk about the answers with the students being able to look at the question. This idea poses a controversy since students would be able to hold on to the answers all day, but teachers can easily make different tests. Timed tests were discouraged, because in the real world no one is really timed on their work, deadlines can always be pushed forward. Plus, students will be pressured causing inaccurate test results. This chapter to me was so far the best and most useful one. I really liked the suggestions that they made, and I think it was very informative about good ways on making tests. I really like how they talked about using traditional formats, but using new formats along with it. I feel like I have some good ideas now on making tests when I have a class.

Richie Johnson
Overall, the notion of “creating good test questions” seems silly to me. Perhaps I am just being stubborn with my thought that society ought to be gradually weeding out tests, and as so my ability to recognize the difference between “good” and “bad” tests that Wormeli describes is hindered, but I am simply unable to identify what constitutes a “good” test. Wormeli explains how it is essential that “every tests question [is] important enough to ask and clear enough to answer” (75), which I would agree with, but I plainly don’t understand why it is necessary to assess students with tests when there are so many other methods out there that are thought to be more accurate (like the MI Theory). Wormeli goes on to give examples of “good” test questions. While I can make out how these examples are in fact better than questions that are based off of opinions, I am unable to see how asking these questions in test form is more effective and advantageous over using them for a prompt or quick response (or the like). Actually, I believe that this is disadvantageous.
 * //Fair Isn’t Always Equal//: Chapter 6**

Tyler Oren
The sixth chapter of //Fair isn’t Always Equal// is involved in designing effective tests that actually provide an accurate assessment of student’s knowledge and mastery rather than try to trip them up for misreading a prompt. Wormeli begins the chapter by stressing the importance of varying question types on a test. By using a variety of test questions teachers can get a better understanding of a student’s mastery, as he asserts that some students can display understanding very well through one type of question while others cannot. Wormeli suggests to teachers that they make their prompts clear and easy to read, free of any confusing language or negatives that could needlessly complicate the test. As an opponent to high stakes standardized tests it comes as no surprise that Wormeli also opposes large, timed tests that wrap up a unit or semester. When administering a timed test Wormeli reminds teachers that this does not measure their ability to explain or display their mastery over a subject area, but their ability to cram information, that can become poorly formatted as a result of the limited amount of time given to students( another area Wormeli addresses in making tests easy to grade). Instead of creating large tests that end a unit, which can jeopardize students learning career more easily due to a simple mistake, give multiple short tests that assess exactly what you want them to. Wormeli’s suggestion to avoid timed tests with confusing wording is a fantastic suggestion that should be taken into more classrooms. I can remember instances back to my own high school career where a lengthy high stakes test was given with several questions that were worded clumsily. I knew the answers to them, but because of the time constrains reading all the questions over was not always an option and would at times result in incorrect answers to questions that would otherwise come as second nature.

Brittany Blackman
Chapter 6 focuses on how to create descent test questions. I think this chapter hit everything spot on. The example at the beginning was perfect! I have had that exact line of thinking before while taking multiple choice tests, even here! I also agreed with their helpful tip about vocabulary matching tests. They said you should put the definition on the left side and the list of words on the right. That way the children read one paragraph and look for one word instead of one word and skim a bunch of paragraphs for the right one. It’s very simple, yet none of the teachers I’ve ever had have thought of it. Avoiding negatives in questions, and giving clear prompts are also things that should be crystal clear to teachers. It is actually a little sad that someone has to spell it out for them.

I love the fun questions example. Teachers should include their students and their interests in the test questions. It will make the children laugh, and make them look forward to seeing what the teacher has written. I strongly believe that this does make tests more fun for the children. I had a teacher that did this in our class, but about different teachers! It was very funny.

There was one thing the book mentioned that I didn’t necessarily think was a good idea. They said that they should have the students write their answers twice and keep a record for themselves. Then, after everyone turns in the test, they can go over the answers immediately. I can see the benefits of this, but I don’t think it’s worth it. The students can show other periods the answers, and they don’t have the questions when you return the test. As long as you are a speedy teacher and can return the tests with in the next couple of class periods, then this shouldn’t be necessary.

Cyril Lunt
Chapter six talked mostly about how to design tests for your classroom, and the various pitfalls of teachers past and present face while making them.

The chapter talks about the various ways one could make the test, mostly by showing what //not// to do. Some things mentioned include: making tests too long, using confusing word choices, timing tests, and using patterns for multiple-choice and true/false tests. I particularly liked how Mr. Wormeli pointed out that while using patterns for those types of tests, students might find out the patterns and merely circle the correct answer without any real understanding of why they did it. This is my opinion on it as well, as I've stated in another blog entry.

Something else that I agree with is the timing of tests. I like to take my time on certain tests, especially if they include a short essay. I need time to figure out what I'm saying, before I say it. If I feel pressured, I might just run my mouth and write something of bad quality.

Kalib Moore
On the opening page of Chapter 6, Wormeli writes of a student, Raul, and his thought process when taking a test. Raul is nervous he doesn't know which answer is correct, over thinks the problem, and ends up skipping the question after wasting time trying to figure it out. Humorously, that was myself in high school. I always detested the big, hard test at the end of each quarter. Our teacher required us to retain all of the information that we had studied so far, and try to remember it all for a fifty question multiple-choice exam. When the testing day arrived, I would remember all the information that stuck with me, but anything from early on in the quarter that I probably forgot, caused me to skip a lot of questions. I think Wormeli does a good job on giving tips to teachers on how to give good tests and good test questions. The part that stuck out to me the most was Wormeli's thoughts on timed tests, he says, "...we are assessing students on the extend of their skill and knowledge development, not how much they can cram into a small sampling in a narrow opportunity at this early hour on a Tuesday morning in late April." (Wormeli, 81) I couldn't agree more with Wormeli's statement, because I personally have never performed well academically when pressured by time, and I plan on never putting any of my students through that kind of misery. I think it is only fair to give students the chance to think deeply of what they have learned and respond to questions after a thorough thinking.

Kyle Kuvaja
Chapter six of //Fair Isn’t Always Equal// addresses the importance of creating effective test questions and some of the methods to go about accomplishing that. Providing students with a variety of question types is vital in a differentiated classroom. Questions should include those that are typical and atypical, but also include ones that are “forced” and “constructive” (75). Forced questions are those that simply show students ability to choose the correct answer. Constructive questions are those that have answers composed by the students’ knowledge. These various types of questions allow for a better understanding of each student’s level of mastery. When creating tests it is imperative that the construction is efficient. Examples from the text include incorporating Ts and Fs in true-false questions to make sure there is no mistaking an answer and putting multiple choice questions and the word bank on the same page. The use of negatives in test questions should be used sparingly and should not be confusing. The task of the teacher is not to confuse the student and many times these negatives can do just that. Keep tests as short as possible, so that they address the content. These tests should also be wary of having a time factor. Time is an unnecessary stress for many students who do not perform well on tests, but still know the material. Wormeli makes sure to include that fun questions can be effective in tests. Creating those tests is one of those things as a future educator that I feel will be easy, but in actuality becomes difficult when thought about. Wormeli’s chapter brought up a lot of points to think about when it comes to developing tests. Thinking back to my years of schooling, I cannot think of many teachers who followed these guidelines. One of the highest praised teachers in my high school made tests that had some of the most confusing multiple choice questions seen by anyone. I hope to incorporate much of this chapter into my test creating process.

Evgeni Bouzakine
Chapter six really pushes developing good test questions. Tests should have a variety of different types of questions. It is a good idea to incorporate all types on the tests including short answer, multiple choice, essay form, define the word, and matching. The chapter also brings up other types of questions like forced choice or constructed response. Forced choice gives student some of the information and requires them to give an answer. Constructed response makes the student makes the student generate the information on their own. I think including questions like analogies, content clues, or exclusion. I have never seen these questions on a test before. Another idea that really sounded enticing was the double recording of test responses. Students are able to get their test scores back faster, rather than waiting a week for the test results. The author brought up a great point about avoiding trick questions. I never liked when teachers put in question that were meant to mess up students. I hated multiple choice questions that had answer that were similar, but only one had the best answer. When I am eventually a teacher I will employ as many of these suggestions as I can. I will not try to confuse or trip up my students on a question. That is unnecessary and brings the students moral down. I will mix up questions to satisfy all student’s needs. I want to employ more projects in order to balance out a test grade if someone is not good at test taking.