From: Park University Faculty Development Web Site

From: Park University Faculty Development Web Site

http://captain.park.edu/facultydevelopment/writing_test_items.htm

True/False Item Review Checklist:

_____ Is a true-false item an appropriate assessment of the learning objective?

_____ Does the content of the true-false question measure knowledge appropriate to the desired learning goal?

_____ Does the item contain only one central idea?

_____ Can the true-false item be clearly and unequivocally determined as either true or false?

_____ Is the item clearly worded and stated in language appropriate to the student population?

_____ Are double-negatives avoided in all true-false items?

_____ Are all statements of opinion attributed to a specific source?

_____ Is the item free of external clues (such as length or language) that may indicate the correct answer?

_____ Does the assessment contain an equivalent number of true and false items?

_____ Are the true and false items included in the assessment in a random order?

Multiple-Choice Item Review Checklist:

_____ Is a multiple-choice item an appropriate assessment of the learning objective?

_____ Does the content of the multiple-choice item measure knowledge appropriate to the desired learning goal?

_____ Is the wording in both the stem and response options clear and direct?

_____ Is positive wording utilized in the stem?

_____ Is the majority of the content and information located in the stem?

_____ Are all response options equivalent in length, style, format, and grammatical structure?

_____ Is one response option clearly correct?

_____ Are all distracters plausible to an uninformed student?

_____ Are "all of the above" and "none of the above" used with caution?

_____ Does the correct response option randomly vary in location?

_____ Are response options listed in a vertical row below the stem?

Matching Item Review Checklist:

_____ Is a matching item an appropriate assessment of the learning objective?

_____ Does the content of the matching item measure knowledge appropriate to the desired learning goal?

_____ Are all premises and responses within a matching item homogeneous?

_____ Are premises and responses arranged in a logical order?

_____ Are all premises direct and brief?

_____ Do instructions clearly specify how premises and responses are to be matched?

Short Answer Item Review Checklist:

_____ Is a short answer item an appropriate assessment of the learning objective?

_____ Does the content of the short answer question measure knowledge appropriate to the desired learning goal?

_____ Is the item clearly worded and stated in language appropriate to the student population?

_____ Is there only one clearly correct answer?

_____ Can the item be answered briefly and concisely using a single word or short phrase?

_____ Does the positioning of the item blank promote efficient scoring?

_____ Does the desired knowledge represent a key word or phrase?

_____ Is there a limited number of blanks in the short answer item?

_____ Do instructions clearly specify the desired knowledge and specificity of response?

Essay Item Review Checklist:

_____ Is an essay item an appropriate assessment of the learning objective?

_____ Does the content of the essay item measure knowledge appropriate to the desired learning goal?

_____ Do instructions clearly specify the desired format and structure of the answer?

_____ Does the essay question provide a clear description of the requested information?

_____ Are grading criteria clear and available to students?

_____ Is there enough time for students to complete all essay items?