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Teacher Made Tests

Teacher Made Tests

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Published by: Chi Mai Nguyễn on Nov 16, 2011
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-While larqe-scale standardizedtesrs may appear to have great influence at specifictimes.. .. Without question, teachers ar!the drivars of the assessment systemsthat determine the effectivaness of schools. --astiggins, 1994, p. 438

is hardto understand something essenit why so process be!nvirtually tialtothe learning has ignored teacher in preservice inservice or training.moreover. Teacher-made tests can be important parts of the teaching and learning processif they are integrated into daily classroom teaching. 1987). Schools and 1983. Veteran teachers havereliedon commercially madetests in workhooks on theirown often inador equateteacher-made testsfor mostof their evaluations. as 1985) paper-and-pencil The results examined over300 teacher-made. of the studyJound that teachers appeared needtraining how to to in do the following: Styulnr T. w rc . of including matching items. citedin Stiggins. Examinations tests are thatareschool scheduled. fill-in-the. Teachers haveoften neglected addressing aspectof instruction this because they were not trained write eftectivetestsandtew administrators to couldofler guidance.or anecdotal record. 5 4 1 ) . The refers a morestructured or to oral writtenevaluation student of achievement.formats."however. 9 9 1p . Constructing goodteacher-made is verytime consuming a tesl and difficult. 1 .MADE TESTS? Teacher-made arewritten oralassessments arenot les1s or thal produced standardized otherwords. to cover tend moreof the curriculum. testa commercialiy or In a teacher designs specilically hisor herstudents"Testrng" for refers to anykindof school activity results sometypeof markor that in comment being io grade entered a checklist. and countmorethanothertormsol evaluation of Education {8oard for theCityof Etobicoke. questions. essaystrue-talse or pansof the teaching learning Testscanbe imponant process aod if theyareintegrated daily into classroom teaching areconstructed and process notjusttheculminating to be panof the learnjng event. tests.How Arsess lo learning Authenlic WHAT ARE TEACHER.. the most seriousproblems evaluation the fact that a primary of is meansof assessment-thetest itself-is oftenseverely Ilawedor m i s u s e d("H i l l s . Oneof the problems with teacher-made testiG theiremphasis on lower-level thinking. term "test.lirilg !d Publisling I!. studyconducted the Cl6veland A by Public (Fleming Chambers.blank items. book. Theyallowstudents seetheirown progress allowteachers to and to "Butoneof makeadjustments theirinstruction a daily to on basis. Teachermade canconsist a tests of variety .

.t to. with standardized as tests.Stiggins large standardized.teacher. in to and (p.9 8 5 . most of the teststeachers took as stu --: dentswere multiplethoice. 123). parent decision making" Since of colleges education justbeginning require are to teachers to lake courses assessment. rt's the day-toiay classroom assessments havethe grea'tlhat est impact student on learning.They eitherremember typeso{ tests theytook as studentsor they the modelthe testson onesprovided theirfellowteachers in bv or workbooks. Theyalignmost closely with day-toiay instruction are and most intluential terms of theircontribution student. .Teachproblem-solving ers havehadvery little practice constructing situationson teststo measure application skillsand higher-order of the thinking. to be authentic finals usually intended be quickly are to read and teacheriesigned (Wiggins. only because not they cifictests alsohaveglarrng designed oftentoo low leveland contentheaw. I hey are rarely E Teacher-made tests are often subjectto question becausethey differ greatly from class to class. scaleassessments command the mediaattenall tion. in manvteachers haveenteredthe classroomwith very littletraining how to createmeaningful in tests.and wrile Unambiguous of skillsbeyondrecall facls measure p 1 { S t i g g i n s . in Wiggins notesthal "course scoring lanning testsof intellectual ability. weaknesses. p. sameobjective-style they not seenas reliable vaiid. paperand pencrl test items. subjectto question they differgreatly (1994) notesthat although theirqualityis opento debate. Unfortunately. poorreaders at a disadvantage matter contentthey know.Teacher-made do not carrythe same tests much as tests in oublicrelations betweenthe imoortance standardized and the community.Teacher-made are and testsareoften because from classto class."Nearly the assessment He all eventsthat takeplacein a sludent'slife happen the behestot the at teacher. 7 2 ) .Teacher-Made 6 Teds planand wflte longeftests. trc S&yult|r Tniri4 ud Arllilti. scored" manyteacher-made emphasize tesls verbal-linguistic Inaddition.438). and are no how intelligence.recall tests that covered content.Chapler . Eventhoughmanyo{ them havethe school tormatthat allowsfor easycomparisons. says. writtencriteoa performances for or ntrolfactorslikeestablishing qualitythatteachers also oftenoverlooked research {ound procedures advance. . 1989.their quality is open to debate.

whereyou're the you moreefficiently canget there"(p.!d Afirli$ ro. prepared p/. Ingfutureinstructional Teacher-made however. . rc parents the media published scores. wouldbe impossible address to everystudent'sneedson everytest.. for An effectiveteacher-made should test address morethanone or two StyDllr Tnio41 . multiple intelligences. construct to and choices. Popham warnsthatteacher-made and tests shouldnot be instructional Theyshouldbe afterthoughts. . they shouldbe more "befor+the-fact" targetessentral to ('1999) learnings standards. MultiPle lntelligences rl lr. for makeallowances individual ditferences. for instruments prepared to instruction prior a teacher's operationalize instructional youunderstand intentions.Learning How Asrers lo Aulhenlic I t|/HY lilENEED DO BETTER TEACHER-MADE TESTS? I l @ The key to teacher-made tests is to make them a part of assessmentnot separate from it.orto instruction orderfor the teacher targetapproin to "Assessment priate instructional activities students. Rather thanbeing'after-the-fact" {ind out what students to did nof /earn. Testsshouldbe instructional ongo and ing. 69). 98 . tes1s. Thebetter going. in Teachers alsoneedto makeadjustments theirtestsfor the variproblems styles.. l rrlll --: - ((eviewed Chapter theoryo{ multipleintelligences in Gardner's Three) callsfor multiple assessments the multipleintelligences. Teachers immediately meetthe needs theirstudents canmakechanges to of "Theylteachersl mostheavily assessments provided part rely on as o{ instructional materials assessments design construct and they and very themselves-and littleon standardized or testscores" tests (Stiggins. 1985. allow teachers makedecisions keepinstruction to that moving. Thekeyto teacher-made is to makethema partof assesstests ment--floi separate from it. learning and of ous learning lt the studentsin theirclasses.12). but elforts shouldbe madeto provide teststhat motivatestudents learn. Even value though and test nrostteachers not relyon slandardized to tellthemwhat do tesls theirstudents knowanddon'tknow.Standardized occur tests so infrequently oneaggregate that is in score not veryhelplul detern] n goals. p.

25) intelligences. choice.Teacherlrlade Tests TYPES LEARNERS OF m nd sometrmesstrays dufing verbalactivities organizedin approach to tasks hkesto read !suallya good speller memoflzesby seerng graphicsand pictures frnds verbalinstructions difflcult talksto self easily distracted in motion ffiost ol the time readingis not a priority hasdifficulty with wrillen directions likesto be readto memorizes steps by in a sequence enjoys listeninq activlties poorspeIer likes to solve problems by physically walking through them enjoys handlingobjects enjoys doing activities {Adaptedfrom Frender. and for (1990) Frender learning modalities waysof using defines as sensory in{ormation learn. is important teachers know the characteristics it for to of theirstudentsso that they canat leastaltertheir instructional stylesandteststo matchthe learning stylesof all the students. Teachers include who strategies toolssuchas and graphic organizers. p. Stttj8h Tt initr8 &d hhli$ilg IE 99 .1990. recalling and informationBecause learn students from andcommunicate best with someonewho sharestheirdominantmodality. opportunities oral and for student answers meetthe needs theirdiverse of students. Threeof the five sensesare primarily to usedin -learning. [earning Modalilies Teachers needto construct tests that can be adjusted students' for learning modalities to makemodifications at-riskstudents. storing.6 Chapier.

andtake tests. thereby merging levels studenls all of (gifted. a Giveexamples eachtype of question(oraland ot writtenl. instructions Read orally. test givenin anotherroom. 6. Monitor carefully makesureall students to understand directions the test.ilow Assess lo Lerrning Aulhenlic Frender hasidentifled many characteristics the threestylesof of pagelrststhe learning. today's as is society a "sa{ad bowl"of groups. is to Many schools have now detracked. manyethnjc teacher-made mustallowopportunities tests for studeots whosefirst language not English succeed.write.use of tapes. Teacher-made canbe constructed meet the needsof all tests to students providing by manyopportunities measure to whatstudents just measuring cando instead of theirabilityto read. 5. physical behavior exceptionalities. Thefollowing modifications be madeto helpensure on can success jor allstudents. teachers needto be !bleto meetthe needs students of with learning disabilities. tests especially thosewith special needs who are mostat riskof failing tests. 4.- t00 .average. ln additioo. 2.dictation. '1.ective to measure groMh and to test the development all students. exceptionalities.. 3. remedial) one inclusive into class. intellectual and exceptionalilies. Typesof Learners The Charton the previous characteristics couldmost likelyinfluence that studenttest takrnq skrils. lor Provide alternative evaluations-aral testing. rrc Modifications forStudents SpecialNeeds with Wilh the movement towardinclusive classrooms.lt would be impossible useoneob. Authentic of tests cancelebrate diversity by allowing students wide varietyof waysto demonstrate a what thev knowandwhat thev cando. if oral Askstudents repeat directions makesurethey to to understand. 7. E Authentic tests can celebrat! diversity by allowing students a wide variety o{ ways to demonstrate what they know and what they can do. Provide clockso studentscanmonitortfiemselves. Leave enoughspaceJoranswers. B. Rephrase instructionsneeded. S&tr&bt rnini.s ed hbliAitr f.

16. ! skyt&ir Tduilr . Provide '17. r0l . HOtil tlt.t. G l v ec h o i c e s .However. Brown that drawstudentsinto the development tests. should teach the to authentic test. suggests. Use whlte paperbecause tracting. Include on pointvalues eachgroup questions. Use some take-horne manipulative experiences wheneverpossb e. (Adapted from material distributed the Boardof Education Jor by pp. tests 15. 2 2 . is impoftant on it to makesurenew testsare designed meetstudentneeds---!nd to truly "we reflect learning.c.He maintains nolhinghelpS-: ot that a personmastera subjectbetterthanhaving askanddebate to questions tundamental aboutwhat is most important aboutthat how subiect---!nd someonecouldtell iI he or she h!smastered it. 1I Do not crowd or .TeecherMade 6 Teslr 9.Chapter. on 14. Use visualdemonstTalrons coloredpaperis sometimes dis 10. the Cityof Etobicoke.E CAN DESrcN TEACHER-MADE BETTER TESTS? Most teachers not havetime to rewriteall their teststo conform will to the guidelines suggested page102. Provide immediate on 2 3 .l Allowstudents writedownkeymathor science to formuias (sothatstudents not penalized poormemory). Allow students use notesand to textbooks duringsome +6cic /^^6n h^^l r6. 1 9 .!d Publitbio! r. feedback all1ests. Jor 20. Theycanhelpconstruct meaningJul tests based essenon ('1989) recommends teachers tiallearnings.204-214) 1981. asWiggins lf. Allow studentsto correctmistakes and/or retake to tests to improve scores understand theydidn'tunderstand and what on the first test.lLl-pr llte IFS 1 2 . Givespecific of 21_ Listcriteria essav lor ouestions. Go from concrele abstract Don't deductlor spelIngor grammar tests." studentsshouidalsobe broughtintothe test-making process. are {or visuals graphic like organizers tests. to 13. t6.

Givestudents somechoice the queslions select questions). 7. p a b o u t i t "( B r o w n 1 9 8 9 . 4_ Arrange the 5 .. for questions {rom simpleto complex. .d P|lblidire I!c..9.(Theteacher to shouldbe ableto work th(oughthe test in one-third onehalfthe timegiven students. ISE guidelines ot may help in the construction better The followrng teachermadetestsl beginnjng unrt.true/false points {2 eachl) fill-in-the blank. Typeor printclearly. Groupquestion typestogether. and verbsto cover trons. consider typesof the it to Obviously. Giveclear directions eachsection thetest. (Le8ve to spacebetweenqueslrons B. Makesureappropriate '10.93-100= A. Givesufficient time for all students finish..l Constructing Tests Effective betterteacher-made testsis to Onewav teachers construct can questions on that shouldbe included a test.9. multiple 6. oral.. or S&yr&h Trilin8 r. Create tesl betore the obiectives to or 2 . for (e. .) level used. lv14 = D. in they 12. the questions type. application gathering. 102 . facilitate and easyreading writing. st!ndards havebeentargeted. Provide grading a scaleso studentsknowwhat scoreconsttgrade(e. . andkinesthetic tasks. Include variety visual. Varylevelso{ questions usingthe three-story by ques processing. Makeallowances students with special needs. Vary question types(true/false.learning Horlo AserrAuthentic "Students all ageswho createsorneof theirown examinations of are forcedto reflecton what theVhavestudiedand makejudgment: . a of 'l1. 10 15. per Limil matching). the whetherstudentshaveachieved significant that benchmarks. is important selecttest itemsthat will measure learning obiectives. 85-92 = B: 75-44 = tutes a certain C. Tests for EDGuidelinesTeacher-Made It is important to selecttest items that will measure whether students have achievedthe significant learning obiectives. Makesurethe test is correlated course and learning standards benchmarks. graphic of organizers essay or a choice intellect 13. of 3 . essay. Below70 = NotYetl). the 1 . is reading 9.9. '14. to ten choice. 1 1 5 ) . Givepointvaluesfor eachsection(e.

(nothing . than Muhiple4hoicehems .) lists.) instructions. Statemainideain the coreor stemol the question. tellall you . multiple correct Completion ltems . Matchingltems . 112-187. Givepoint value and . allof the above). Use somehigher-order verbslike "predict"or "compare conthinking verbslike "list" and "name." "never. (a . Avoidabsolute and "alwaYs.TercherMade FOR TIPS CONSTRUCTINO TEST QUESTIONS True-Falsehems . Usehomogeneous (Don't names mix with dates. AvoidmultiDle makea sentence confusing. too blanksthat sometimes Essayltems ("Discuss"is ambiguous ." .speci{ic answerfor eachitem. Limrtlist to between andten items. to higher. number. Structure a brief. of . Limittruefalsequeslions ten. Avoidall!ncompassing questions know abouta subiect). for . {or JromBoardof Education the city of Etobicoke. frve ." trast" ratherthan all recall (Adapted 1987. (Write .) incorrect choices. Use reasonable choices. lnclude answers andb. MakesureitemsaIeclearlv or falserather thanamblguous true . Definecriteria evaluation. . Givemorechoices therearequestions. pp. Makeoptionsthe samelength very longor veryshort). for . etc. Avoidpassages on from text (emphasis memorization). lifteddirectly . Useblanks equal length. . Consider tfue falsequestions to encourage to asking students make orderthinking. Giveclear letter.6 Tesls Chapler. (Avoidridiculous ." wordsIike"all.) r"' O 1999 SkyliC rdinior rd Publishing 103 .

.n the Bo. .ective-style testingis frequently ineffective OBJECTIVE OF TYPES EVATUATION A welldeveloped objective test . mar.mustbe put in the proper perspective. answers require that a shortresponse questions include loliowing: Obleclive-style the 1. multiple choice true-false matching shortresponse @ .likestandardized tests.pp. 157-158) styrjlB T-i. they. r04 . . rc questions playa rolein the assessEventhoughobjective-style can mentprocess. teactrer-made Because time constraints. 4. many teachers choose useobjective to stylequestions Objective style questions predetermined havehighly specific. tesls. . Essays.and nearness (item canbe easily anallzed analysisJ prevents gradrng biased by teacher can be used for diagnosticor pre{esr purposes groups canbe givento l€rge DISADVANTAGES requires mosllyrecallof{acts doesnotallowstudents to demo^stnte writng skrlls oftenrequires dasproportionate a amount reading ol {penalazes poorteaoers) canbe ambiguous confusing and (especially younger to students) pre' sssally a speci{ic. [)erlormances. organrzers. obrective stylequestions canplay a role in the assessment process.1987. artistic oral and meaningiul learning canallbe included lronsn]easure and on of however. ADVANTAGES qu.spelling. Gdaptedfro.learning Ho*lo Asess Authenlic graphrc presenta.. "Evaluation should a learning experience boththe student for be and the teacher.ckly canevaluate skills and ef{jciently canprevent studeftblrom "writingaround" answer the grades canprevent students' f(om beinginfluenced by gramwritingskills. 2.rd o{ Education the Cityol Etoticoke. ob. However.rd Arbtslirg IE.ior . 3. has determiR€daDswer canbe veritiFe-consuming to @nsruci guessing promotes is often usedyearafter year despite ditfering needsof students fo.

They czlled it a Scaatrcnn.p.perlormances.the by styletests shouldbe balanced other!ulhentic andthe objective asSesSmenls.Teacher-Made 6 Tesls experience eitherthe studentor the teacher for as a learning questtons often require obtective-style too only the recall of tlecause processes thinking or factsand do not allowthe studentto drsplay to for them" (Board Education the City of of the teacher observe 1987. ponfolios too "subjective. the teachgrade assign erscould a because theyliked didn'tlikea studenl or or couldbasethe gradeuponoutsidevariables neatness.or behavior. Sincemostwell-written selectedresponse itemstramechallenges allowforjust onebest test that E . tests being faireror morevalidandreliable.i!t! Triling id Aflilti!8 I!. t{rE Test Torlure -.Chapler .-!- ffi"i***r 'Professoa. . Etobicoke. Objective Misconceplions Tesis Aboul pointoutthatevaluating prodof OItencrilics autlrentic assessment " and and is ucts.however. 156). ir does. .- t05 . program does not haveto include objective style A good evaluation questions if shouldbe well constructed tests. like attenThesesamecriticspointto obiective dance.' St r. obiective style tests shouldbe balanced by other authentic assessments.]dchine.what is this rclic?" 'lt's a Nimitive bnurc devico used by toacheEin the 20th century.

check the teachers use to evaluate effectiveness can of teacher-made madetestsappears page on tests andcommercially 109.lerrning Horlo Assess Aufhenlic @ A good teacher-made test includes verbsfrom all three stories ol ihe intellect. "compare. verbslike "reason. theirabilityto apply ('1994) that information doingsomething by with it. eachof the threelevelsof learning-gathering. Teachers shouldexamine both the advantages disadvantages and of obiective-stvle tests and then determine rolethey will playin the the process. A self. and questions applying. third-story And "amagine.TheThree-Story Intellect Feview page110provides on a methodto analzye how manyquestions teststo determine address processing. that assessor" 103)." "speculate" students verbslike"evaluate. regardless theirformat." . evalualron Techniques Three-Story Verbs Intellecl and Queslioning Bellanca Fogarty and have created graphic a based Bloom on s {1991) (see Taxonomy Intellect page107) show called Three-Story the to what verbsteachers use when theyaskquesiions. Stiggins observes that it is teachers the assessments c-Ata that havethe and thev most impacton studentlearning drivethe asslessment and systems in schools.most important. . ot as (1994) Stigglns warnsthat when the teacher selects test rtems the judgment for inclusion the finaltest. Manyteachers this graphic use as a guide whentheyaskquestions class whentheycreate in and teacher-made thal encourage higher-order tests thinking. leadsto the "objecit e tive evaluatron responses beingrightor wrong.and "match"askstudents gather " " verbslike to " " or recaliinformation. rc answeror a limitedset of acceptab answers. their abilityto process that information and. welfbalanced should A test include from all levelsto assess students'recallof factual information. effectiveleacher-made includes An test verbs from all threestoriesof the intellect.involve of on part o{ the assessor. can Firsl-story "count. Second-story "analyze" students process and ask to information. o1 to judgnrent the all assessments. However. he/sheis making subjective in a as to the meaningand importance the material be lested.bi4 In t06 . assessments all of (p. reflectthe brases Therefore." and ask to applyinformation. st t*tu TEiriI8 @dPutli. "describe.

reason. imagine. (Adaptedfrom Bellanca Fogany. -Qliver Wendell Holmes Name | \ Recire \L-T \ r-? \ seled \ \N'rl' ---.. generalrze. 1991..Three-story menrdealize. usingthe labors tact of collectors wellas as theirown.l snd O 199 Sryrtllr T-iri4 r.Two storymencompare. factcollecAll torswho haveno aim beyond theirfactsare one storymen.d hblisdile r. two-Story intellects.nt Desctbe \ Malch \ Thereareone story rntellects.o4r. predict-their best illumination comes from above. 107 . threeand storyintellects with skylights. through the skylight.Us!dwith Oermissbn.Clrpier ' Ieacfierfl:de 6 Tesh THREE-STO INTELLECT AFpiyA Principle $fihen Estimale Forecasl dororr" Rl"Tn -':':' Son slve Distinguistr " I crrren I Cot.

gEnianonol inio. @nrnues lo deolE(Eir . blt tv.tu'ce Jobs Planiarians !. 5. i c l e s 1 l F o .shcdps J Ra^cher r Tdlnsr rcald!sy ol NancyM nsk!. lll no sl ENGLISH D(eclions: Please crcle @e n!xtto th!numb!r the il is nalemenris tu6: cncb tu/sei{ lhe statem!nt in.-bu. i .r. Cmparo ..sar"ygl?pp94!r! !c! tn4.!larding &ij 6in.osion G Conof G'h H StaveLabor I C. Ewllate the efie.r r.pp!n !treidAIDSis rcl {@nd wnhan v!ars tire 4.gBnize I O 1999Styri8ht Tninirg dd Publilhjrg I!. You may drawa Vennda4Gm io helpy@ yo!.o Crop Roraron S.nd @nt6sr th!bubonicphque to AlDs.s.. afte..mal on us! ot supporl sbtemenb clarity and 6flecriwress r dO Rew'rle o F 2 rom sawys 6 rhe proboonBr 'n Hucxe@try rnn. o. / ORAPHIC ORCANEER BrsToFY D .How Assex to Learning Auihentic MATCHINO QUESTIONS S O C I AS T U D I E S S T NS O I ] T B E A S T E R N L TE O U NT E D I A I E S S pornrs Or!. lhor!hts b6for6you wite. p l c t et e m ' . c. I -t!. MarkTwainnas !w!ahhy rn!nall or his tife.op C'oDsQrownto !a.r. Pr!di(t what wilr tuoo!n rl rhe ozonetav!. Sp!cuhte wt!t will h.: rlhr!! eacnIf I nrhe telettton Coturna A rfal rhephrase Co/umn s descrbr. c t ! n I ) ilr a2 d3 ChanQnA crors lromoneyear Separared coiton seeds irom Someonewho visils a place rorpeasrre A A C D ! F E5 !6 a3 Blggesl iarms nsoutheast Ftrsr!shc. hidonHani&llsl!nd Jim.!f. r08 . e c l o n s C o r .itethe falsestalements makelhemtuo lo Ot 1 Matklwain wrcte Hucktebety Fi.rt!. Youwillreceive addiliona porn$il an 2 you rew. ro. whe!|.. .. and 3.n money Jobs 'n wh'ch p!de aresefred Conon Toba.nn 6 rh!plllgonar 3 Mdrl Twin s realndme '5 Srmu6l Crer!n5 r or@ I ne rumway slavs. t p e r c .411 s u b p o 1 5 nt r e s m a e r .ny way lase (2 pornts !ch). r l n a p o n t h e M ' d d e A g e sb V l .l oaour l$v!mmenfs r!s!arch r!glhnoni .g i.acy of intormaion o.hel!ft AuntPollyFewrite: JimhidonJackson lshnd..^ TRUE/FALSE QUESTIONS ESSAY QUESTIONS SCIENC! Dneclions: Seled one oi th! lollowhg topi6 tor your essy question.Youressaywillb! evalualed the tolowng on a60.ts curcnr rgre 2.o.

of | haveusedallthreelevels the Three-Story of Intellect verbsin my questions. - | havemadesurethatallstudents havetime t6 finishthe Signature: Date: O 199 Stytjslr Tdjritrd bd Publtuhi!8 ro. IESt. r09 . for I haveincluded tasksto address multiple the intellioences andlearning modalities my students. 7. of | havegivenstudents somechoice questions. 2. I wrote my test beforeI taughtthe subject matter. 3.. | havemadeallowances students for with special needs._ 9. types._ 5.10 ._ 4. I havelistedmy standards benchmarks the test.Chapler . | havevaried question the typesto include _ i haveprovided pointvalues eachsection.6.8.Teadrerlrlade 6 Tests THE TEN BIO TEACHER-MAD TEST CI|ECKLIST Tes t: Grade Level/Class: '1. and on | havelistedmy grading scaleon the test.

bd PubliCi. used TallV results. thirdlevelaccordrng the ThreeStorylntellect(see or to p. the by them Iirst. Number second-story of processing questions. Followthe test guidelines. b . Number third-story of questions. of applying Analyze chapter a test from a textbookor any commercially prepared content test ln termsof the guidelines above. c.Hon Assess THREE-STORY VERBS INTELLECT REVIEt. ot test. Number second-story processing of qu!stions.'/ Analyze of yourown teacher-made Classify questrons marking one tests.Iallvthe results.discussedthis chapter in anduse "The BigTenTeachgr-Made Test Checklist-" O 1999Styl-iSht Triiilg rr0 . applying Compare contrast analysis youroriginal and the of teacher-made to vour test analysis thecommerctalty prepared Comment yourlindings. Number third-story questions. on Construct original an teacher-made to use with yoursludglts. the a . 107). b. a.lo lrlfientic learaing . Numberof fi(St-story gathering questions.! tn - . Numberof first-story gathering questions. second.

1. O 199 Stytisir lairitg .d Plbli$its lr. Listonecomment haveabout teacher-made vou tests.. 2. fll .Chafler .. 1. l List fwo thingsyouwouldliketo try on yournextteachermadetest.TeacherMade 6 Tests TEACHER-MADE TESTS RfcoR0 @ REFLECTION PAOE List three thingsyouhavelearned aboutteacher-made tests.

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