10 Traditional Assessments in field of specialization with its Do's and

Don'ts with examples

1. Multiple-Choice Tests - is a type of assessment that consists of a question or

statement followed by a list of possible answers, of which only one is correct.

Do's:

 Make sure the questions are clear and unambiguous.

 Avoid using double negatives.
 All answer choices should be plausible.
 The correct answer should be the most logical and comprehensive.
 Use a variety of question formats, such as simple recall, application, and analysis.

Don'ts:

 Don't make the questions too difficult or too easy.

 Don't use trick questions or questions that are based on obscure or outdated information.
 Don't give away the answer in the question stem.
 Don't make the answer choices too similar.
Example:
How many years are there in a decade?
A. 5 B. 10 C. 15 D. 20

2. True/False Tests - is a type of assessment that consists of a series of statements,

of which the test-taker must indicate whether they are true or false.
Do's:

 Make sure the statements are clear and concise.

 Avoid using ambiguous or double-barreled statements.
 Make sure the statements are factually correct.
 Include a mix of true and false statements.

Don'ts:

 Don't make the statements too easy or too difficult.

 Don't use statements that are based on opinion or conjecture.
 Don't use statements that are too long or complex.
Example:
True or False: 10 is a prime number.
 3. Short-Answer Tests - is a type of assessment or examination that is relatively
brief in duration or covers a limited amount of material compared to longer and
more comprehensive tests.

Do's:

 Ask questions that require students to demonstrate their understanding of the material.
 Make sure the questions are specific and focused.
 Provide clear instructions on how to answer the questions.

Don'ts:

 Don't ask questions that are too broad or vague.

 Don't ask questions that can be answered with a simple "yes" or "no."
 Don't ask questions that require students to write a long essay.
Example:
Give the definition of an angle bisector.

4. Essays - referred to as a free-response or open-ended test, is a type of

assessment in which students are required to write a substantial response to one
or more questions or prompts.

Do's:

 Give students clear instructions on what to write about and how to write it.
 Provide a rubric that explains the criteria for grading the essays.
 Give students enough time to complete the essays.

Don'ts:

 Don't give students too broad or vague topics to write about.

 Don't make the essays too long.
 Don't grade the essays too subjectively.
Example:
Define what a mathematical proof is, and discuss its importance in mathematics.
Provide an example of a simple proof to illustrate how mathematical arguments
are constructed and used in the discipline. Explain the steps involved in your
chosen proof and how it leads to a valid conclusion. Additionally, reflect on the role
of mathematical proofs in solving real-world problems and advancing
mathematical knowledge.
 5. Problem-Solving Exercises - activities or tasks that require individuals to use
their cognitive skills to identify and resolve problems.

Do's:

 Make sure the exercises are aligned with the curriculum.

 Make sure the exercises are challenging but achievable.
 Provide students with access to the necessary resources, such as calculators
and reference materials.
 Give students enough time to complete the exercises.
 Provide students with feedback on their work.

Don'ts:

 Don't make the exercises too difficult or too easy.

 Don't provide students with step-by-step solutions to the exercises.
 Don't allow students to copy solutions to the exercises from other sources.

Example:

You are tasked with helping a painter reach a high window on the second floor of
a building. The window is 8 meters above the ground. Now, you don’t know the
length of the ladder. However, the ladder must be placed 6 meters away from the
wall. What should be the length of the ladder so that it could reach the window?

6. Quizzes - a test of knowledge, especially a brief, informal test given to students.

Do's:

 Make sure the quizzes are aligned with the course objectives.
 Make sure the quizzes are fair and challenging.
 Give students enough time to complete the quizzes.

Don't:

 Don't make the quizzes too long or too short.

 Don't make the quizzes too easy or too difficult.
 Don't give students too many quizzes.
Example:

1. 1 km = 1000 m
3000 m = _____?
2. How many grams in a kilogram?
3. How many centimeters in a meter?

7. Midterm and Final Exams - are both assessments used in the educational system
to measure a student's knowledge and understanding. Midterm assessments
focus on the first half of the course and provide feedback to help students improve
their understanding of the material. Final assessments evaluate a student's overall
mastery of the course material and often carry more weight in determining the final
course grade.

Do's:

 Make sure the exams are comprehensive and cover all of the material that was
taught in the course.
 Make sure the exams are fair and challenging.
 Give students enough time to complete the exams.

Don't:

 Don't make the exams too long or too short.

 Don't make the exams too easy or too difficult.
 Don't give students too many questions to answer.

Example:
 8. Projects - also known as a project evaluation or project appraisal, is a process of
evaluating the success, effectiveness, and outcomes of a project. It is conducted
to determine whether the project met its objectives, adhered to its scope, budget,
and schedule, and delivered the expected results.

Do’s:

 Make sure the projects are aligned with the curriculum.

 Make sure the projects are feasible for students to complete in the given time
frame.
 Provide students with access to the necessary resources, such as materials
and tools.
 Give students the opportunity to work on projects that they are interested in.
 Encourage students to be creative and innovative in their projects.
 Provide students with feedback on their work throughout the project
development process.

Don’ts:

 Don't make the projects too difficult or too complex.

 Don't give students too many requirements for their projects.
 Don't allow students to copy projects from other sources.

Example:

Dream House Design Project

(Rubrics Based)

Description: For this fun math art project, students are tasked with designing the floor
plan of their dream home (and backyard) by applying math skills including measurement,
scale, area, and perimeter. Students can use graph paper and markers or digital tools
like Google Sketchup to create their home’s blueprints, calculate the cost of building
materials and furniture, and design the layout of their houses interior and exterior.

9. Alternative Response - valuable for assessing a broader range of skills and

abilities, including critical thinking, problem-solving, creativity, and communication.
They are often used in conjunction with traditional assessments like multiple-
choice tests to provide a more comprehensive view of a student's knowledge and
capabilities.
Do’s:

 Do Align with Learning Objectives

 Do Foster Critical Thinking
 Do Provide Clear Instructions
 Do Offer Flexibility
 Do Promote Creativity
 Do Focus on Real-World Application
 Do Use Rubrics
 Do Provide Opportunities for Self-Assessment
 Do Emphasize Reflection

Don’ts:

 Don't Create Assessments Without Purpose

 Don't Make Assessments Overly Complex
 Don't Neglect Clear Evaluation Criteria
 Don't Use One-Size-Fits-All Approaches
 Don't Neglect Student Training
 Don't Overlook Accessibility

Example:
 10. Gap Fill - is a type of assessment or activity used in education to evaluate a
person's comprehension and understanding of a text. In a gap fill assessment, a
passage or text is presented with certain words or phrases missing, and the task
is for the individual to fill in the blanks with the correct words based on their
understanding of the context.

Do’s:

 Do Align with Learning Objectives

 Do Provide Clear Context
 Do Offer Clues
 Do Vary Question Types
 Do Include a Range of Vocabulary
 Do Consider Difficulty Level

Don’ts:

 Don't Make It Overly Complex

 Don't Include Ambiguity
 Don't Use Unfamiliar Vocabulary
 Don't Overuse Gap Fill Exercises
 Don't Neglect Clear Instructions

Example: