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Short-Answer Items

Short-Answer Items. Glen Hammond, RRC, CAE, CIE. Short Answer Items, 5:45. Require a list, a few sentences, a phrase, or even a short paragraph. Most often test learning at the knowledge and comprehension levels though application and analysis may also be tested. Most Often Used to Test:.

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Short-Answer Items

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  1. Short-Answer Items Glen Hammond, RRC, CAE, CIE

  2. Short Answer Items, 5:45 • Require a list, a few sentences, a phrase, or even a short paragraph. • Most often test learning at the knowledge and comprehension levels though application and analysis may also be tested. Short Answer Items

  3. Most Often Used to Test: • knowledge of facts, theories, principles, laws, etc. • comprehension of information at interpretation level. • application of rules, principles, methods in problem solving • analysis of a new situation to identify steps or design principles Short Answer Items

  4. Most Suitable When: • recall is more important than recognition [fire drill plan]. • reduction of guessing is important. • checking for basic math skills [computation, following a formula]. • ease of construction is important. Short Answer Items

  5. But, Short-Answer Can … • be difficult to score: partial credit, unanticipated answers, different interpretations. • be ambiguous. • test only a limited scope of content. • be difficult to use with computerized item banks: sophisticated answer juggling. Short Answer Items

  6. Three Forms: • question • completion • identification Short Answer Items

  7. Short Answer: Question Form • What is the first thing you would do if a fire starts in your shop? • What kinds of nails must be used to nail shingles on a roof? • Explain why certain plants are green. Short Answer Items

  8. Short Answer: Identification • Name each of the labeled parts in the diagram at the left. • Write the chemical symbol for each of these elements: gold, iron, tin, lead, zinc, oxygen, copper, • Write the metric symbol for each of these measures: liter, meter, kilogram. Short Answer Items

  9. Short Answer: Completion • The part of a plant most often associated with seeds is the _____. • The name of the rotating wheel on this engine is ____. • The year that Columbus first reached America was _____. • The name of the process whereby green plants manufacture food is ____. Short Answer Items

  10. List Name Identify Define Compare Contrast Draw Differentiate Solve Explain Justify Comment Criticize Assess Rate Develop Common Terms for Beginning Short Answer Items Short Answer Items

  11. Analyze Argue Assess/assign Categorize Comment Compare Contrast Create Criticize Decide Defend Define Describe Determine Differentiate Discuss More Terms Short Answer Items

  12. Draw, sketch Evaluate Explain Give How How much, many Identify Illustrate, illuminate Justify Label List Name Order Outline Predict prioritize Even More Terms Short Answer Items

  13. Provide Question Solve Suggest Summarize What When Where Who Why Write And Still More Short Answer Items

  14. Higher-Level Thinking • Do you agree that ---? • Summarize the argument for ---. • What connections are there between --? • How would things change if ---? • What has --- to do with ---? • What is meant by --? Another way to? • Rephrase this so --- would understand. Short Answer Items

  15. Higher-Level Thinking • Would you rather --- or ---? Why? • What are your concerns about ---? • Where do you stand on this issue? • If ---, would you change your mind? • How would you explain --- to ---? • What might be implied by ---? • What can you infer from? Short Answer Items

  16. Higher-Level Thinking • What conclusions can be drawn from -? • Give the opposing argument for ---? • What is --- really about? Why? • What do you think of ---? Why? • What have we discovered about ---? • What comes to mind when ---? Why? • What are your concerns as you ---? Short Answer Items

  17. Higher-Level Thinking • What might happen when ---? • What are the consequences for ---? • What special meanings does --- have for you? For someone with an opposing view? For someone who ---? • How would you design a --- that ---? • How can we justify/rationalize ---? Short Answer Items

  18. Higher-Level Thinking • What are the origins of ---? • What are the causes, effects, consequences, outcomes of ---? • What predictions can you make about -? • How would you locate ---? • What quotation would sum up ---? • How would one troubleshoot ---? Short Answer Items

  19. Higher-Level Thinking • How could you explain --- to a 6-year old? To a rocket scientist? • Where would you place the value of --- to ---? Why? • What would you say to ---? • What kinds of experiences would produce ---? • Sketch the relationship among ---. Short Answer Items

  20. Higher-Level Thinking • Estimate the effects of ---. • Extrapolate this series: 1, 9, 16, 22, …. • Specify the limits of ---. • Interpret the meaning of ---. • Demonstrate a way of ---. • Defend this statement: ---. • Construct support for ---. Short Answer Items

  21. Higher-Level Thinking • Associate --- with ---. • Apply this principle to ---. • Characterize the nature of ---. • Compose a statement depicting ---. • Differentiate --- from ---. • Distinguish between --- and ---. • Forecast the outcomes of ---. Short Answer Items

  22. Higher-Level Thinking • Reorganize this sequence: ---. • Spot the errors in this line of reasoning:---. • Fashion an apparatus to ---. • Hypothesize about ---. • Imagine you have ---. What will you do and why? Short Answer Items

  23. Higher-Level Thinking • How will --- likely affect ---? • Rate these according to ---. • Prioritize the actions for ---. • Picture the results of ---. • Research reasons for ---. • Suggest an error in this reasoning: ---. • Rewrite this paragraph/sentence improving the clarity and coherence. Short Answer Items

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