ASL 1 (Semi-Final Examination)

A teacher noticed that her recall-type items were too easy because students answered without deep understanding. What should she do to increase cognitive challenge?

• Combine recall and recognition tests in one exam

• Add more blanks in each recall question for complexity

• Use completion items that require key-term understanding

• Use more recognition-type items that test higher comprehension

A science teacher asked students to complete the sentence “Photosynthesis occurs in the _____.” Which type of objective test is she using?

• Completion test

• Matching type

• Simple recall type

• Structured response type

A student complains that an identification test included several questions that had more than one possible correct answer. Which rule did the teacher violate?

• Avoid textbook language

• Make use of short sentences

• Arrange blanks in right column

• Include only one correct response

A teacher created recall questions that are long and complex. What is the best way to improve them?

• Provide grammatical clues

• Rephrase into direct questions

• Add multiple correct responses

• Replace them with matching items

A completion test asks: “The _____ is the largest planet in the solar system.” Why is this considered a good test item?

• It uses over-mutilated structure

• It allows many possible answers

• It includes a clue in the statement

• It provides a clear context for response

A teacher included “always,” “never,” and “none” in several true/false items. What issue might occur?

• Items may become too long to read

• Questions may become too vague

• Students might easily guess answers

• Students may become confused by phrasing

A colleague’s completion test includes this item: “The _____ is obtained by _____ dividing _____ by _____.” What rule did they break?

• Avoid clues in the blank

• Avoid complex sentences

• Use only one blank per item

• Avoid over-mutilated statements

When constructing an alternative-response test, which improvement will best facilitate scoring?

• Use long, descriptive statements

• Randomize placement of T and F

• Use trick statements to ensure focus

• Place answers in a right-hand column

A teacher noticed that her true/false test has 90% of items marked “True.” What issue might this cause?

• Items may become ambiguous

• Students may not read each statement

• Students can guess the pattern easily

• Students might focus only on long sentences

A test item states: “The principal of the school is Mr. Dela Cruz.” Since the word “principal” is misspelled as “principle,” this violates which guideline?

• Avoid qualifiers

• Avoid trick statements

• Avoid long sentences

• Avoid similar phrasing